2024-03-29T00:49:36Z
http://revistes.ub.edu/index.php/index/oai
oai:revistes.ub.edu:article/11716
2024-03-29T00:49:33Z
IEM:ART
driver
nmb a2200000Iu 4500
"101019 2010 eng "
1576-4990
dc
A Methodology for Joint Design, Co−Operation and Decision−Making for On−Line Collaborative Learning
Bianchetti, Paolo
Bocconi, Stefania
Sarti, Luigi
Universitat de Barcelona
2000-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11716
Interactive Educational Multimedia; Núm.: 1
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11717
2024-03-29T00:49:33Z
IEM:ART
driver
nmb a2200000Iu 4500
"101019 2010 eng "
1576-4990
dc
Digital Desktop A Computer Program for the Teaching of Writing Skills
Rodríguez Illera, José Luis
Escofet Roig, Anna
Herrero García, Olga
Universitat de Barcelona
2000-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11717
Interactive Educational Multimedia; Núm.: 1
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11718
2024-03-29T00:49:33Z
IEM:ART
driver
nmb a2200000Iu 4500
"101019 2010 eng "
1576-4990
dc
Internet Search and Navigation Strategies Used by Experts and Beginners
Monereo i Font, Carles , 1957-
Fuentes, Marta
Sànchez Busqués, Sònia
Universitat de Barcelona
2000-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11718
Interactive Educational Multimedia; Núm.: 1
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11719
2024-03-29T00:49:33Z
IEM:ART
driver
nmb a2200000Iu 4500
"101019 2010 eng "
1576-4990
dc
Improving Teaching Materials: The Structuring of Learning, the Interrelationship of Information and the Search for Higher Levels Of Interactivity
Sasot Mateus, Albert
Suau i Puig, Jaume
Universitat de Barcelona (UB)
-
Universitat de Barcelona
2000-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11719
Interactive Educational Multimedia; Núm.: 1
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11720
2024-03-29T00:49:33Z
IEM:ART
driver
nmb a2200000Iu 4500
"101019 2010 eng "
1576-4990
dc
Review of Computer Girl Games in Spain
Espanya, Mercè
Universitat de Barcelona
2000-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11720
Interactive Educational Multimedia; Núm.: 1
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11722
2024-03-29T00:49:33Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Collaborative Technologies for Web−Based Instruction
Zúñiga Zárate, Gabriela
Universitat de Barcelona
2001-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11722
Interactive Educational Multimedia; Núm.: 2
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11723
2024-03-29T00:49:33Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Professional Development in a Digital Age: Issues and Challenges for Standards−Based Reform
Goldman, Susan R.
This paper discusses possible roles for online technologies in professional development begins by describing characteristics of professional development approaches that enable teachers to engage in standards−based teaching. Electronic technologies offer two leverage points that bridge time and place constraints imposed by onsite professional development: (1) ubiquitous access to resources that support student and teacher learning; (2) expanded opportunities for teachers' learning communities through electronic conferencing systems, whose common features, designs, and uses are described. Finally, challenges and potential solutions for making effective use of electronic technologies for professional development are described.
Universitat de Barcelona
2001-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11723
Interactive Educational Multimedia; Núm.: 2
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11724
2024-03-29T00:49:33Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Classroom−Based Teaching versus Virtual Teaching (UB−UOC): The Case of the Subject Cultura Iberica (Iberian Culture)
Gracia Alonso, Francisco , 1960-
Universitat de Barcelona
2001-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11724
Interactive Educational Multimedia; Núm.: 2
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11725
2024-03-29T00:49:33Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Distance Multimedia Degree Studies. The Application of Multimedia Technology to Multimedia Studies
Monguet Fierro, Josep M.
Fernández Sánchez, Joaquín , 1950-
Fábregas, Juan José
Moron, Miquel
This paper describes the set of courses that make up the distance multimedia degree studies offered by the UPC in conjunction with the UOC. These courses are designed to meet the increasing demand for continued education by integrating the advances in information technologies currently arising from new paradigms in distance learning. The study plan has been specially designed and is fully interdisciplinary. The plan draws on three areas of knowledge: creation and design of the programme content, marketing and management of multimedia production, and computer and communications technology. The educational model seeks a balance between practical activities, similar to those students are likely to undertake in the workplace, and theory−based reading tasks aimed at furthering and consolidating their grasp of the concepts involved. The model is structured around three elements: self−access material, virtual activities, and real activities. The self−access materials and the assessment system give the student continued feedback on their progress. The average age of the students is 32'3 years (range 19−55). Most are men (77%), and 60% are pursuing university studies for the first time. A key element of the distance multimedia studies is the involvement of the teachers in the preparation of the multimedia teaching materials. This role means that they must be trained in materials design and must use models of specific contents. The activities of the course tutor and the general tutor combine a proactive attitude with rapid response to the questions that arise as part of the Distance Multimedia Degree.
Universitat de Barcelona
2001-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11725
Interactive Educational Multimedia; Núm.: 2
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11726
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Development of a Virtual Campus Based on Bimodal Education
Yábar, José Manuel
Barbarà, Pere Lluís
Añaños, Elena
A bimodal education model is a flexible model which harmoniously combines the possibilities for teaching offered by Information Society Technologies (IST), such as interactive classrooms, videoconference, and the virtual campus, with traditional educational activities such as lectures and certain types of practical training. The main goal was to provide university students and teachers in formal and continuing education with telematic tools based on new information technologies within the framework of a bimodal educational system. Other objectives were to evaluate the possibility of shortening and improving the learning cycles and overcoming the physical barriers that make it difficult for students to contact their tutor. This paper describes the development of a virtual campus based on a bimodal model of university education, in which the educational possibilities of IST were combined with the traditional training activities. Five virtual education sections were designed: Formal Education courses, Global Campus, Masters and Postgraduate courses, Specialised Education courses, and the Thematic Portal. Each section is defined by a series of functions that combine aspects related to information, communication, and the educational proposals.
Universitat de Barcelona
2001-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11726
Interactive Educational Multimedia; Núm.: 2
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11727
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Instructional design, towards consolidation and validation
Elen, Jan
Clarebout, Geraldine
Universitat de Barcelona
2001-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11727
Interactive Educational Multimedia; Núm.: 3
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11729
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
ID for Competency−based Learning: New Directions for Design, Delivery and Diagnosis
Merriënboer, Jeroen J.G. van
Currently, there is a clear trend towards competency−based learning. But Instructional Design models provide yet little guidance for the development of such competency−based instructional systems. It is argued that rich, realistic learning tasks are always at the heart of competency−based learning. From this starting point, nine directions for a new paradigm of Instructional Design are presented: Three directions pertain to the design of learning tasks; three directions pertain to the delivery of those tasks and learning resources in multimedia learning environments, and three directions pertain to the diagnosis of learners' progress.
Universitat de Barcelona
2001-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11729
Interactive Educational Multimedia; Núm.: 3
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11731
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
An Overview of Progress and Problems in Educational Technology
Spector, J. Michael
Educational technologists have promised that great advances and improvements in learning and instruction would occur on account of new and emerging technologies. Some of these promises have been partially fulfilled, but many have not. The last decade of the previous century witnessed the consolidation of new approaches to learning and instruction under the banner of constructivism. This so−called new learning paradigm was really not all that new, but renewed emphasis on learners and learning effectiveness can clearly be counted as gains resulting from this constructivist consolidation within educational research. At the same time, technology was not standing still. Network technologies were increasing bandwidth, software engineering was embracing object orientation, and wireless technologies were extending accessibility. It is clear that we can now do things to improve education that were not possible twenty years ago. However, the potential gains in learning and instruction have yet to be realized on a significant global scale. Why not? Critical challenges confront instructional designers and critical problems remain with regard to learning in and about complex domains. Moreover, organizational issues required to translate advances in learning theory and educational technology into meaningful practice have yet to be addressed. The current situation in the field of educational technology is one of technification. New educational technologies are usable only by a scarce cadre of technocrats. Constructivist approaches to learning have been oversimplified to such a degree that learning effectiveness has lost meaning. As a consequence, education is generally managed in an ad hoc manner that marginalizes the potential gains offered by new learning technologies. This paper presents an overview of progress and problems in educational technology and argues that educational program management must be integrally linked with technology and theory in order for significant progress in learning and instruction to occur on a global scale.
