Analysing the Advantages of Using Exploration and Exploitation

r
.
·,
...
Q) .
.i.'m""·
·- ~
,,..~.·.r.7:,iU.·
~ ··. .
..
~ .,... ,
ANTONIO M·
JOSÉ ANTO ENDEZ V!LAS
JULIÁN ME~~OGMO NES~ GONZÁLEZ
'"
ZAltZ
"
oc1edad
de la información
Coordinadores:
Antonio Méndez Vílas
José Antonio Mesa González
Julián Mesa González
Edita:
JUNTA DE EXTREMADURA
Consejería de Educación,
Ciencia y Tecnología
Dirección de la Colección
INFOOEX
© Los autores & JUNTA DE EXTREMADURA
Reservados todos los derechos
l.S.B.N. Colección-.
84-96212-09-2
r.s.B.N. Volumen 1:
84-96212-10-6
Depósito Legal Volumen 1:
BA-072-2003
Fotomecánica e Impresión-.
Artes Gráficas REJAS (Mérida)
ADVANCES IN TECHNOLOGY-BASED
EDUCATION:
TOWARDA KNOWLEDGE-BASED
SOCIETY
Proceedings of 2°d Intemational Conference on Multimedia
and Infonnation & Communication Technologies in
Education
m-ICTE2003
www .fonnatex.org/micte2003/nlicte2003 .htm
Badajoz, Spain, December 3-61h 2003
VOL.1
:: SESSION l: GENERAL ISSUES ::
.
A BRA VE NEW HYPERTEXT: AMBIVALENCE AND AMBITION
LEE CARLETON
l-5
A NEW GENERATION GAP: THE CONSEQUENCES OF lNCREASt!'<GLY EARL Y lCT
FlRST CONTACT
6-16
A.D. MADDEN, J.M. BAPTJST A NUNES. N.J. FORD, M. McPHI:RSON AND D. MILLER
A RETROSPECTION ON ICT lN TEACHER EDUCATJON: WHAT CAN WE
GIULIANA DETTORI, PAOLA FORCHERI
LEAR~?
t 7-21
A STVDY OF CONDITIONS OF THE PROBLEMS ANl> l'iEEDS FQR DISTANCE MEDIA
\
UTILIZATJON: CASE STUDY, RAJABHAT INSTITVTE SUAN DUSIT
JAR1YA NEANCHALEA Y, KLlNTlOA. THAMW!PAT ANO SAKSIT ROJANAVICHIEN
22-24
A STUDY ON THE CREATION Of UNIVERSlTY VIRTUAL DEGREES lN THE
TECHNOLOGICAL UNIVERSJTY OF SAN JUAN OF THE RÍO
K. ANA Y A, E. HERRERA-VIEDMA A.NO O. CORDÓN
25-29
1
A SURVEY Of' ONLINE LEARNJNG ACTIVJTIES ATA SOVTRERN US
UNIVERSlTY
30-34
JOHN V. DEMPSEY, SAMUEL F. FlSHER, BRENDA C. LlTCllflELD. DAWN WRIGHT,
ANO BETSY ANDE.RTON
AN ONTOLOGICAL SYSTEM FOR SUPPORTING EV ALUATION PROCESSE.S
IN E~LEARNING
35-39
DAGOBERTO CASTELLANOS NIEVES, PEDRO JOSE VJVANCOS VICENTE, RAFAEL
VALENCIA GARCll\, JESUALDO TOMAS FERNA.NDEZ BREIS, RODRCGO MARTtNEZ
BEJAR AND FRANCISCO GARC!A SANCHEZ
APPLYING
E·LEAR.~lNG
STANI>ARDS TO MENTOR PROJECT
40-44
JOSE A. GOMEZ-AR(;UDO, ISABEL ROMAN, JUAN A. TERNERO AND GERMÁN
MADfNABEITlA
A VOL: ANDALUCÍA VASCULAR ON-LINE
45-49
M. BARCHÉIN, J. NIEVAS, E. ROS-VIDAL, J.L. BERNIER, E. ROS-OÍ E ANO J.M. SÁNCHEZRODRÍGUEZ
CICLO DE VIOA DE LAS ORGANIZACIONES Y APRENDIZAJE OE:L
EN PRENDEDOR
50-55
A. G. R. LEZANA ANDA. M. PEDRO, L. CAMILOTTI AND P. VENDRAM!NI
COLLABORATIVE VIRTUAL E:NVIRONMENTS AND THE VIRTUAL
CAMPUS
56-60
JORDl HER..~A~DEZ, DAMlEN NOONAN. SAM REDFE.RN, MICHEAl.. COLHOUN, NlALL
NAUGHTON AND DA VID COLLINS
COMPCTER SCIENCE ANO ALPHABETIZATION
6)-65
MÍRlA SENRA DE OLIVEJRA AMARAL. JOSÉ LUCAS PEDRElRA BUENO AND ÉDlS
MAFRA LAPOLLl
COMPUTERIZED LEARNlNG ENVIRONMENTS: TEACHER EDUCATION
BETI'INA STEREN DOS SAN'TOS
l
CREATING MORE EFFECTJVE VSER-CENTRED E-LEARNING SYSTEMS
THROUGH SCENARIO-BASED, FORMATI VE EV ALUATION
J. COOK AND C. BRADLEY
66-68
69~73
l
CllLTURAL IMPLICATIONS OF LEARNING STYLES ON TEACHING STYLES
NANCY M. ROBBINS
74-76
DEEPENING IN THE EXPERIENCES OF CONTINUOUS FORMATION IN NET~
APPLJCATlON IN YOU MARRY OF SMALL AND MEDIUM COMPANIES
!
