795 research outputs found
Customized web-based data presentation
This is an electronic version of the paper presented at the World Conference on the WWW and Internet & Intranet (WebNet'98) held in Orlando, FL (United States) on 1998Reprinted from the WebNet 98 : World Conference of the WWW, Internet, & Intranet with permission of AACE (http://www.aace.org).This paper presents a language for specifying the presentation of data in Web pages. The language is an extension of HTML that
includes constructs for specifying how to present one or more instances of a given class of data, and constructs for tailoring the
presentation to the features of the data, to information in user profiles and to the capabilities of the user s platform. We describe the
architecture of the system, the features of the page specification language, and present examples of generated pages
An adaptive driving course based on HTML dynamic generation
Reprinted from the Proceedings of WebNet World Conference on the WWW and Internet 1999 with permission of AACE (http://www.aace.org).This is an electronic version of the paper presented at the World Conference on the WWW and Internet (WebNet '99) held in Honolulu (United States) on 1999In this paper we describe a new approach for developing adaptive Web based courses. These courses
are defined by means of teaching tasks which correspond to basic knowledge units, and rules which describe how
teaching tasks are divided into subtasks. Both tasks and rules are used at execution time to guide the students
during their learning process by determining the set of achievable tasks to be presented to the student at every step.
Adaptivity is implemented by presenting students with different HTML pages depending on their profile, their
previous actions, and the active learning strategy. The HTML pages presented to the students are generated
dynamically from general information about the type of media elements associated to each task and their layout.
The whole approach is exemplified by means of a course on traffic signs
Graduating live and on line: the multimedia webcast of the Open Universitys worldwide virtual degree ceremony
As the foremost international open learning institution, the UK Open University has now webcast two live and on-line degree ceremonies. Most higher education establishments routinely videotape degree presentations and many now broadcast these videos as ways of including remote family and friends who could not attend the physical event. In contrast, the UKOU has presented live ceremonies at which the graduands themselves, plus guests, family and friends were all remote and online! The first worldwide virtual degree ceremony took place at 15:00 GMT/UT on March 31st
2000. This ceremony was the first in the Open University’s calendar for 2000, and therefore the first formal ceremony of this leading open learning institution in the new millennium. The second online ceremony took place on 18th April 2001, and further ceremonies are planned as part of the routine of open learning
Adaptive hypermedia for education and training
Adaptive hypermedia (AH) is an alternative to the traditional, one-size-fits-all approach in the development of hypermedia systems. AH systems build a model of the goals, preferences, and knowledge of each individual user; this model is used throughout the interaction with the user to adapt to the needs of that particular user (Brusilovsky, 1996b). For example, a student in an adaptive educational hypermedia system will be given a presentation that is adapted specifically to his or her knowledge of the subject (De Bra & Calvi, 1998; Hothi, Hall, & Sly, 2000) as well as a suggested set of the most relevant links to proceed further (Brusilovsky, Eklund, & Schwarz, 1998; Kavcic, 2004). An adaptive electronic encyclopedia will personalize the content of an article to augment the user's existing knowledge and interests (Bontcheva & Wilks, 2005; Milosavljevic, 1997). A museum guide will adapt the presentation about every visited object to the user's individual path through the museum (Oberlander et al., 1998; Stock et al., 2007). Adaptive hypermedia belongs to the class of user-adaptive systems (Schneider-Hufschmidt, Kühme, & Malinowski, 1993). A distinctive feature of an adaptive system is an explicit user model that represents user knowledge, goals, and interests, as well as other features that enable the system to adapt to different users with their own specific set of goals. An adaptive system collects data for the user model from various sources that can include implicitly observing user interaction and explicitly requesting direct input from the user. The user model is applied to provide an adaptation effect, that is, tailor interaction to different users in the same context. In different kinds of adaptive systems, adaptation effects could vary greatly. In AH systems, it is limited to three major adaptation technologies: adaptive content selection, adaptive navigation support, and adaptive presentation. The first of these three technologies comes from the fields of adaptive information retrieval (IR) and intelligent tutoring systems (ITS). When the user searches for information, the system adaptively selects and prioritizes the most relevant items (Brajnik, Guida, & Tasso, 1987; Brusilovsky, 1992b)