Universitat de Barcelona
2001-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11731
Interactive Educational Multimedia; Núm.: 3
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11733
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
An evaluation of Virtual Learning Environments and their learners: do individual differences affect perception of virtual learning environments
Richardson, Julie
A wide−reaching, student−centred evaluation model was designed, aimed at appraising the quality of students learning experiences after the introduction of a virtual learning environment in two UK institutions. A central part of the model was to examine the individual differences of students and how these interact with their perceptions of this new way of working. The individual differences chosen for exploration included motivational orientation, cognitive style, time management practices, and IT ability. This paper explores the findings of the evaluation with respect to these individual differences and their interaction with perception of learning through VLEs. In this aim, it is divided into 3 parts. First, a summary of the evaluation model and a rationale for including the selected individual differences is offered. Second, details of the data collection process and results are discussed. Finally, the implications for future use and curriculum development are considered.
Universitat de Barcelona
2001-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11733
Interactive Educational Multimedia; Núm.: 3
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11735
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Editorial
-, -
Universitat de Barcelona
2002-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11735
Interactive Educational Multimedia; Núm.: 4
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11736
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Creating cost-effective adaptative educational hypermedia based on markup technologies and e-learning standards
Fernández-Manjón, Baltasar
Sancho, Pilar
This paper addresses the problem of developing a cost-effective, flexible Web educational environment focused on the learner. Our project, called <e-Aula>, has three main goals: (1) to simplify the creation of a virtual class environment, (2) the reuse of previously existing educational content and, (3) to enable content adaptation to meet individual needs. The design of <e-Aula> is based on recently developed e-learning standards (such as IMS, EML and ADL/SCORM) and courses are developed according to the Learning Object model. We use markup technologies (i.e. XML) to streamline the way the system is built and how it handles information. XML's metadata and related technologies are used not only to mark up the course material so that content can be adapted and reused, but also to mark up all data needed to manage different activities involved in the learning process (such as managing student information or system use). <e-Aula> also includes synchronous and asynchronous tools for communication between students and tutors.
Universitat de Barcelona
2002-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11736
Interactive Educational Multimedia; Núm.: 4
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11737
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Content Development for eLearning in Engineering Education
Gupta, Ashok
In last ten years or so the traditional chalkboard teaching has been supplemented by audio visual aids like overhead/ slide projectors and videos. The phenomenal growth of Internet has brought in a new teaching media - elearning. The declining cost of Personal Computers, easy and cheaper access to Internet, and improved quality of multimedia software has made it attractive option for both teachers and students. Multimedia courses over the Internet will have the potential to serve a dual purpose by enhancing the learning experience for resident students, while opening the educational experience up to distance students. The content development for web-based courses has to be treated differently than the traditional classroom teaching. Just posting of lecture notes, assignments and the solutions does not help the student in elearning. The content needs to be interactive acting like a virtual teacher. The content development for online engineering education for undergraduate and graduate courses would also need different treatment. A course on Engineering Mechanics for the first year engineering students based on Interactive Virtual Tutor (IVT) system and a course on Bridge Engineering based on Internet Knowledge Base (IKB) format for graduate students has been developed. The methodology adapted in Interactive Virtual Tutor and Internet Knowledge Base is explained in this paper.
Universitat de Barcelona
2002-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11737
Interactive Educational Multimedia; Núm.: 4
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11738
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Personalised Learning: Educational, Technological and Standardisation Perspective
Sampson, Demetrios
Karagiannidis, Charalampos
The e-Learning paradigm shift capitalises on two main aspect: the elimination of the barriers of time and distance, and the personalisation of the learners’ experience. The current trend in education and training emphasises on identifying methods and tools for delivering just-in-time, on-demand knowledge experiences tailored individual learners, taking into consideration their differences in skills level, perspectives, culture and other educational contexts. This paper reviews the shift towards personalised learning, from an educational, technological and standardisation perspective.
Universitat de Barcelona
2002-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11738
Interactive Educational Multimedia; Núm.: 4
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11739
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Supporting personalization in a web-based course through the definition of role-based access policies
Aedo, Ignacio
Montero, Susana
Díaz, Paloma
Role-based access policies model the users domain by means of complex structures where roles, which represent jobs or responsibilities assumed by users, are specialized into more concrete subroles which inherit properties and authorizations from their parents. Such an approach can be applied within the context of educational applications, where different roles are easily identified each of which has different views of the same information items and different capabilities to modify them. Moreover, even though this approach, has only been oriented towards modeling security requirements, it can be extended to support personalized access to the information. In this paper, we describe how to combine the basic principles of RBAC policies and adaptation with a view of providing personalized access to the different types of users of a web-based course. Moreover, we also present Courba, a platform to generate personalized web-based courses using XML to support the definition of access policies.
Universitat de Barcelona
2002-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11739
Interactive Educational Multimedia; Núm.: 4
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11740
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Restructuring Higher Education institutions in Europe: The case of virtual learning environments
Barajas, Mario
Universitat de Barcelona (UB)
Research has been carried out into the educational and training innovations resulting from the current implementation of Virtual Learning Environments (VLEs) in institutions of higher education in order to understand how these innovations interrelate with teaching and learning; the implications at the institutional level; and the cross-cultural diversity within virtual learning environments, with an emphasis on those that combine face-to-face and virtual learning. In an attempt at innovating public educational institutions through the restructuring and promotion of educational co-operation at the European level, a study was made of nine institutions that provide tertiary education and postgraduate training in six European countries.
Universitat de Barcelona
2002-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11740
Interactive Educational Multimedia; Núm.: 5
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11741
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Hypertext representation for education and learning
Rovira, Cristòfol
MAIDHEA is a representational method for using hypertext for educational purposes. MAIDHEA uses OMT (object-oriented modelling technique) class diagram notation for modelling navigation structures, navigation systems and instructional design.
Universitat de Barcelona
2002-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11741
Interactive Educational Multimedia; Núm.: 5
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11742
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Information or Education? A proposal for web education
Sànchez Busqués, Sònia
Universitat de Barcelona
2002-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11742
Interactive Educational Multimedia; Núm.: 5
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11743
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Design and Operation of Spaces for Communities that Learn
Monguet Fierro, Josep M.
Alpiste, Francesc
Universitat de Barcelona
2002-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11743
Interactive Educational Multimedia; Núm.: 5
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11744
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Interactive multimedia education: Using Authorware as an instructional tool to enhance teaching and learning in the Malaysian classroom
Neo, Ken
Neo, Mai
The infusion of multimedia technology into the teaching and learning process is changing the way teachers teach and students learn. It is providing powerful tools for accessing, storing and disseminating information and re-shaping the delivery methodology of our educational content. This paper discusses the use of multimedia as an enabler for educators to become developers of their educational content, focussing on the creation of an interactive multimedia learning (IML) module using Authorware. A survey was carried out to assess students' response toward the module. Results showed a favourable trend towards using authoring technology in the classroom.
Universitat de Barcelona
2002-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11744
Interactive Educational Multimedia; Núm.: 5
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11745
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Editorial
-, -
Universitat de Barcelona
2003-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11745
Interactive Educational Multimedia; Núm.: 6
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11747
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
World Links for Development Program in Latin America: An Insight on Internet in the Classroom
Gutiérrez, Jorge H.
The World Links for Development (WorLD) program, initiative launched by the World Bank in 1997, has assisted developing countries in bridging the “digital divide”, by providing schools and Ministries of Education with the necessary technologies, skills, and educational resources to prepare their youth to participate in the global knowledge economy. This article presents the WorLD program experience in the Latin American region. Special attention is given to the description of the components at the core of the WorLD program, its Teacher Professional Development Program in the use of the Internet in the Classroom.
Universitat de Barcelona
2003-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11747
Interactive Educational Multimedia; Núm.: 6
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11750
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Learning from the pioneers: A Study on the Best Practices of the network TELAR
Pérez, Paula
Light, Daniel
Vilela, Adriana
Manso, Micaela
Rapid technological transformations have created immense pressure on governments, schools, and other educational institutions to integrate technology into education. But, little is known about what is needed for technology projects to be integrated successfully into Latin American schools. Learning from the Pioneers is an investigation into the best practices of the Red TELAR-iEARN that enables us to identify the key factors that helped certain schools to be successful despite the challenges of being in poor neighbourhoods and in areas far from the urban centers. The results include recommendations on the factors that should be considered in future educational technology projects. One conclusion is that teachers have a decisive role to play in bridging the digital divide.