77-81
BEATRJZ CEBRElRO LÓPEZ, LORENA CASAL otero, CARMEN FERNÁNDEZ MORANTE
DESlGNING AND EV ALUATING DIS'T ANCE LEARNJNG CLASSES;
CONSTRVCTS AND CONSIDERATIONS
82-91
VtCKl L. COHEN
CREATlNG A ..MODERN CORPORATE REPORTING Cl.ASS"
SlJDHA K. KRISHNAN
92~96
DOES NATIONAL CULTURE DIFFERENTIATE USERS OF E MAIL IN
HIGHER EDUCATION: IS GEERT HOFSTEDE STILL RIGHT?
97-103
FENJO P. ANNANSINGH ANO MIGUEL BAPTISTA NUNES
DON'T FENCE ME IN: SCHEMING AND DREAMING. ABOUT PUBLICDOMAIN, PUBLIC-ACCESS WEB PROJECTS
104-109
JOE ESSID
A STUDY ON THE CREATION OF UNIVERSITY VIRTUAL DEGREES IN THE
TECHNOLOGICAL UNfVERSITY OF SAN JUAN OF THE RÍO
110-114
K. ANA YA, E. HERRERA-VlEDMA ANDO. CORDÓN
FormaTer: A RESOURCE CENTRE FOR TEACHERS AND COURSE LEADERS
AND DEVELOPMENT AGENTS
VJCTOR ORTIZ SOMOVILLA, LUIS PÉREZ NÁGER, OLIMPIA GÓMEZ REJA, FRANCISCO
ORTlZ BERROCAL, REYES A MARTÍN COLETO ANDANA CAMPOS PARADAS
FROM CRITICAL DEBATE TO CONTENT ANALYSIS: INVESTIGATING THE
IMPACT OF CMC ON CA!\>1PUS-BASED STUDENTS
115-119
120-124
PETER K. 0RIOGU1' AND JOHN COOK
GENDER AND STYLE IN LEARNING TO PROGRAM
P.MCKENNA
HOW TO MANA GE THE TECHNOLOGICAL CHANGE IN THE UNIVERSITY
EXP~RIENCE OF THE UNIVERSITY SAi' PABLO
l SYSTEM:
THE
EVA FERNANDEZ GOMEZ
125-129
130-135
J.
ICT IN PRE-SERVICE TEACHER TRAINING: UN EXPLORATORY STUDY
F. VICENTE SIL VA AND G. LOBA TO MIRANDA
136-138
ICT IN THE EDUCATIONAL SYSTEM: RECONSJDER TEACHJNG AND
LEARNING TO CHANGE THE PRACTICES
139-143
FERNÁNDEZ MORANTE, CARMEN, CEHREfRO LÓPEZ; B.
ICT INTEGRATION DIFFERENCES BETWEEN STATE AND NON-STATE
EDUCATIONAL INSTITUTIONS.
144-147
DÍAZ, M" l. AND SUÁREZ, J.M. AND GARGALLO, B.
