A model and architecture for open cross-media annotation and link services

Over the last decade, we have seen a tremendous increase in the number of digital media types that we deal with as part of our daily work. While the Web with its linking functionality was originally designed for organizing information in the form of HTML documents containing embedded media such as images, movies and sounds, the underlying hypertext model is not flexible enough to deal with new media types. A flexible link and annotation service should not only support a growing set of digital media types, but also pay attention to emerging possibilities for linking and integrating the physical environment with digital information spaces in the form of augmented reality environments. The successful implementation of these so-called cross-media information spaces, where different types of digital information get linked and integrated with physical entities, demands for a rethinking of models and architectures for extensible and scalable cross-media annotation and linking. In this paper, we present our general model for open cross-media annotation and link services and highlight how this model enabled the realization of an extensible cross-media architecture. We further introduce the concept of open cross-media information spaces where the integration of new media types on the data level as well as on the visualization level is supported via a resource plug-in mechanism.     

A study on learning effect among different learning styles in a Web-based lab of science for elementary school students

The purpose of this study is to explore the learning effect related to different learning styles in a Web-based virtual science laboratory for elementary school students. The online virtual lab allows teachers to integrate information and communication technology (ICT) into science lessons. The results of this experimental teaching method demonstrate that: (a) students in the experimental group using the online virtual lab achieved better grades than those in the control group under traditional class instruction, (b) in the experimental group, grade achievements of students having different learning styles were not significantly different from each other leading us to conclude that the Web-based virtual learning environment is suitable for various learning styles, (c) students with the “accommodator” learning style made the most significant achievements in this study, the scores obtained by the experimental group being remarkably better than those in the control group, and (d) up to 75% of the students surveyed indicated that they preferred using the Web-based virtual lab to reading textbooks only. The results of the experimental teaching and the survey show the feasibility and effectiveness of the Web-based learning environment being studied. It encourages further development of the Web-based virtual lab.     

一种基于Web的智能搜索方法

提出了一种针对Web的智能搜索方法。采用启发式的搜索技术,事先给定少量的训练范例即可开始搜索,并能在工作过程中通过自学不断积累相关知识,逐步提高搜索效率。     

探索学习困难的归因分析和实践教学研究——以《跨境电商交际英语》为例

高职院校学生的学习意志往往比较薄弱,需要借助于外部力量进行强化,文章运用成就动机理论,希望借此调动学生学习的积极性,变"要我学"为"我要学".     

A study of learning performance of e-learning materials design with knowledge maps

This research investigated the application of knowledge maps in e-learning materials design and hypothesized that knowledge maps would be more effective than e-learning in general at improving the performance and satisfaction of e-learning. In order to test the hypotheses, we conducted an experiment with 175 participants and randomly assigned them into knowledge map-based and browse-based groups. Both groups of participants needed to acquire specific skills and knowledge to write the target ADO.NET program. In the end of each training session subjects received an assessment to understand their learning score, satisfaction level, and computer self-efficacy. Our statistical analysis result showed that knowledge map-based learning group outperformed browse-based group in these three measurements. Thus, the proposed hypotheses were supported. We concluded that if knowledge map-based materials design approach were employed novice users would acquire the ADO.NET programming in a more effective manner. In addition, the satisfaction and computer self-efficacy of users could be improved substantially as a result of knowledge map-based materials design approach.     

Motivational aspects of different learning contexts: “My mom won’t let me play this game…”

Learning motivation should describe mechanisms that direct toward the learning goals, initiate learning activity and hold one‘s learning ability on a level that enables person to attain new information and more complex knowledge. Educational games are emerging as a new form of learning that should improve student’s desire for knowledge. Idea that educational games can be used as an effective teaching tool is what inspires our work in this field. In our study we attempted to explore the connection between motivational effects and application of educational game design as a learning tool. Additionally, we took into consideration effects of this approach on improving final exam results. Our results indicate that designing computer programs can raise enough curiosity and can be seen as a relevant learning tool for students.     

Development and evaluation of a Web 2.0 annotation system as a learning tool in an e-learning environment

The emergence of Web 2.0 technology provides more opportunities to foster online communication and sharing in an e-learning environment. The purpose of this study was to develop a Web 2.0 annotation system, MyNote, based on the Web 2.0 core concepts which emphasize ease of access and active sharing and then to gain an understanding about people’s perceptions of MyNote from a usability perspective. MyNote was employed on multimedia learning objects in a Learning Management System (LMS), and out of the LMS as well in this study. The evaluation results showed that, with factor analysis, interactivity, usefulness, helpfulness, and willingness for future use were categorized to represent the perceptions of MyNote. It was also found that the factors of interactivity and helpfulness were statistically significant to predict the future use of MyNote. Lastly, the habit of taking notes also affected learners’ perceptions of using MyNote.     