Universitat de Barcelona
2003-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11750
Interactive Educational Multimedia; Núm.: 6
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11752
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Collaborative Learning Environments. A Response to the New Challenges of Colombian Education
Zea Restrepo, Claudia María
Atuesta Venegas, María del Rosario
González Castañón, Miguel Ángel
Montoya Restrepo, Jorge Ignacio
Urrego Londoño, Irma
EAFIT, a Colombian University, with financial support from Colciencias, the Infodev Program and other organizations, has been working on the Conexiones project since 1992. Conexiones developed an innovative model (now used in the classrooms of more than one hundred urban and rural schools), integrating pedagogical methodology, a computer literacy program (for teachers, students and community leaders), a technical support methodology (involving university students and more advanced trainees), a low-tech networking technology (using dial-up solutions to interconnect remote schools), computer interfaces and locally developed educational contents.
Universitat de Barcelona
2003-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11752
Interactive Educational Multimedia; Núm.: 6
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11754
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Communication through Internet and Self-esteem in Secondary School Students in Chile
Dreves Rivera, Carlos
Neumann, María Elisa
Mardones, María Regina
The objective of the present study is to find out how the use of the Internet is perceived and felt by the students. The sample was made up of 51 students from 4 educational establishments in the VIII, IX and X Regions in Chile. The Coopersmith Self-Esteem Inventory was used in the collection of quantitative data. Qualitative data was gathered using focus groups and in-depth interviews. The quantitative results indicate that there are differences between the evaluated groups with respect to self-esteem. The principal results of the qualitative analysis, are related to the students' experience of the use of computers, the use of the internet and the experience of communication, observing in general a positive perception associated with learning and the use of technology.
Universitat de Barcelona
2003-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11754
Interactive Educational Multimedia; Núm.: 6
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11756
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Achievements during the 90's of Chile's ICT in Education Program: an International Perspective
Hinostroza, J. Enrique
Jara, Ignacio
Guzmán, Andrea
This paper presents the main results of a national survey of the Chilean educational ICT infrastructure and its implementation in schools, and it puts these results in an international perspective. The survey was carried out in 1999 and its design followed the guidelines of the international SITES M1 study, sponsored by the IEA. In general terms, the results presented in this report place Chile in quite a good position in the international ranking with respect to several indicators related to ICT in education, especially in teacher training. Moreover, on many indicators Chile's results are similar or even better than the ones shown by developed countries such as Japan, Italy and France. Also, they show some challenges related to the provision of infrastructure (hardware) and ICT resources (software), particularly in primary education. Finally, they show opportunities for deepening further the instructional use of ICT in schools.
Universitat de Barcelona
2003-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11756
Interactive Educational Multimedia; Núm.: 6
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11757
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Enlaces’ In-service Teacher Training Strategies: A Review of Critical Features
Rehbein, Lucio
Labbé, Christian
Campos, Mónica
This paper presents a concise overview of the major landmarks in the teacher-training strategies and goals that have been implemented in the Enlaces program, how these evolved over its first decade of operation, and the lessons that we believe could be learned from that experience. Greater emphasis will be given to the early years since, in the author's view, what was done then, and how it was done, illustrated the zeal which to a great extend, facilitated the subsequent growth and success of the program.
Universitat de Barcelona
2003-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11757
Interactive Educational Multimedia; Núm.: 6
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11766
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Evaluation of the Introduction of New Technologies as a Support to Learning
Leiva Madariaga, Elba
Maldonado Rojas, Mónica
Hawes Barrios, Gustavo
This study analyses the replies given by a group of undergraduates studying Medical Technology at the University of Talca on a questionnaire examining their degree of satisfaction concerning the introduction of new technologies as a support to their learning. The support system used was My WebCT learning platform applied to the teaching of the subject of Clinical Biochemistry. The team of teachers prepared class and laboratory materials which were posted to the platform in an ordered and sequenced manner. The questionnaire examined five groups of variable: quality, quantity, accessibility, impact and user satisfaction. The results obtained were: Quality – the students responded positively; Quantity – the students reported encountering certain difficulties; Accessibility - good; Satisfaction – a high degree of satisfaction was expressed regarding the introduction of this new technology; Impact – an improvement was noted in levels of motivation and a better organization in the students’ study patterns.
Universitat de Barcelona
2003-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11766
Interactive Educational Multimedia; Núm.: 7
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11767
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Use of the ICTs and the Perception of E-learning among University Students: a Differential Perspective according to Gender and Degree Year Group.
Hernández Jorge, Carmen M.
Acosta Jorge, María del Carmen
Rodríguez Gutiérrez, Emilio
González García, Eloy
Borges Díaz, Mar
Universitat de Barcelona
2003-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11767
Interactive Educational Multimedia; Núm.: 7
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11768
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Getting Information on the WWW for Educational Purposes: Problems and a Possible Solution
Bohigas Janoher, Xavier
Novell, Montserrat
Jaén Herbera, Xavier
Blanco, Juan D.
One of the great advantages of the World Wide Web (WWW) is the enormous amount of information it makes available. Nevertheless, URL (Universal Resource Locator) addresses obtained from search engines often have little to do with what users are actually interested in finding. This proves especially problematic when one is searching for educational material. In order to improve on this situation we have designed a search engine that specialises in managing content previously selected from the Internet. The search engine is compatible with both keywords and keyphrases.
Universitat de Barcelona
2003-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11768
Interactive Educational Multimedia; Núm.: 7
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11769
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Undergraduate Students Attıtudes towards Educatıonal Uses of Internet
Usun, Salih
The aim of this study was to determine the attitudes of undergraduate students towards the educational uses of the Internet. A 27-item questionnaire was administered to 207 undergraduate students at the Department of Computer and Instructional Technologies Education (CITE) of the Faculty of Education of Canakkale Onsekiz Mart University during the fall 2002 semester. The five items that met with the strongest agreement from the sample were the following: 1- The Internet is as important as other research tools (n=141) 2- I find using the Internet easier than using the library (n=107) 3- Using the Internet makes learning fun (n=89) 4- I access the Internet more at school than at home (n=80) 5- Knowledge of the Internet is essential for surviving college (n=79) One hundred and ninety-six students said that they would access their course materials if they were on the Web; 169 of them stated that they would take a class requiring Internet use if given the choice.
Universitat de Barcelona
2003-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11769
Interactive Educational Multimedia; Núm.: 7
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11774
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Literacy. An introduction
Mottart, André
Bonamie, Bart
Universitat de Barcelona
2004-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11774
Interactive Educational Multimedia; Núm.: 8
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11775
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Learning by design: Games as learning machines
Gee, James Paul
Universitat de Barcelona
2004-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11775
Interactive Educational Multimedia; Núm.: 8
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11776
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
DIGITIZATION AND CULTURE
Mottart, André
Soetaert, Ronald
Bonamie, Bart
Universitat de Barcelona
2004-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11776
Interactive Educational Multimedia; Núm.: 8
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11777
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Rust simulating decay
Burnett, Ron
Universitat de Barcelona
2004-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11777
Interactive Educational Multimedia; Núm.: 8
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11778
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101020 2010 eng "
1576-4990
dc
Technological development and teacher education curriculum in Spain
García-Vera, Antonio Bautista
The purpose of this article is to present questions and reflections to justify a proposal for technological contents to be included in a teacher education curriculum. Technological development is the central topic of subject matters, because technological development at any given time is really the memory of all the roads taken by technology through recent centuries up to the present. Specifically, three thematic points must be included: the economic-labour, political and cultural dimensions of the development of new computer products. These three groups of subject matters are historically justified because they have antecedents and because their inclusion in mandatory university courses responds, in part, to the need to compensate for the social and labour imbalance created with the expropriation of the artisan’s knowledge in past centuries.
Universitat de Barcelona
2004-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11778
Interactive Educational Multimedia; Núm.: 8
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11779
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101022 2010 eng "
1576-4990
dc
The digital gap: gender and computer games
Escofet Roig, Anna
The purpose of this article is to consider a specific aspect which has become an obvious source of social inequality in the digital era: computer games from a gender perspective. To this end, the existing literature is reviewed to show that despite the positive educational aspects of play, educational use of computer games is minimal. Details are also given of various research which shows the gender bias in different aspects related to multimedia games. The results of the research carried out by the authors (which received a subsidy from the Catalan Autonomous Government Catalan Women's Institute), dealing with the prevailing sexism in multimedia games, is also listed. Finally, the need for safeguarding the quality of multimedia games is highlighted, without forgetting new technologies' socialising importance in today's society.