ICT ROLE IN HIGHER EDUCATION DEVELOPMENT - ENVIROl\'MENTAL
FACTORS
148-161
EDUARDO LUÍS CARDOSO, PEDRO PfMENTA AND DUARTE COSTA PERElRA
INTEGRACIÓN Y EDUCACIÓN CON LAS NUEVAS TECNOLOGIÁS
EXPERIENCIAS DEL NUEVO CENTRO DEL CONOCIMIENTO DE
TALAYUELA
162-166
MIRlAM MARTéN SÁNCHEZ
JNTERPRETATIONS OF HISTORICAL SOURCES: FROM THE NARRA TIVE
OF HISTORY TO NHYPERTEXTUAL DISCOURSE
A. PADILLA ARROYO, M.F. AGUILAR TAMAYO ANDE. L NÁJERA MORALES
LA COMUNICACIÓN MEDIADA ELECTRÓNICAMENTE DEMANDADA EN
LA EDUCACIÓN UNIVERSITARIA: EL CASO DE LA UNED
167-171
172-176
J. CALLEJO GALLEGO
PRJVATE SPANISH UNIVERSITIES IN THE INTERNET: COMMUNICATION
AND CORPORATE
177-181
ANA CASTrLLO DÍAZ AND M• VICTORIA CARRILLO DUR.Á.N
LEARNING BY SHARING V ALUES IN A VIRTUAL COMMUNITY OF
PRACTICE: A CASE STUDY
182-186
DANIElA GIORDANO
DETECTION OF NECESSITIES AND DEFINITION OF CHARACTERISTJCS
FOR THE IMPLEMENTATION OF AN AUTONOMOUS SYSTEM FOR
MAINTENANCE OF COMPUTER CLASSROOMS IN PRIM.ARV EDUCA TJON
187-191
RICARDO LUENGO GONZÁLEZ, Jt:A.t'I ARIAS MASA AND MIGUEL ANGEL MARTÍN
TARDÍO
PROJETO ATELIER -TECNOLOGIA DE COMUNICA(;ÁO DIGITAL E
TESSITliRAS DE SENTIDO: UM OUTRO MODO DE APRE.NDÉNCIA
BEATRIZ HELENA DAl MOUN
ll
192-196
ON-LlNE
LEAR~ING
E. SOSA SÁNCHEZ, P. CLEMENTE MARTÍN, J. GONZÁLEZ RODR!GUEZ, A. PRIETO
RAMOS, R.. RODRÍGUEZ ECHEVERRlA
PEDAGOGY IN VIRTUAL LEARNING ENVIRONMENTS
A. GARCÍA DEL DUJO
COOPERATIVE LEARNING WJTHIN THE CONTEXT OF STORYLINE AND
JCT
197-200
201-210
211-218
BIRTHE UJND AND ANNETTE RASMUSSEN
DATA W AREHOUSING AND DATA MINlNG SYSTEM APPLJED TO ELEARNING
219-223
R.L\.JÍS, J.REDOL, D.SlMÓES AND N.HORTA
REVIEW AND MODIFICA TION OF RESPONSES IN A COMPUTERADAPTIVE TEST: PRELl~INARY CONSIDERATIONS
224-228
MA.RJANA ULLEY, TREVOR BAR.K..ER AND CAROL BR!TTON
SCHOOL CRA.~GE THROUGH INTEGRA TION OF ICTE'S - A CASE STVDY
ZITA ROMERO GONc;ALVES ANO BENTO DUA.RTE SILVA
SOCIAL COMPUTING AS A DESIGN PERSPECTlVE FOR E-LEARNlNG
JAMES M. LAFFEY, DALE R. MUSSER AND L1NDA M. ESPINOSA
STRATEGIES FOR INFORMA TION AND COl\.IMUNICATION
TECHNOLOGJES (JCT) DIFFUSJON AND APPLICATJON IN HIGHER
EDUCA TJON: CASE OF LA LAGUNA UNIVERSITY
229-233
234-238
239-243
M. AREA, A. GARCÍA, M'. MEDINA, J.M" . DEL CASTILLO, R. ESTEVEZ AND W.
RODRtGUEZ
TEACHER'S JCT USAGE. A FOLLOW UP STUDY.
J.M. SUÁREZ. B. GARGALLO, N. ORELLANA, C. BELLOCH, C. BO ANO G ..ALMERJCH
TEACHER'S PERCEIVED OBSTACLES IN ICT INTEGRATJON
R. BO, J.M. SUÁREZ, N. ORELLANA, B. GARGALLO, C. BELLOCH, G.
ALMERICH, A. SAEZ, F. ALIAGA, I. GASTALDO, I. DÍAZ , R. ROIG ANDE.
GONZÁLEZ
1TECHNOLOGICAL INNOVA TIONS IN EDUCATJON
MÍR.lA SENRA DE OLIVEJ~A AMARAL, JOSE LUCAS PEDREIRA BUENO , FERNANDA
bARBOSA FERRAR! AND EDJS MAFRA LAPOLU
THE CYBERSPACE JMPACT ON THE BULGARIAN STUDENTS
E. KOVATCHEVA
THE TEACHER ROLE IN THE PROCESSES OF TEACHING ANO LEARNING
"11TH INFORMATJON ANO COMMUNICATJON TECHNOLOGY
A. BADlA, E. BARBERA AND C. SIGALÉS
THE USE OF INFORMATION AND COMUNICATION TECNOLOGlES BY
PORTUGUESE STUDENTS
JACINTA PAlVA,JOÁO C. PArYA, CARLOS FIOLHAIS, MARIA TERESA JORGE MENDES
AND JOSÉ MANUEL CANA VARRO
244-248
249-253
254-258
259-262
263-267
268-272
LEA.R.~JNG
SUPPORTED BY BROADBAND IN A CANAOIAN CONTEXT:
BENEFITS A 1\íD CHALLENGES
273-277
ELlZABETH MURPHY
VIDEOCONFERENCIAS: NUEVA HERRAMIENTA DE COMUNICACIÓN Y
FORMACIÓN
278-282
ANTONIA AGUDO RODRÍGUEZ AND MARCO ANTONIO PILO GARCÍA
VIRTUAL ENVlRONMENTS OF LEARNING USED IN THE
INSTITUTIONS OF SUPERJOR EDUCATION OF BRAZIL
LUlZ RICARDO URJARTE, JOSÉ LUCAS PEDREIRA BL'ENO, DALBERTO MAFRA SJL VA
ANO ÉDIS MAFRA LAPOLLJ
283-287
m
\VHY DO STUDENTS USE THE \\!EB: W HA T AFFORDANCES ARE
EXPERIENCED?