Irony in a judicial debate: analyzing the subtleties of irony while testing the subtleties of an annotation scheme

Irony has been studied by famous scholars across centuries, as well as more recently in cognitive and pragmatic research. The prosodic and visual signals of irony were also studied. Irony is a communicative act in which the Sender’s literal goal is to communicate a meaning x, but through this meaning the Sender has the goal to communicate another meaning, y, which is contrasting, sometimes even opposite, to meaning x. In this case we have an antiphrastic irony. So an ironic act is an indirect speech act, in that its true meaning, the one really intended by the Sender, is not the one communicated by the literal meaning of the communicative act: it must be understood through inferences by the Addressee. The ironic statement may concern an event, object or person, and in this case, the Addressee, or a third person, or even the Sender itself (Self-irony). In this paper we define irony in terms of a goal and belief view of communication, and show how the annotation scheme, the Anvil-Score, and illustrate aspects of its expressive power by applying it to a particular case: ironic communication in a judicial debate.     

网络学习安全意识培养分析

网络学习己成为一种重要的学习方式,网络安全问题日趋突出,不但影响学生学习成绩,并危害学生心理和生理健康,所以对学习者进行网络安全意识培养即重要又紧迫。文章介绍了网络安全现状及主要问题,并分析了网络安全意识培养的相关措施。     

网络学习安全意识培养分析

网络学习己成为一种重要的学习方式,网络安全问题日趋突出,不但影响学生学习成绩,并危害学生心理和生理健康,所以对学习者进行网络安全意识培养即重要又紧迫.文章介绍了网络安全现状及主要问题,并分析了网络安全意识培养的相关措施.     

Layered learning design: Towards an integration of learning design and learning object perspectives

The use of ICT to enhance teaching and learning depends on effective design, which operates at many levels of granularity from the small to the very large. This reflects the range of educational problems from course design down to the design of activities focused on specific learning objectives. For maximum impact these layers of design need to be co-ordinated effectively. This paper delineates a reference model of ‘layered learning design’ where designs at one layer should use and incorporate designs from lower (more specific) layers in elegant and powerful ways. This would allow different designers, or tutors, to focus on different levels of abstraction in the learning design process, and to collaborate in combining designs to make a substantial impact on practice.     

A Web 2.0-based collaborative annotation system for enhancing knowledge sharing in collaborative learning environments

A limitation of current Web-based collaborative learning is the restricted ability of students to create and share individual annotations with annotated documents. Applying Web 2.0 collaborative annotation systems and analyzing students’ annotation behavior has attracted attention to improve collaborative learning. This study designed a personalized annotation management system 2.0 (PAMS 2.0) for managing, sharing, and reusing individual and collaborative annotations as well as providing a shared mechanism for discussion about shared annotations among multiple users.     

A step further in Peer Instruction: Using the Stepladder technique to improve learning

Peer Instruction (PI) is an instructional strategy for engaging students during class through a structured questioning process that improves the learning of the concepts of fundamental sciences. Although all students are supposedly engaged in discussions with their peers during Peer Instruction, the learning gains generally remain at a medium level, suggesting a lack of participation of certain students who do not benefit from social interactions. The present study examined whether the Stepladder technique might optimize the Peer Instruction method and increase learning gains. With this technique, students enter a group sequentially, forcing every group member to participate in discussions. Eighty-four chemistry students were asked to answer easy and difficult multiple-choice questions before and after being randomly assigned to one of three instructional conditions during a chromatography lesson (Classic PI vs. Stepladder PI vs. Individual Instruction without any discussion with peers). As predicted, results showed that learning gains were greatest in the Stepladder PI group, and that this effect was mainly observed for difficult questions. Results also revealed higher perceived satisfaction when students had to discuss the questions with their peers than when they were not given this possibility. By extending the Stepladder technique to higher education, these findings offer a step forward in the Peer Instruction literature, showing how it can enhance learning gains.     