Universitat de Barcelona
2004-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11779
Interactive Educational Multimedia; Núm.: 9
eng
Drets d'autor (c) 0
oai:revistes.ub.edu:article/11780
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101022 2010 eng "
1576-4990
dc
Education as the creation of microcultures. From the local community to the virtual network
Lalueza Sazatornil, José Luis
Bria, Marc
Crespo, Isabel
Sánchez, Sònia
Luque, María José
This article presents the work undertaken by a multidisciplinary group, comprising researchers from the fields of psychology, education and technology, as we set about developing new virtual tools for collaborative learning. We began from our experience acquired in learning communities based on the “Fifth Dimension” model, in which ICTs are used in a collaborative fashion. The work undertaken with members of ethnic minority groups in communities of this type underlies the theoretical and practical development of the foundations for intercultural education. Finally, we describe the process by which we constructed virtual tools that can be appropriated from a wide variety of contexts.
Universitat de Barcelona
2004-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11780
Interactive Educational Multimedia; Núm.: 9
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11781
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101022 2010 eng "
1576-4990
dc
The virtual construction of the mind: the role of educational psychology
Monereo i Font, Carles , 1957-
New virtual minds are populating our classrooms. The new occupants of our schools are technological natives: children and adolescents for whom the computer is a fundamental part of everyday life. For them, the interfaces used by ICTs – the language of communication, interaction and learning – are internalised to the point of becoming as embodied and natural as speech itself. This virtual construction of the mind is an unavoidable phenomenon. It brings with it a set of major risks if it is not systematically supported and supervised by educationalists. Because of their age, most educationalists are technological migrants who have had to make the jump from the culture of the printed word to the culture of digitalisation, but who at the same time bring an armoury of resources for managing information presented in textual form – the format that still predominates in ICTs. Without the aid of these resources the new generations may be overwhelmed by a barrage of information that is potentially valid and useful but may also be seriously manipulated, unreliable, or vacuous. This article explores ways in which education, and specifically edumatics (the use of computing inside the educational environment) can respond to the need to construct a virtual mind able to deal successfully with the challenges of the future: what we call a strategic virtual mind.
Universitat de Barcelona
2004-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11781
Interactive Educational Multimedia; Núm.: 9
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11782
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101022 2010 eng "
1576-4990
dc
Digital Literacies
Rodríguez Illera, José Luis
This paper analyses the concept of digital literacies, focusing on recent changes in the concept of literacy itself and how the latter affect the so-called “new literacies”. An outline of the core components of digital literacies is proposed, and one of these, the "multimediality" of many literate practices, is analysed in detail. Finally, the paper proposes a shift whereby the question of digital literacies might be considered as a research question and not just as an applied field.
Universitat de Barcelona
2004-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11782
Interactive Educational Multimedia; Núm.: 9
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11783
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101022 2010 eng "
1576-4990
dc
A comparison of the advantages and disadvantages of IT based education and the implications upon students.
O'Donoghue, John
Singh, Gurmak
Green, Charmaine
There are a number of changes which have taken place within Higher Education (HE) and Further Education (FE) over the past decade, political, social and economic. Certainly within the UK, increasing numbers of people are being encouraged to apply to study at universities and colleges via a variety of formats, Scottish National Committee (1998). Research also suggests that more students are choosing to study online, Meyer (2003). There are many views that suggest this method of learning is suited to a variety of students. For instance, the increased flexibility it provides in terms of study time and location. There are also opposing views that suggest that online learning is only an option to those in society fortunate to be able to afford it financially, and that even those who are able to partake in IT based education are faced with the threat of isolation caused by reduced levels of interaction in the online environment. The aim of this study is to compare both the advantages and disadvantages that online learning can offer to students. The study will consider how online education is increasing the accessibility of higher education to many previously denied, as well as allowing for any evidence that may provide a link between performance levels of online students compared with their classroom counterparts. Providing an insight to how online graduates may potentially benefit the workforce and society. Opposing views, for example lack of face to face interaction, threats of isolation, and the potential creation of a social divide will also be covered, whilst considering how educational institutions may be able to reduce or even prevent these issues and aid the development of online education
Universitat de Barcelona
2004-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11783
Interactive Educational Multimedia; Núm.: 9
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11784
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101022 2010 eng "
1576-4990
dc
Critical perspectives on curriculum and ICTs: the 3D model, literacy and computer games
Beavis, Catherine
Universitat de Barcelona
2004-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11784
Interactive Educational Multimedia; Núm.: 9
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11785
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101022 2010 eng "
1576-4990
dc
Book Review: Morten Flate Paulsen: Online Education. Global Learning from a Scandinavian Perspective. NKI Forlaget. Norway, 2003)
Martín, María Victoria
Universitat de Barcelona (UB)
-
Universitat de Barcelona
2004-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11785
Interactive Educational Multimedia; Núm.: 9
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11786
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101022 2010 eng "
1576-4990
dc
Intercultural competence for future leaders of educational technology and its evaluation
Davis, Niki
Ok Cho, Mi
Demands of globalization today continue to increase pressure for the education of global citizens who preserve the variety and vitality of life. Our transatlantic project has been developing a shared community of graduate students and faculty experts in educational technology across six universities. Evidence of the development of intercultural competence was analyzed from artifacts, self-report, interviews, and surveys. The findings showed that students gained intercultural competence in professional and personal spheres, with openness and flexibility that include acceptance, adaptability, and multiple perspectives. Applications of educational technology served as a bridge to introduce new cultures, knowledge and people to students.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11786
Interactive Educational Multimedia; Núm.: 10
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11787
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101022 2010 eng "
1576-4990
dc
Experiences in promoting an intercultural perspective in an educational technology program
Kara, Dawson
Ferdig, Richard E.
Technology is a driving force behind why intercultural education and intercultural communication are important goals for the 21st century. As such, tomorrow’s educational technology leaders must be well-versed in these areas. In this article we describe an international grant designed to build a transatlantic doctoral community focused on educational technology, highlight the impact of this grant on an educational technology program in the United States and provide suggestions for others interested in enculturating educational technology doctoral students into a community of intercultural practice. Readers will be particularly interested in our struggles (and potential solutions) related to student exchanges and our curriculum for courses designed to elevate intercultural education in our program.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11787
Interactive Educational Multimedia; Núm.: 10
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11788
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101022 2010 eng "
1576-4990
dc
Using multimedia and hypermedia to promote intercultural education and an appreciation for pedagogical and student diversity
Ferdig, Richard E.
Intercultural communication and education are important topics that are gaining prominence in many fields of study. In this article, a multimedia and hypermedia tool is presented that has demonstrated important successes in promoting intercultural education and an appreciation for pedagogical and student diversity. The article begins with an introduction to the need for this type of research with overview questions provided from a reading of Clifford Geertz. The technological tool is then presented and research data is provided to support its integration. The article ends with a call for more research.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11788
Interactive Educational Multimedia; Núm.: 10
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11789
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101022 2010 eng "
1576-4990
dc
Investigating knowledge building dialogues in networked communities of practice. A collaborative learning endeavor across cultures
Sorensen, Elsebeth K.
Takle, Eugene S.
We have analyzed data from two online courses, designed to promote collaborative online learning, and in the contexts of two different cultures. Ongoing assessment (self, group, instructor) that actively engages students within the course (as opposed to instructor assessment at the end) is a central feature for achieving collaborative knowledge building in online dialog. Careful articulation and deployment of assessment criteria is a design feature that promotes meta-awareness, which, in turn, together with student-centeredness and operationalization of student experiences in the design of the curriculum, enhances student participation, motivation and ownership in the dialog. From eight years of experience with online dialog and two quite different implementations we offer a set of design principles, having a sound theoretical basis, that enhance the quality and quantity of online knowledge building. Our analysis suggests that the characteristics of the discussion threads emerging under these design criteria give evidence of true collaborative learning.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11789
Interactive Educational Multimedia; Núm.: 10
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11790
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101022 2010 eng "
1576-4990
dc
Effects of multimedia computer-assisted instruction (MCAI) on academic achievement in physical education of Greek primary students
Siskos, Apostolos
Antoniou, Panagiotis
Papaioannou, Athanasios
Laparidis, Konstantinos
Computer technology has become an integral part of physical education, yet there have been few studies exploring the use of multimedia technology in the instruction of Physical Education. The purpose of this study was to investigate if Computer Assisted Instruction (CAI) in Physical Education is functional in the school environment. An interactive multimedia CD-ROM program was developed, especially for the needs of the study, titled «The tree of Health». This intervention trial involved 12 fifth- and sixthgrade classes (N = 248 students), randomized into 3 groups: Multimedia Computer Assisted Instruction, Traditional Approach to teaching (TA), and Control. Students were tested using pre and post-tests that measured knowledge of «Health related fitness» subjects. The experiment lasted 12 class hours, two classes per week over six weeks. The results of an analysis of covariance indicated that there was a significant increase in achievement post-test for the (MCAI) group when compared to either the (TA) or control groups, F(1, 238) = 13.486, p < .0167; F(1, 238) = 53.872, p < .0167. These results indicate that this new educational tool is an effective way to introduce health-related physical education programs for young students in typical classroom settings.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11790
Interactive Educational Multimedia; Núm.: 10
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11791
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101022 2010 eng "
1576-4990
dc
A multimedia visualization tool for solving mechanics dynamics problem
Manjit Sidhu, S.