288-292
M B ANDERSSON
WORKING ACROSS DJFFERENT SPACES TO CREATE COMMUNITIES OF
PRACTICE IN TEACHER PROFESSIONAL DEVELOPMENT
293-297
S. FRIESEN AND P. CLIFFORD
ICT-BASED LEARNING IN KNOWLEDGE INTENSE MICRO-SIZED
ENTERPRfSES
C. KATZEFF AND L. ABDALLAH
ELEARNING BEST-PRACTICES APPLIED TO EDUCATING AND TRAJNING
PROFESSIONALS
GALE TENEN SPAK
298-302
303-307
1
:: SESSJON 2: KNOWLEDGE MANAGEMENT ::
1
A KNOWLEDGE MANAGEMENT APPLICATION IN DECISION MAKING
PETER. MlKULECKY
308-311
A KNO\VLEDGE ONTOLOGY AND ITS APPLICA TION INTO A LEARNING
ENVIRONMENT MODEL
312-315
INES FRISS DE KEREKI
i
AGENT-BASED EVALUATION GENERATOR
FERNANDO DE ARRJAGA, ARACELJ ARRlAGA AND MOHAMED EL ALAMI
BETTER EDUCA TJON PROCCESS THROUGH KNOWLEDGE MAPPING
P. CECH
316-320
321-324
1
DEVELOPING A VIRTUAL COMMONS FOR COLLABORATIVE
KNOWLEDGE MANAGEMENT
325-329
1 HERB THOMPSON
DIOGENE: A TRAINING WEB BROKER FOR ICT PROFESSIONALS
MlKEL VERGARA EDE, NJCOl..A CAPUANO ANO ENVER SANGlNETO
DEVELOPING FINE-GRAINED LEARNING MODULES FOR COOPERATIVE
KNOWLEDGE ORGANIZATION-INTEGRATING MULTJMEDIA LEAR1'1JNG
ENVIONMENTS WITH \VEB CONTENT MANAGEMENT
330-334
1
335-339
\ THOMAS BOPP. .SABRlNA GEfSSLER AND THORSTEN HAMPEL
EVALUATE THE EDUCATIONAI, WRITING PROGRAM BY COMPlJTER AND
TRADITIONAL METHOD IN ELEMENT ARY SCHOOL
340-344
M.C. R. A. JOLY
EXPLORING PREDICTORS OF
LEARNING ENVIRONMENT
K>~OWLEDGE
CONSTRUCTION IN THE E-
345-349
HSllJ-MEI HUANG AND SHU-SHENG LlAW
HOW SEARCH ENGINES CAN FACILITATE INDIVIDUAL KNOWLEDGE
CONSTRUCTION
350-355
SHU-SHENG LlAW AND GEENG-NENG YOU
INFORMATION MANAGEMENT IN THE DESIGN OF ONLINE
EDUCA TIONAL CONTENTS
LARA. PABLO: SAIGÍ, FRANCESC; BORGES. FEDERICO: DUART. JOSEP M.
LARA. PABLO; SAIGÍ AND FRANCESC
!