e-Portfolio: Java technology for financial applications on the Internet
This is an electronic version of the paper presented at the WebNet 2001 World Conference on the WWW and Internet, held in Orlando on 2001The rapid introduction of the Internet technologies in the financial sector is
leading to profound changes affecting both financial service companies and private
investors. Web-based technologies have transfigured our concept of information
availability, and are transforming the way customers and service providers communicate
and relate to each other as well, posing new organizational and computational challenges. A
new generation of financial applications is needed that a) help users in accessing the right
information in an understandable form, despite the size and complexity of information
sources, b) are readily available from handy standard connection points, c) do not impose
heavy or too restrictive platform requirements on the user, and d) assure transparent, reliable
and secure transactions for the client. In this paper we describe e-Portfolio, a Java-based
financial application that gives assistance in the choice of an optimal investment strategy
according to an investor's profile. e-Portfolio’s highly portable, interoperable, and reusable
components result in a very flexible architecture that can be accommodated to different
business settings and requirements
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Electronically Assisting Communication for Health Professionals
New information and computing technologies offer cost efficient and effective learning opportunities for health care professionals. The Assisted Electronic Communication project is prototyping, administering and evaluating a digital discourse system for health care professionals within an acute Hospital. Health care staff participating in the study are able to access and contribute to threaded, asynchronous discussions and themed information in the context of critical work documents. Early indications are that the system is viewed very positively, and seen as a way of critically engaging with new material that is getting closer to an idealized learning in the workplace
Cases studies to enhance quality in Web activities
On-line activities (case studies, peer assessment and distance training) proposed in a course to graduate students are described and evaluated as examples of quality enhancement. The impact on students performances, the level of competencies they develop, the role of tutors and the changing relationship student-tutor-course are highlighted.Peer reviewe
TANGOW: Un sistema de enseñanza adaptativa a través de Internet
Proceedings of the Congreso Nacional de Informática Educativa CONIED'99 at Puertollano, Spain, November 1999. Published on CD.En este artículo se describe TANGOW, Task-based Adaptive learNer
Guidance On the Web, un sistema para la enseñanza de cursos accesibles a través de
Internet. Los cursos definidos con TANGOW se adaptan a los estudiantes teniendo en
cuenta tanto sus características propias (edad, idioma, etc.), como el conjunto de
acciones que realizan durante el proceso de aprendizaje. Existe una estructura
asociada con cada estudiante en la que se almacena el itinerario seguido por el
estudiante en su interacción con el sistema, y que se restaura al inicio de cada sesión.
Los cursos gestionados por el sistema se definen en términos de Tareas Docentes y
Reglas. Las Reglas especifican la(s) relación(es) entre Tareas que, a su vez,
corresponden a unidades conceptuales definidas por el diseñador del curso. Los
ejemplos que se utilizan para ilustrar las características del sistema forman parte de un
curso sobre educación vial.Este trabajo ha sido realizado dentro del proyecto InterEdu, financiado por la Comisión Interministerial de Ciencia y Tecnología (CICYT), proyecto número TEL97-0306
Supporting strategic cultural change: The Strathclyde learning technology initiative as a model
This paper describes the strategies being developed at the University of Strathclyde in response to the vision in the Dearing Report of a learning society in which Communication and Information Technology (C&IT) is central to students' learning experiences. The Strathclyde Learning Technology Initiative aims to support strategic change in the development and use of new learning technologies to improve the quality and efficiency of teaching and learning within the University. In order for a major cultural shift in teaching and learning to take effect there are three main areas that need to be addressed: (i) many academics still work within a traditional teaching framework and believe that these methods can simply be transferred to the Web, (ii) students who have been taught in a traditional teaching environment need support in acquiring new learning skills for an electronic learning environment, and (iii) new methods of learning and teaching can only be successfully integrated within the environment of a supporting infrastructure and institutional climate. These key elements are further explored, drawing on the lessons learned from the implementation of the Initiative, and suggestions are made for ways of surmounting the barriers to the uptake of C&IT perceived by academics
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