Ramesh, S.
Selvanathan, N.
The objective of this research is to complement and enhanced traditional tutorial teaching and learning by incorporating multimedia technology. In this case study, the development of a PC base virtual experiment for mechanics dynamics problem involving the motion of a projectile that is taught in the second year of the mechanical engineering undergraduate course at University Tenaga Nasional (UNITEN) is described. The developed prototype tool was found to be effective in promoting learning and the outcome of this research revealed that multimedia approach enhanced user understanding of the underlying theory of engineering mechanics, promote interactivity as well as visualization and users are able to solve engineering problem such as motion of a projectile quickly and efficiently.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11791
Interactive Educational Multimedia; Núm.: 10
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11792
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101022 2010 eng "
1576-4990
dc
Software Review: Lersus: e-learning authoring tool
Luquero, Ricard
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11792
Interactive Educational Multimedia; Núm.: 10
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11794
2024-03-29T00:49:34Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Editorial
Albuquerque Costa, Fernando
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11794
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11795
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Criss-crossing Cognitive Flexibility Theory based research in Portugal: an overview
Carvalho, Ana Amélia
Moreira, António
This article addresses research conducted in Portugal on the application of Rand Spiro’s Cognitive Flexibility Theory, describing work developed in the last decade. The studies presented range from the theory itself and the pedagogical and technological principles it defends as applied to learning, to how teachers interpret and translate it in the development of teaching materials, or even on how it can be used for setting up communities of learning an practice. Still other studies address how CFT can be used as a cognitive tool for deconstructing knowledge and lead students to reflect upon this process in distributed learning environments.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11795
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11796
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
ICT Uses in Educational Context: Some Data and Reflections on Portuguese Reality
Paiva, Jacinta
Two general studies on Portuguese teacher and student attitude towards Information and Communication Technology (ICT) have been made in 2002, and in 2003 respectively. The Portuguese Ministry of Education supported both studies. The goal of the studies was to know more about the use of ICT by teachers and students, either at home or at school. Around 20 000 teachers and 60 000 students representing the whole country and all levels of education excluding high education, answered to a questionnaire. The results of both studies are presented here. The discussion of data includes some general reflections and perspectives about the Portuguese reality and the future of ICT on Education.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11796
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11797
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
The students’ point of view about quality of educational multimedia software
Cardoso, Abílio
Peralta, Helena
Albuquerque Costa, Fernando
The study reported here is part of an international project supported by EU (PEDACTICE - Educational Multimedia in Compulsory School: From Pedagogical Assessment to Product Assessment8) and had as main goal to know the opinion and the perception of the Portuguese students about criteria of quality of educational multimedia software. In order to obtain elements on the student`s point of view about educational multimedia software, we decided to interview small groups of pupils who are involved in the work with multimedia materials and than gather, organize and analyse the information got. The sample of interviewed pupils can be considered as representative of the Lisbon schools attended by teachers and pupils very much interested in multimedia materials which these students use not only as an aid to learning activities but also as a support to home and school work. As main results of the study we can refer: a) the confirmation of the success of computers and multimedia among the young Portuguese student population, being manifest either in their attitudes or in the diversity of their experiences, including the technical mastery of informatics; b) the acknowledgment, by the students, of the role of the school and of those of their teachers who had till now led the process; c) an unexpected emphasis attached by the students, mainly by the older ones, to the use of computer as a resource for school work which, till now, was done without it; and d) the rare use of the computer for supporting tasks of creative or autonomous nature.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11797
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11798
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
The use of Internet by students in Portuguese schools
Viseu, Sofia
Two national programmes were developed during the 90’ in order to provide ICT equipment to Portuguese schools: Internet in School and Information and Communication Technologies in Education- Nónio Sec. XXI. Through the first programme a PC was given to all schools along with an Internet connection to be installed in school libraries. The fact that the Internet became available to students in non-supervised contexts, such as school libraries, brings new challenges both to school organization and students themselves. On the one hand, the school needs to develop a new social system for the Internet supply, on the other hand, students have a new powerful resource for theirs school tasks. In order to study this process in greater depth, research was developed in three Portuguese, secondary schools using various data collecting techniques (questionnaire, observation and interview). The results reveal a lack of educational use of the Internet by the students in these contexts. We find four dimensions to explain this phenomenon: Internet characteristics; Internet supply options; the teachers’ work; the students’ perspective about their role at school. Yet, some other results yield new, future possibilities for the educational use of the Internet through the potential of school libraries and the students’ active role in the process.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11798
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11799
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
ICT and in-service teachers’ training: numbers and trends
Brito, Conceição
Duarte, José
Baía, Mário
This article presents some results of a national study developed in 2004, in Portugal, on the characterization of ICT in-service teachers’ training, offered by training certified institutions supported by PRODEP (Program for Educational Development in Portugal). “ICT AND IN-SERVICE TEACHERS’ TRAINING: A NEW REALITY INTERPRETATION” is a research study that quantified the accomplished courses from 2000 to 2003, as well as their length and audience. It also tried to collect signs of the evolution of ICT teachers’ training, regarding course type and mode, topics, expectations and evaluation. This study proved to be quite encouraging, not only for the conclusions we came across but also for the recommendations we considered judicious to leave, concerning ICT in-service teachers’ training.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11799
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11800
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Promoting ICT use in Portuguese schools. A case of school-university collaboration
Chagas, Isabel
Sousa, João
Piteira, Giselia
Mano, Paula
Tripa, Rosa
In this article we analyse a four-year period of collaboration between 36 k-12 schools and a higher education institution concerning ICT integration in the light of theoretical perspectives on educational change and innovation. The school and a team of experts of the University designed each integration project collaboratively, the school’s needs were identified and actions were implemented to train teachers on ICT use and to give support to the integration of technology in their practices. Identified factors for successful integration are discussed within the frame of school-university collaboration contributing for the design of future similar initiatives.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11800
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11801
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
In-service training: e-learning as a new and promising approach.
Dias, Paulo
Gomes, Maria João
Dias, Ana Augusta
In-service training through e-learning should be seen as a special field of adult education. The lessons learned from adult education must be an inspiration to the design of in-service training approaches that support collaborative learning and promote the development of virtual communities. This points support our conviction that e-learning is a “promising land” to new opportunities of training and professional development activities. After a short introduction, the article will describe three different cases of e-learning initiatives taken place at University of Minho - Portugal. The first case reports to a research project called ttVLC – trainers training to Virtual Learning Communities. The second case describes a course that aims to promote in-service professional development of secondary and high-school teachers, called “EASIC – Ensinar e Aprender na Sociedade da Informação” (in English: Teaching and Learning in the Information Society). The third case describe a course titled “Formação de Eformadores” (in English: Training of E-trainers) which aim helping university teachers to adopt e-learning methodologies.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11801
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11802
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
A distance in-service teacher education setting focused on mathematics investigations: The role of reflection and collaboration
Ponte, João Pedro da
Santos, Leonor
This paper discusses how several teachers were involved in a distance in-service course inspired by the notion of teachers’ inquiry. The participants are middle and secondary school teachers who register and work with a partner. We provide case studies of three groups of teachers, tracing their professional development concerning mathematical investigations, reflection and collaboration practices. The three cases show strikingly different experiences. Some teachers adjusted well to the format and activities proposed but others had trouble in assuming an active role. We conclude that reading, discussing, doing open-ended tasks, reflecting and collaborating are powerful activities but require a specific readiness.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11802
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11803
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Learning Contexts: a Blueprint for Research
Dias de Figueiredo, António
Most research efforts in online learning tend to concentrate on the delivery of content relegating to a lesser role the contexts, the activity-rich, interaction-rich and culturallyrich learning environments that the use of technology is making possible and where new principles and practices apply. We illustrate some of the threads of this emerging research field: What are learning contexts? How do they interact with contents? How can they be managed? What philosophical perspectives and social theories frame and support their use? Can they be designed? How do they shape the platforms of the future?