INTEGRA TING QUALITY REQUIREMENTS INTO WEB SERVlCE AGENTS
FOR E-LEARNING ENVIRONMENTS
1
JAAK TEPANDI AND ENN ÓUNAPUU
INTEROPERABll.ITY FR.AMEWORKS FOR LEARNJNG OBJECT
REPOSITORIES
356-360
361-365
366-372
GRIFF RJCHARDS AND MAREK HATALA
KNOWLEDGE MANAGEMENT FOR UNIVERSITIES
PETER MIKULECKY
IV
373-376
1
KNO\VLEDGE MANAGEMENT IN E-LEARNING
E. MORALES, A. BERLANGA, F. GARCJA ANDA. BARRÓN
377-381
THE ALGORlTHMS OF USERS' NAVIGATION IN EDUCATIONAL
t.1 ULTIMEDIA SOFTWARE
382-385
TIBOR FAUSZT
:: SESSION 3: PEDAGOGICAL-DIDACTJCAL ASPECTS ::
A COLLABORA TIVE TOOL FOR STRUC TURED PROGRAMMING
LEARNING
386-389
J. EGEA-PA YA ANO P. G ARCÍA-SEGURA
A DYNAMIC MODEL FOR DELIVERING DlSTANCE LEARNING MATERIAL
VIA INTERACTIVE TELEVISJON
I A. ANGELOPOULOU, S.THOMAS, P . GALLAHAN ANDA. PSAR.RO
A DECISION-THEORETJC APPROACH FOR JNSTRUCTIONAL STEPS
PLANNING
390-394
395-399
C. Y . TING AND M. R. B EIK ZADEH
A FORMAL MODEL FOR IlVIPROVING SELECTION OF COLLABORATIVE
ENVIRONMENTS USING LEARNING STYLES
D.PARAPADAK.lS AND M ..fl..1ARGETI
A FRAMEWORK FOR SUPPORTING THE COMPUTER BASED ASSESSMENT
COMMUNITY, AND FOR THE INTEROPERABILITY AND DATA EXCHANGE
AMO,"IGST CBA SYSTEMS
400-404
405-409
TAREK H EGAZY, CüUN HIGOlNS AND ATH.ANASlOS TS!NTSIFAS
A NOVEL APPROACH TO E-LEARNlNG CONTENT CREATJON
TONGBO CHEN, MINGCHAO MA, CHRISTOPH MEINEL AND VOLKER SCHILLIN GS
A PROPOSAL FOR THE COMPOSITION OF LEAR.i"l\'JNG OBJECTS
USING DIDACTICAL META-DA TA
LILIANA PATRICIA SANTACR UZ- VAL ENCIA, IGNACIO AEDO AND CARLOS DELGADO
l<LOOS
1
A PROPOSAL FOR THE INCORPORATION OF BLENDED LEARNING IN THE
FJELD OF ENGLJS H -AS-A~FOREIGN-LANGUAGE AT UNIVE RSITY
J
E. DE G REGORIO GODEO
A SERVICE FOR SELECTING STUDENTS ' CURRJCULA ON-LINE
4 10-414
415-419
420-423
D . LÓPEZ-TALAVERA, M. BARCHE IN, J. N IEVAS, J.L. BERNIER, E.M. ORTIOOSA
424-428
A STUDY OF THE PROGRAMl\11NG SUJECTS IN THE SPANISH UNJVERSITY
USING WEB RESOURCES
429-432
M.M . A VlLA, A. CARO AND M.L. D URÁN
A THREE-STAGE MODEL FOR ML'LTIMEDIAL LEARNING IN THE
FACVLTY OF TECHNOLOGY AND DIDACTICS OF TECHNOLOGY A T THE
UNJVERSITY OF DUJSBURG-ESSEN
43 3-437
J. WEHLING, T. LANG.KAU AND W. HAUPT
ACKNOWLEDGED BEHAVIOR AND ATTJTUDE OF TOT PUBLIC COMPANY
LIMITED IN THAILAND'S STAFF TOWARDS ORGANIZATJON PRINTED
MEDIA
438-442
KUNTIDA THA MW!PAT AND TE ERAPON VISETSlNG
ADOPTION OF ISTERNET TEACHING IN A NORVvEGJAN UNIVERSITY
COLLEGE
443~447
B. GJERSTAD
ADRIAN A PLA TFORM FOR E-LEAR:\JNG CONTENT PROOUCTION
JOSÉ CAR LOS RAMALHO AND GJOVA1'il U~RELOTTO AND PEDRO HEl\' RIQUES
448-458
AN ANALYSIS OF FACETO FACF.. ANO ONLINE LEARNING
CONVERSA TION IN A CRITIC AL THJNl<lNG COURSE
459-463
T. CARR, G.COX AND A.EDEN
--~~~~~~~~~~~~~~~~~~~~~~~~~~~~-'-~~-~~_J
V
APPROAC H OF THE COLLABORATIVE LEARNlNG IN THE DESIGNO FA
COMPONENT "E-LEARNlNG " FOR THE PROJECT IDEFIX IN THE OPEN
SOUR CE SC OPE
464-468
T. H.ERNAN SAGASTEGUI CH, .JOSE E. LABRA G, JUAN M. CUEVA L. ANO MARIA E.
ALVA
AN EXPERIENCE ON USING A \.VEB PAGE AS PUBLISHING MEDIA IN
UNIVERSITY EDUCATION
P . J . RODR.iGUEZ CERVANTES, F. T . SÁNCHEZ MARÍN, A PÉREZ GONZÁLEZ, X.