Internet环境下零件特征信息远程查询系统研究

以零件几何模型中的形状特征为信息共享单元，在Internet环境下开发了零件特征信息的元素级远程查询原型系统，并研究了该系统中的信息存储、查询和权限控制等关键技术．     

Web-based virtual operating of CNC milling machine tools

This paper attempts to propose a virtual operating system applied to operation training of manufacturing facility and manufacturing process simulation. The system is based on VRML and browser/server structure, so user only needs to install a free plug-in, and run the package normally via Microsoft Internet Explorer. Initially this paper studies the system framework, structure models and concept models. Then, a communication approach based on VRML, Java and HTML, which is key to realize the virtual operating of CNC machines, has been presented. The algorithm of material removed simulation based on VRML Z-map is also presented in this paper. It has the advantages such as a lower memory requirement, and a faster computation speed. Finally, in order to validate the feasibility of the proposed approach, the CNC milling machine has been taken as an illustrative example for the prototype development.     

Reliability and validity of Web-based portfolio peer assessment: A case study for a senior high school’s students taking computer course

This study examined the reliability and validity of Web-based portfolio peer assessment. Participants were 72 second-grade students from a senior high school taking a computer course. The results indicated that: 1) there was a lack of consistency across various student raters on a portfolio, or inter-rater reliability; 2) two-thirds of the raters demonstrated inconsistency assessing different portfolios, i.e. inner-rater reliability; 3) peer-assessment scores were not consistent with teacher-assessment scores (criterion-related validity); 4) significant differences were found between peer-assessment scores and end-of-course examination scores, implying that Web-based portfolio peer assessment failed to reflect learning achievements (criterion-related validity). In short, Web-based portfolio peer assessment was not a reliable and valid method.     

Perceived quality of multimedia educational content: A cognitive style approach

Cognitive styles influence the way how humans process information, with previous research demonstrating that they have significant effects on student learning in multimedia environments. On the other hand, the perceptual quality of the human multimedia experience is notoriously difficult to measure. In this paper, we report the results of an empirical study, which investigated the relationship between user cognitive styles and perceptual multimedia quality, in which users had the possibility to specify their desired Quality of Service settings — in terms of frame rates and color depth. Results show that whilst color choice is impacted by a participant's cognitive style, such Quality of Service parameters do not significantly affect perceived multimedia quality, and that users do not necessarily choose optimum presentation settings to enhance their perceived enjoyment and assimilation of multimedia informational content.     

基于注释的流式视频点播学习系统的设计

该文在分析流式视频传输原理的基础上,讨论了流式视频与注释相结合的网络点播学习系统的特点和功能,并提出了相应的系统模型。     

The Atlas of Physiology and Pathophysiology: Web-based multimedia enabled interactive simulations

The paper is a presentation of the current state of development for the Atlas of Physiology and Pathophysiology (Atlas). Our main aim is to provide a novel interactive multimedia application that can be used for biomedical education where (a) simulations are combined with tutorials and (b) the presentation layer is simplified while the underlying complexity of the model is retained. The development of the Atlas required the cooperation of many professionals including teachers, system analysts, artists, and programmers. During the design of the Atlas, tools were developed that allow for component-based creation of simulation models, creation of interactive multimedia and their final coordination into a compact unit based on the given design. The Atlas is a freely available online application, which can help to explain the function of individual physiological systems and the causes and symptoms of their disorders.     

Organizational learning networks that can increase the productivity of IT consulting companies. A case study for ERP consultants

This paper considers the use of social learning networks to increase the productivity of IT consulting companies. We advocate that using a carefully designed social learning network can reduce the learning time for enterprise software developers and consultants. By viewing learning as a social act, a consulting company can increase its productivity. Increased productivity is based on hastening the learning process. The focus of this paper is to identify the ways in which social networks catalyze the process of knowledge sharing in order to increase the productivity in the enterprise resource planning (ERP) consulting sector. We present a set of detailed practical results that were obtained from experiments with an original knowledge sharing method that was applied to training young software developers to enable them to work for some of the world’s most demanding IT companies. The experimental data were collected from 2004 to 2011 during 12 training sessions conducted by an IBM partner in conjunction with the Computer Science Department of a large Eastern European University. The main results of this study were: (1) designed a learning community that reduced the time needed to insert junior consultants into ERP projects; and (2) statistical data were generated that measured the increase in productivity that an ERP consulting company could obtain by employing organizational learning networks. We also discuss the positive impacts of social networks that can be established between private companies and universities.