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11803
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11804
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
On-line experiences at the University of Coimbra: contexts and pretexts
Pessoa, Teresa
In this paper we report the importance of a reflexive and flexible approach, that makes evident the increase of the ability to think, which must be practised in order to establish a suitable direction of thinking, that is to say, “to learn how to think well”. Within this theoretical framework are described and justified different pedagogic sceneries which combine the various technologies of information and communication, namely the utilization of forum, e-mail and messenger.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11804
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11805
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
ICT in pre-service teacher education in Portugal: trends and needs emerging from a survey
Matos, João Filipe
This paper reports the results of a survey made in 2003 that looked at all the Portuguese universities and schools of education (public and private) programmes for teacher education at least for one of the three levels primary, junior or secondary education. The aim was to get a picture of the situation regarding the amount of time used in training in ICT, the kind of resources available and used, the quality of the staff involved in this work and the competence of the student-teachers at the end of the programme from the point of view of the teachers responsible for the courses at each institution. The instrument used for this survey was the same as used in a previous study made in 1998 with the same aim in order to make possible to compare the results and analyse the trends.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11805
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11806
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
ICT in Teacher Education at the University of Lisbon
Hammer, Gerd
New digital technologies in a global society are a new challenge for teachers and the teaching-process. To educate media-competent students, teachers have to possess at least basic competencies in ICT. In 2002 the department for teacher education at Lisbon University decided to introduce a new course for the training of future teachers – ICT. This article describes, in three steps, ICT at Lisbon University: beginning with the plan to create a new generation of teachers in a student-focused learning environment; then, curriculum development; and, finally, the first years of the lessons. The article will focus on the goal of raising awareness of the use of computers in school, and the new role of the teacher as a student.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11806
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11807
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Cognitive Artefacts, Technology and Physics Education
Duarte Teodoro, Vitor
Computers are now a major tool in research and development in almost all scientific and technological fields, particularly in physics. Despite recent developments, this is far from true for learning environments in schools and in most undergraduate courses. After discussing how relevant is familiarization and reification in the learning of physics, this paper argues that computers must be used as cognitive artefacts, as tools to think with, i.e., as tools that allow students to learn physics by manipulating concreteabstract objects. The paper ends with a discussion how a lasting change in physics teaching and learning can be implemented.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11807
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11808
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Impact of WLABEL exploitation on electricity learning: analysis of the students’ conceptual evolution
Loureiro, Maria joão
Depover, Christian
From studies whose objectives were the diagnostic of students’ conceptions and the development of teaching strategies to promote conceptual change, we designed a learning environment (WLABEL – Windows Electricity Laboratory) that aims the promotion of conceptual change in electricity. In this contribution, we briefly present the learning environment. The main purpose of the paper is to describe the qualitative studies carried out to evaluate the impact of WLABEL in students’ conceptual development. Since we have used several instruments, special attention is dedicated to the data triangulation carried out and to the analysis processes. In the last section a synthesis of the results is also presented.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11808
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11809
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
The Web@classroom project: portables computers and wireless technology in the classroom
Ramos, Jose Luis
Carvalho, Jose Luis
Blasquez, F.
Luengo, R.
Casas, G. L.
Younie, S.
Bryn, H.
Savage, T.
Brendan, T.
Arnedillo, I. S.
The study was carried out in four European schools (pupils age 9 to13 years old) within four countries (Portugal, Spain, UK and Ireland). The adopted methodology was based in action-research procedures and it included multiple methods and techniques: systematic classroom observation of teachers and pupil work and learning activities; documentary evidence (teachers working sheets, schemes of work) interviews (with selected pupils); questionnaires to all pupils and staff at intervals. This methodology implied the construction and testing of data collection instruments. Data was submitted to a qualitative and quantitative analysis. A summary of the findings is presented in this text.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11809
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11810
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Improving Physics learning with virtual environments: an example on the phases of water
Fonseca e Trindade, Jorge
Usually students have misconceptions on the microscopic structure and behaviour of matter. In order to overcome these difficulties computer-based worlds seem useful to visualize physical and chemical processes allowing for a better conceptual understanding. Since more 3-D virtual environments need to be explored and evaluated in science education, we have built a 3-D virtual environment – “Virtual Water” – to support the learning of Physics and Chemistry at the final high school and first-year university levels. It is centered in the microscopic structure of water and explores concepts related to water phases and the transitions between them.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11810
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11811
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Towards the Integration of Face-to-Face and Distance Teaching in Sport Science by Use of a Learning Platform
Hebbel-Seeger, Andreas
The integration of face-to-face and distance teaching has a significant importance for supporting and improving the effectiveness of educational and further educational offers. This article outlines the didactic considerations and organisational conditions of a scientific project in Sports. It will examine how teaching-learning material is implemented, how it is brought together on a learning platform, and the use of this platform as a supplement to seminars in face-to-face teaching.
Universitat de Barcelona
2005-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11811
Interactive Educational Multimedia; Núm.: 11
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11867
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Adaptive Tutorial’s Constructivist Basis for the Teaching-Learning Process of an OOPL
Aguilar-Burguete, Gabriela
Kaijiri, Kenji
This work proposes an adaptive tutorial’s constructivist basis for the teaching-learning process of an OOPL. The teaching-learning process model is based on the combination of Constructivism, Bloom’s Taxonomy and learning strategies in an iterative process. The objective of the incorporation of the Bloom’s Taxonomy is to measure how well the learning goals are met. Furthermore, the objective of incorporating the learning strategies is to provide an easy and effective framework for mastery an OOPL. The evaluations given after completing each learning strategy make possible to personalize the teaching-learning process to meet the learner’s needs.
Universitat de Barcelona
2006-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11867
Interactive Educational Multimedia; Núm.: 12
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11868
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Static Adaptations Of Personalization Factors Included In The Development Of An Adaptive Web-Based Tutorial
Aguilar-Burguete, Gabriela
Kaijiri, Kenji
The present research divides the adaptation process into dynamic and static adaptations. The present paper introduces the static adaptations of personalization factors included in the development of an Adaptive Web-based Tutorial system. The included personalization factors are: Learning styles, intelligence types, knowledge background, special interests, learning goals and beliefs. The personalization factors were determined in order to improve the teaching-learning process of Object-Oriented Programming Languages.
Universitat de Barcelona
2006-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11868
Interactive Educational Multimedia; Núm.: 12
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11869
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Coherent Websites and Creative Play: Constructivist Approaches to Information Technology in Teacher Education
Álvarez, Isabel
Olson, George
Kilbourn, Brent
This paper qualitatively compares two different approaches to teaching information technology to pre-service teachers. The approaches (Creative Play and Coherent Websites) have their origins in different cultural settings. Both approaches emerge from constructivist views and aim at engaging students in conversations and collaborations that sensitize them to the sorts of classroom issues they will confront when they are teachers.
Universitat de Barcelona
2006-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11869
Interactive Educational Multimedia; Núm.: 12
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11870
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Mobile Learning
Hodge, Elizabeth M.
DuVall, J. Barry
Powell, Mathew R.
During the Fall of 2003, the East Carolina University Center for Wireless and Mobile Computing and Sprint PCS/Airgate Communications implemented a project to evaluate the potential of 3G smart phone/handheld computers (3GCD’s) for mobile learning. The first environment that was selected for testing this technology involved on-campus freshman Teaching Fellows in the College of Education. In the spring of 2004, the project was expanded to evaluate the use of the devices with twenty-four students taking an online class in Business, Career, and Technical Education. This article will share information on of the use of 3GCD’s with online students.
Universitat de Barcelona
2006-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11870
Interactive Educational Multimedia; Núm.: 12
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11871
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Preparing Teachers and Schools for the 21st Century in the Integration of Information and Communication Technologies. Review of Recent Report in the U.S.
Lara, Sonia
The year 1996, marked the initiation of the project Getting America’s Students Ready for the 21st Century: Meeting the Technology Literacy Challenge (U.S. Department of Education) which was based on four pillars: providing schools with adequate hardware, access to the internet, software, and training for teachers. The grant program aimed to integrate technology in the field of education in the 21st century. From this moment on, many have elaborated reports in an attempt to measure the success of this plan as well as the comment on the state of Schools, teachers, and Schools of Education insofar as their use and implementation of technology. This article endeavours to create a synthesis of the predominant opinions presented by academics in the second half of the 1990’s and the first years of the new millennium, about the introduction of technology into the classroom as proposed by this plan, and will, in some cases, call for their revisions. At the same time, the writing assesses, from a perspective enriched by time, exactly how much of what was suggested by the educational experts was actually put into effect.