SANCHOBRU
AN EXTRAPOLATION OF A PILOT VIRTUAL UNIVERSITY TO A CURRENT
SUBJECT OF INDUSTRIAL ENGINE ERING
X. ROCA, M . CASALS, N. FORCADA , A. GARCIA. M. GANGOLELLS
AN INTEGRATED SYSTEM FOR DESIGNING, IMPLEMENTING AND
MANAGING ADAPTIVE E-LEARNING ACTIVITIES
469-472
4 73-478
479-483
G . CASELLA , G . COSTAGUOLA. F. FER.RUCCI, O . POLESE ANDO. SCANNIELLO
AN INTE RNET SERVJCE TO SUPPORT O NLINE CLASSfFICA TION OF
LEAR."'' ING OBJECTS
484-488
O. SANTOS AND F . RAMOS
ANAL YSING THE ADV ANTAGES OF USING EXPLORATION AND
EXPLOJTATION STRATEGIES IN AN ADAPTIVE AND INTELLIGENT
EDUCATIONAL SYSTEM
489-493
ANA IGLESIAS, PALOMA MARTÍNEZ. R ICARDO ALER AND FERNANDO FERNÁNDEZ
ANALYSIS OF THE NATURE OF NTs AND THEIR INFLUENCE
ON FORMS OF KNOWLEDGE
494-498
G . SALVAT MA RTINREY
ANALYSING THE REUSARILJTY OF LEARNING OBJECTS I N A MULTILING UAL E-LEARNIN G CONTEXT
499-503
H .WA TCHORN AND R .O'CONNOR
QUALITY SIGNALS IN ITALIAN ACADEMJC WEB SITES O F ON-LINE
COURSES
504-508
V . PIPITONE, M. ALLEGRA AND G . FULANTELLI
ANIMA TION AND SYNCHRONOUS COLLABORATJON TO SUPPORT
PROG RAMMJNG LEARNING
C. BRA YO, A J. MENDES. M .J . MARCELTNO A NO M.A. REDONDO
APLICACION DE LA HIPERME DIA Y LOS MAPAS CONCE PTUALES A LA
ENSE~ANZA DE LAS TECNOLOGÍAS COMPLEJAS
A .SALA VER.RÍA, ENRJQUE MANDADO. LUIS FERNANDEZ FERREIRA, EMJ U O GARCIA
ROS ELLO ANO JACINTO GONZÁLEZ
APPUCA TION OF THE PUSHEI FRAME\VORK TO THE DEVELOPMENT OF
E-LEA RNING SYSTEMS
509-513
51 4-518
519-523
P . lSAIAS
APPLYING FLOW THEORY ANO TECHNOLOGY ACCEPTANCE MODEL TO
IMPROVE STUDENT PERFORMANCE IN A WEB-BASED COURSE: A
CONC EPTUAL FRAMEWORK
524-529
PA Ul..US fNSAP SANTOSA
CReA Project: LEARNING HOW TO CREATE
J. MORENO. M. A. CASTRO, A . CARMONA, J. PARDO y M . JORDANO
530-533
TEACHING-LEARNING THROUHOUT THE ITC: A NEW HOLISTIC
DIDACTI C MODEL
534-536
MARÍA ISASEL VERA MUNOZ
AQUA ' lINGUA ~ A MUL TILINGUA L LEARNING ENVIRONME NT IN THE
WATERFIELD
537-541
J. IZQUIERDO. P . A LOPEZ, G . LOPEZ, F. J. MARTINEZ AND V. S. FUERTES
ARE EXPERTS DIFFICULTY GUESSING ANO STATISTICAL
RESULTSCOMPARABLE?
542-545
R . A RRUAB ARRENA, J. A. VADILLO and J . GUTIÉRREZ
ACC OMPANYING THE EDUC ATJONAL USE OF THE INTE RNET BY
TEAC HERS AND STUDENTS O F THE PUBLIC ELEMENTARY SCHOOLS IN
THE VILA REAL DISTRlCT
Vl
546-550
G . CAR VALHO SA NTOS, M. CARRAL REIS AND C. LOPES TEIXEIRA
AUTHENTIC T EAC HIN G IN ONLINE LEARNING
E. CA RUSETIA
AUTOMA TIC M L'L TILJNG UAL GENERA TION OF ON- LINE INFORMA TION
SI TES
55 1-554
555-559
ENRIQlJE ALFONSECA, DIANA P ÉREZ AND P!LAR ROD RÍGUEZ
BENEFITS OF ONLINE L EA RNJNG - TH E PRE-SERVI CE TEAC HER 'S
PERSPECTIVE
560-564
R. GELBART ANDO . N IR-GAL
BESTIMMEN LERNEN ONLlNE A LEARNING ENVJRONM ENT FOR PLANT IDENTIFICATION
565-569
STEFAN H0LZENBEIN ANO KARL KIFFE
BEYOND T ALK ANO LIST EN: DE SIGNING A ELEARNJNG TOOL TO KEEP
STUDENTS THINKJNG
570-572
ARMANDO VrEIRA
BUILDING ADAPTI VE COLLABORATIVE WORKSPACES FOR E-LEARNING
E. MARTÍN, R.M . CARRO, !\. ORTIGOSA AND J. SCHLICHTER
573-577
BUILDING CAPAC JTY TO TEACli IN VIRTUAL LEARNING
ENVIRONMENT.S
1
SIMAO PEDRO M ARJNHO. WOL NEY LOBATO, ALESSANDRA M . S . MARlNl-10,
DANIELA SERRA, DA NILO A . AB DALA , GEISA v. MENDES, HELENICE A . SAN· ros,
JORGE F. SCH ULM AN, MARGARID A D. C ÁMARA AND PATRÍCIA M . CAETANO
ARA ÚJO
INSTRUCTJONAL DESIG N: CHALLENGING THE QUEST FOR QUALIT Y
f'ROF IZAK BROERE, DR MARLENA KRUGE R, MS HERMJEN GELOENJIUYS AND MR
AB RIE M ICHA U
¡CHAMPION SUPPORT FOR DE VELOPING A VIRTUAL C OMMU:\'lTY
H. HOWDEN-LEAC H
COGNJTI VE STYLES, ACHJEVEM ENT MOTIVATION, PRIOR KNO W LEDCE
ANO A TTITUDES IN W EB-BAS ED L EARNJNG
578 -582
583-587
588-594
595-599
HESHAM ALOMYAN ANO WING AU
COLLABORATJON IN TEAC H E R E DUCATlON: CULTIVATING AN INQUIRV
STANC E
600-603
P. CLIFFORD.. S. FRIESEN AND D. JARO/NE
COLLABORATIVE LEARNING ANO PROJECT WORK IN POSTGRADUATE
STUDIES
604-608
COLLABORATIVE LEARNING IN MOBILE LEAR.J\!JNG ENVlRONMENT
609-613
! M . T . S HA LABY, R . MODHA AND D. PA LMER
HEIKK1 HAAPARANT A ANO HA RRJ KETAMO
COMPARISON BETWEEN PRESENTIAL AND SEMI PRESENTIAL FO RMS T O
COURSE THE SAME SUBJECT
614-618
· X. ROC A, M. CASALS ANO N. FORC ADA
COMPUTER S YSTE M FO R THE EV ALUA TION OF LEARNING STYLES
V. BERTONCELO ANDA . M. M . M IOTTO
6 19 -622
CONTENTS FOR A BASED INTRANET IN A SYSTEM OF INTELLI GENT
DJSTRIBUTEO OA TA BAS ES
623-625
RICARDO LUENGO GONZÁLEZ, JUAN ARIAS MASA ANO MlGllEL ANGEL MARTÍN
TARDÍO
DATA WAREHO USE FOR STRATEGJC MANAGEMENT OF AN ELEARNING
SYSTEM
626-630
C. O LIVEIRA AND M .A . DOMINGUES
DELJVERlNG ED UCA TION VIA WEB C T
SA MAREK
631-638
Vll
DEVELOPIHENT AND EVALUATION OF APPROPRIATE WEB-BASED
TRAININIG FOR STRUCTURAL ENGINEERS
639-644
M. A. SERRANO AND M. A. CASTRILLO AND S. E. ARMSTRONG
"DON PLAY PLAY AH"- USING WEB-BASED INTERACTIVE COURSEWARE
TO HELP INTERNATJONAL STUDENTS UNDERSTAND COLLOQUIAL
SINGAPORE ENGLISH
645-648
CA.RISSA YOUNG
ECMS: TOWARDS A FEDERATED DIGITAL LIBRARY OF EUROPEAN
EDUCATIONAL CONTENT
649-653
H. TSALAPATAS,J. P. STAV, P. BRNA. C. KALANTZJS AND S. TSALAPATAS
E-GENERATION -A NEW MODEL FOR EDUCATIONAL INTRANETS
654-658
PAULO ALVES AND JOSÉ ADRIANO A.ND LUIS AMARAL
VOL.2
ELEARNING STANDARDS IN PR<\CTJCE
OITÓ HUTTER. TERÉZ SÁRVÁRY, ISTVÁN SlMONICS AND BALÁZS WAGNER
E-LEARNING SUPPORTING ENVIRONl\1ENTS FOR UNIVERSITY
APPRENTICESHJP CURRlCULA
1
659-663
1
664-668
M. MARCHESE AND M.RONCHETTl
_ELECTRON1C DELIVERY OF LECTURER'S NOTES - IS ITA GOOD THING
FOR IMPROVING STUDENT LEARNING?