Universitat de Barcelona
2006-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11871
Interactive Educational Multimedia; Núm.: 12
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11872
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Adaptive e-Learning Environment Design
Moura, Heloisa
Virtual Learning Environments and Adaptive Learning Systems correspond to distance learning solutions that seek to meet the promise of individualized learning. Technological innovation, nevertheless, is not sufficient to ensure high learning outcomes. While the number of distance learning packages multiply in the market, it is important to consider their pedagogical use, instead of focusing on listing and describing their features. Catering for diversity in learners is also not enough for the design of quality solutions that can efficiently support the learning process. It is necessary to acquire knowledge regarding individuals’ different and real learning needs, through a human-centered design process. That is the challenge for designers of e-learning environments and materials.
Universitat de Barcelona
2006-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11872
Interactive Educational Multimedia; Núm.: 12
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11873
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Deconstructing Videotaped Instruction for Online Delivery: Instructional Design in Reverse
Switzer, Jamie S.
Seel, Peter B.
Kaminski, Karen
This paper examines a project in which videotaped face-to-face class sessions were converted into interactive instructional modules for Internet delivery. The development of the online class involved the challenge of teaching the advanced Microsoft Office Suite – normally skills learned hands-on – to distance learners. Sixteen interactive modules were eventually produced by using a process the authors describe as the instructional design in reverse. This paper discusses the importance of the proper application of instructional design theory, the actual production processes used for developing the modules, and important lessons learned in working with interactive multimedia course content for online delivery.
Universitat de Barcelona
2006-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11873
Interactive Educational Multimedia; Núm.: 12
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11874
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
A Multimedia Approach to Enhancing School Leaders’ Reflective Thinking and Decision Making
Claudet, Joseph
This article presents an overview of one multimedia project—the Administrator Case Simulation (ACS) Multimedia Library—focusing on the professional development of school administrative leaders involved in collaborative school leadership. The article provides an overview of the multimedia case simulation concept and describes multimedia case design features. The ACS simulations’ integrated professional learning approach to enhancing the reflective thinking and decision making abilities of school leaders is highlighted.
Universitat de Barcelona
2006-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11874
Interactive Educational Multimedia; Núm.: 13
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11875
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
An Aptitude-Treatment-Interaction-Approach on Motivation and Student's Self-Regulated Multimedia-Based Learning
Astleitner, Hermann
Koller, Maria
The goal of this study was to develop the research basics for identifying individual differences in multimedia learning and motivation. Within this study, the effects of implementing motivational design of instruction within multimedia-based learning were tested. Motivational design of instruction was related to the ARCS-model and resulted in using instructional strategies for increasing attention and relevance of the learning material. In addition, an aptitude-treatment-interaction (ATI)-approach was developed which connected motivational design of instruction to mental resources management, motivational processing, pre-motivation, motivation to learn, and knowledge acquisition. For testing the theoretical assumptions, there were four types of a multimedia-based instructional system implemented: One instructional system had no ARCS strategies, one had attention strategies, another had relevance strategies, and one finally had both attention and relevance strategies. Four groups of elementary school students (n = 68) had to learn with the different instructional systems. The effects of learning with these instructional systems were measured on motivation to learn and on knowledge acquisition. Pre-motivation (outcome-valences), pre-knowledge, and cognitive load represented aptitude- and process-variables. Results indicated that a combination of both attention and relevance strategies improved motivation to learn, especially for those students with low levels of pre-motivation. Pre-knowledge increased and cognitive load decreased knowledge acquisition. Finally, open research questions and methodological aspects are outlined. In addition, suggestions for the design of instructional multimedia are given.
Universitat de Barcelona
2006-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11875
Interactive Educational Multimedia; Núm.: 13
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11876
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Usability of Web-based Knowledge Portals to support Research Organizations
Kumar, Muthu
Natarajan, Uma
Hedberg, John G.
Usability refers to the effectiveness, efficiency and user satisfaction of a designed product or system. One of the most of productive ways of measuring usability goals is through questionnaires and surveys. In this paper, we discuss usability related issues from a users’ perspective in the design analysis of a web-based knowledge portal that was developed to support the knowledge management activities of an educational research organization. The original portal system initially experienced high levels of user participation. However in recent times, this trend had been reversed with flagging log-in access rates. Consequently, a criterion-based usability survey instrument was designed and implemented online to gather users’ responses and comments. The survey outcomes indicated that a large number of respondents used the portal sporadically with a significant number being completely unaware of many of its services. Thus based upon this feedback, the existing portal was revamped to ensure a more user-centric design model that focused on the cornerstone aspects of user control, ease of navigation, personalization services and clarity in visual presentation of information.
Universitat de Barcelona
2006-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11876
Interactive Educational Multimedia; Núm.: 13
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11877
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101025 2010 eng "
1576-4990
dc
Teacher and Technology: The Computer In Education
Kaechele, Mónica
This article is results of the research carried out between the years 2000 and 2001 in a Chilean high school, with the objective of studying the role of the computer in teaching. The focus was to understand and to describe the technologies used for teaching in high school, identifying them and seeing how they operate, their possibilities and limitations and the contradictions that may emerge as part of the natural development of the activity. The approach used for the methodological design was the cultural-historical Activity Theory, this being the reason why the investigation was structured in two phases: (a) the cultural-historical reconstruction of the teaching activity and (b) the empirical description of pedagogical practice in a specific context.
Universitat de Barcelona
2006-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11877
Interactive Educational Multimedia; Núm.: 13
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11878
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
Editorial
Giménez, Joaquim
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11878
Interactive Educational Multimedia; Núm.: 14
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11879
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
A virtual mathematics learning environment for engineering students
Sancho Vinuesa, Teresa
Masià, Ramon
Teachers of the course Introduction to Mathematics for Engineers at the UOC, an online distance-learning university, have designed, developed and tested an online study material. It includes basic pre-university mathematics, indications for correct follow-up of this content and recommendations for finding appropriate support and complementary materials. Many different resources are used, depending on the characteristics of the contents: Flash sequences, interactive applets, WIRIS calculators and PDF files. During the last semester, the new study material has been tested with 119 students. The academic results and student satisfaction have allowed us to outline and prioritise future lines of action.
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11879
Interactive Educational Multimedia; Núm.: 14
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11880
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
Hyper-learning from hyper-teaching: what might the future hold for learning mathematics from & with electronic screens?
Mason, John , 1944-
Traditionally, mathematics has been learned through learners manipulating the content of their mental screens (mental imagery). When the situation became complicated, devices were found to augment and support the mental screen, holding some aspects invariant while transformations and anticipations were experienced and performed mentally. Now electronic escreens further augment, but threaten to overwhelm, our mental screens. In this paper different modes of interaction with e-screens are outlined, and attention is drawn to the discipline required to use them effectively. Questions are raised about how e-screens could alter what we mean by learning mathematics, at least for the majority.
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11880
Interactive Educational Multimedia; Núm.: 14
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11881
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
Building a community of practice to promote inquiry about geometry: A study case of pre-service teachers interacting online
Bairral, Marcelo Almeida
This study is part of a longitudinal research project that aims to analyze the implications of online interaction in the training of mathematics teachers. A semantic analysis of written texts produced in a specific environment was performed. It highlights that an interactive dynamic, carried out in the hypertextual journey through the environment spaces and the discussion with the group, elements of community of practice were important to describe a way to understand the learning. Since inquiry is a powerful issue that can grow naturally from online interaction (synchronous or asynchronous) and contribute to developing critical pre-service teachers knowledge, research around learning in this particular setting should pay attention to inquiry.
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11881
Interactive Educational Multimedia; Núm.: 14
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11882
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
Improving geometry by using dialogic hypermedia tools: A case study
Giménez, Joaquim
Rosich Sala, Núria
In this paper we present the results of using an interactive geometrical environment, regarding the acquisition of certain mathematical skills by deaf students (12-16 years old). Communication and variability skills are analyzed when the class is organized using computer distance support. We present the main trends of the experiences and formative regulation assessment perspective.
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11882
Interactive Educational Multimedia; Núm.: 14
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11883
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
Communicating mathematics through the internet: A case study
Portela, José
The Internet is enabling new forms of teaching and learning. Connecting, through the Internet teachers to teachers, students to students, students to teachers, and perhaps most important, bringing the world of information inside the classrooms is reshaping the classroom setting, the role of educators, and students’ perception concerning what they need to know. This study was intended to describe and analyze how students reacted to instruction delivered through the Internet, and their perceptions concerning the potentiality of the Internet to teach and learn mathematics. The setting for this study was the context of a college classroom, where participants were attending a mathematical communication and technology course. All students and the instructor were located physically in a mathematics computer laboratory in which the course content was presented to the students through the Internet. Data was collected from observations in the mathematics computer laboratory, and from semi-structured interviews using electronic-mail and unstructured open-ended interviews. Findings suggest that students had a deeper involvement in class activities due to the Internet links which created a more meaningful experience for them.
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11883
Interactive Educational Multimedia; Núm.: 14
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11884
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
Using ICT to support reflection in pre-service mathematics teacher education
Ponte, João Pedro da
Oliveira, Paulo
Varandas, José Manuel
Oliveira, Hélia
Fonseca, Helena
This paper analyses a virtual supervision setting (e-mail and forum), during the practicum, in a pre-service secondary school mathematics teacher education program. It is a research about the authors’ own professional practice using a qualitative-interpretative approach and case studies of student teachers. The results show that the setting was significant for pre-service teachers who had a more reflective attitude but was seen as a burden by the others. The forum enabled fruitful reflections and discussions and the e-mail was mostly used for organization matters. Future attention must be paid to the role of the educational supervisor in establishing a culture of participation in the forum and of fluent use of the e-mail.
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11884
Interactive Educational Multimedia; Núm.: 14
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11885
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
Making the Connection: Reinforcing Hands-on Learning Through Hands-on Writing
Hodge, Elizabeth M.
Ellis, Maureen
Traditionally, the goal of experiential learning is to allow students to learn through hands-on experience. Recently, suitable assessment and evaluation techniques of students in online learning environments have garnered a great deal of attention as to best practices in experiential learning based courses. This study analyzes assessment and evaluation of student learning in an undergraduate-level Pocket PC course, centred on experiential learning in an online learning environment. This study will (1) identify hands-on activities that can be implemented in an experiential learning environment; (2) examine the effectiveness of assessment tools; and (3) examine student perceptions of course activities.
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11885
Interactive Educational Multimedia; Núm.: 14
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11886
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
The computer helps in the acquisition of educational knowledge. An experience with Spanish’s students
Tesouro, Montse
Puiggalí, Juan
Traditionally, people have tried to compare the effectiveness of traditional teaching with Computer Aided Learning (CAL), however, it is very difficult to work out which of them is best. In our research we want to show that the use of the computers in learning processes can represent an important element in improving them. The results obtained show that many of the contents worked on with the help of the new technologies are better assimilated by the students as they get better results than using a traditional method. However, we should highlight that although we use the new technologies, the figure of the teacher will always be necessary and that in the design of computer applications the interaction of the technician with an expert in educational methods is very important.
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11886
Interactive Educational Multimedia; Núm.: 14
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11887
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
Design Overview of an Adaptive Computer-based Assessment System
Aguilar-Burguete, Gabriela
Kaijiri, Kenji
SPEBC, an adaptive computer-based assessment system, will provide initial, formative, and summative assessments. SPEBC will generate multiple-choice and open-ended questions adapted to the learners’ background knowledge and external representations. SPEBC will generate personalized assignments and will use voting devices to capture the learner’s answers in. Moreover, the personalization approach is based on the generation of personalized responses using for each set of answers a different kind of external representation. Previous studies about the use of adaptive systems and classroom communication systems in the classroom have shown to be effective.
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11887
Interactive Educational Multimedia; Núm.: 14
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11888
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
Editorial
Amorim Carvalho, Ana Amélia
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11888
Interactive Educational Multimedia; Núm.: 15
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11889
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
Revisiting WebQuests in a Web 2 World. How developments in technology and pedagogy combine to scaffold personal learning
March, Thomas
The WebQuest was launched in 1995 to scaffold advanced cognition by integrating the “ill-structured” nature of the World Wide Web with a process that guides novices through decisions and experiences that characterize experts’ behaviors. Recently, the Web has morphed into Web 2.0 with its social networking sites, blogs, wikis and podcasts. Given this richness, revisiting WebQuests is in order. This paper reviews the critical attributes of true WebQuests and reviews recent research in thinking routines and intrinsic motivation to recommend new paths for WebQuests that could scaffold student use of Web 2.0 environments, enabling a shift toward authentic personal learning.
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11889
Interactive Educational Multimedia; Núm.: 15
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11890
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
The Role of WebQuests in Science Education for Citizenship
Leite, Laurinda
Vieira, Patrícia
Silva, Rosa-Maria
Neves, Telmo
Science education for all aims at developing scientifically literate citizens. WebQuests are problem-solving activities that can promote the development of competences thought to be relevant for a responsible and well-informed citizenship. By solving WebQuests students may develop conceptual, epistemological and procedural knowledge as well as interpersonal skills and ‘learn how to learn’. This article discusses the role of WebQuests in facilitating the lower secondary school students’ understanding of science concepts, promoting their images of scientists and fostering their problem-solving abilities. Students’ reactions to this kind of educational resource are also analysed.
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11890
Interactive Educational Multimedia; Núm.: 15
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11891
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
From a WebQuest to a ReadingQuest: learners' reactions in an EFL extensive reading class
Barros, Ana Cláudia
Amorim Carvalho, Ana Amélia
Most students don’t like reading in a foreign language. They find it a difficult task, mainly due to the high number of unknown words they encounter when reading a text. They consider reading classes boring and uninteresting and as a result our students are poor readers. Concerned with this situation, we conducted a study on the impact of a learning environment based on the WebQuest, a ReadingQuest, and on student engagement in an extensive reading task. The results show that the ReadingQuest is a valuable environment for teaching extensive reading, in contrast to traditional reading classes, as it can enhance motivation and promote constructivist learning.
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11891
Interactive Educational Multimedia; Núm.: 15
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11892
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
WebQuests: a tool or a trandisciplinary methodology?
Brito, Conceição
Baía, Mário
The role played by WebQuests and their impact on teachers’ training is the aim of this piece of writing. WebQuests are a permanent item we have been dealing with, since 1999, in teachers’ training courses and workshops. Here we describe the history and the experience we have on this subject. As a matter of fact, Setúbal Higher School of Education and its Competence Centre have been developing pre-service and in-service teachers’ training workshops and courses where WebQuests have continuously been present as the main content. We try to present the breaking and turning point of our experience towards the integration of that methodology in our training sessions, the kind of audience we’ve been working with, and some reflection on the role of WebQuests in teaching practice.
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11892
Interactive Educational Multimedia; Núm.: 15
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11893
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
Technology and social inequality in education in the Spanish context
Bautista García-Vera, Antonio
In this article, I will analyze the possibilities that new technologies present us with both to increase and to diminish existing social inequalities. I will examine the topic from a conceptual point of view taken from preexisting models of technological development and from the primary functions attributed to technological products. The educative intervention proposed in this paper is founded on the previous explanation, mainly because we understand that a wider knowledge of technology leads to a greater independence of its users from such devices so as to reach a more thorough personal and social development.
Universitat de Barcelona
2007-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11893
Interactive Educational Multimedia; Núm.: 15
eng
Drets d'autor (c)
oai:revistes.ub.edu:article/11895
2024-03-29T00:49:35Z
IEM:ART
driver
nmb a2200000Iu 4500
"101026 2010 eng "
1576-4990
dc
Strategic Teaching in a Virtual Context: A Study on Tutor Training in Continuing Education
Mastro Vecchione, Cristina del
Monereo i Font, Carles , 1957-
Adult students who start a distance-studying program need to develop a strategic learning that allows them to adapt themselves to the demands of distance education and achieve their learning goals successfully. The tutor becomes a fundamental factor when it comes to facilitating these students’ adaptation process to distance studying as well as the development of their strategic learning. In this article it is presented a qualitative study on the training process of a group of tutors in strategic distance teaching and learning; it is also presented the analysis of the changes generated in them regarding conceptual and strategic knowledge, both in an academic (as students in the course) and a professional (as tutors) level. Results point out that those tutors who managed to develop higher levels as strategic learners during the training course, accordingly developed a bigger conceptual knowledge and a better performance as strategic tutors.
Universitat de Barcelona
2008-01-01 00:00:00
application/pdf
http://revistes.ub.edu/index.php/IEM/article/view/11895
Interactive Educational Multimedia; Núm.: 16
eng
Drets d'autor (c)
755b8a63a3ccf3485f60c1f9b385bcab