669-672
CHARLES LEMCKERT
E!\'HANCING TRANSFER OF KNO\VLEDGE BY COMBINING
EXPERIENTIAL AND REFLECTIVE KNOWLEDGE IN A COGNITIVE
TOOLBOX FORMAT FOR WEB- BASED DELIVERY
673-680
R. C. MATHEWS AND D.L. DUNA WAY
ENSEÑANZA PARA. RACIONALIZAR LOS HECHOS (ESTRATEGIAS DE
ENSEÑANZA APRENDIZAJE)
681-685
LAURA SÁNCHEZ ROSETE
ESTUDO SOBRE O PERFIL DOS VESTIBULANDOS DA U.ERGS
GLADIS FALA VIGNA
ASSESSING EDUCATIONAL .PROCESSES IN CYBERSPACE
686-692
DANIEL DOMÍNGUEZ FJGAREDO
693-697
EV ALUA TJNG E-LEARNING CONTEXTUALL Y~ FINDING THE RIGHT
PERSPECTIVE
698-702
CHRISTIAN VOJGT ANO PAULA M.C. SWATMAN
EVALUATION AND QUALITY ASSESSMENT OF E-LEARNING
IMPLEMENTATIONS
703-707
P. JSAIAS
EVOLVING ATTITUDJNAL PATTERNS ON ICT OF THE STUDENTS IN SECOl'"DARY
COMPULSORY EDUCATION
B. GARGALLO, J.M. SUÁREZ, N. ORELLANA, C. BELLOCH, C. BO AND G. ALMERICH
EXPERIENCE IN THE USE OF SYNCHRONOUS ELEARNING IN A
TRADITJONAL UNIVERSITY FOR NON-TR.ADITIONAL LEARNERS
708-712
713-717
DUDLEY DOLAN, CATHERINE O'CONNOR, ALAN MULLALL Y
FACILITATING PEERS' FEEDBACK THROUGH KNOWLEDGE FORUM
J. ÁLVAREZ
7l 8-720
FACTORS lNFLUENCING THE SUCCESS OF TECHNOLOGY ENHANCED
LEARNING INITIA TIVE UPTAKE
721-727
DOLFSTEYN
FAST FORWARDING WlTHOUT LOSING THE PICTURE IN A MULTIMODAL
TEACHING AND LEARNING ENVIRONMENT
F.C. GREYUNG A..<\ID W.J. COETSEE
vm
728-732
FORMATIVE EVALUATION USJNG THE INTERNET
WAL TER. W. ZWIRNER
FROM ABD TO PH. D: TOGETHER WE CAN DO lT!
YA-HUI KUO
FUNCTIONAL VERSUS SPONTANEOUS ROLES DURING COMPUTERSUPPORTEO COLLABORATJVE LEARNING: A QUANTITATIVE AND
QUALITATIVE APPROACH
733-735
736 -741
742-746
J.W. STRIJBOS ANO M .F. DE LAAT
C'.ONCA PRO.JECT: MEANINGFUL LEARNING USING CMAPTOOLS
FERMÍN GONZÁLEZ GARCÍA AND ALBERTO J. CAÑAS
HOW DO STUDENTS USE THE INTERNET IN SCHOOL?: A MUL TIPLE
STUDYCASE
747-750
751 -754
S . VISEU
HYPERTEXT AND EFL READING COMPREHENSJON
FATEMEH AUPANAH J
ICT AS A MEANS TO ENHANCE UNlVERSITY COURSES A T THE
POLYTECHNIC UNIVERSITY OF VALENCIA BEFORE THE EUROPEAN
COMMON SPACE
755-765
766-768
X . LÓPEZ RÍO; C . PINJLLA PADILLA; J. TORT AUSINA; M". J. GÓMEZ PERALES
IDENTICAL ELEMENTS: A CONCEPTUAL MODEL OF DIRECTNESS Of
MEASUREME1"T FOR ONLINE LEAR1'1ING
769-773
JOHN V. DEMPSEY AND BRENDA C. LITCHFIELD
INCORPORA TING LEAR,'''ING STYLES JNTO THE USER MODEL
P. PAREDES ANO P. RODRJGUEZ
MULTIMEDIA AS A MEOIUM FOR C 01'VERSATlONAL AND INTERACTION
ANALYSIS - CONCEPTS, PROTOTYPES AND IMPLEMENTATION
CONTEXTS
774-778
779-783
WERNER NOTHDURFT, THOMAS BER.OER., CHR.lSTOPH FRE UND AND ARNOLO
SCHE NK
INTEGRATING PROFESSJONAL SKILLS IN A STRATEGY-BASED ELEARNING ENVIRONMENT
784-788
L . HAOUET AND D. DAVlD AND R..H. GREEN ANO T.T. KLrNGE A NO M. P UYO
INTER<\CTIVJTY J.N THE DISTANCE EDUCATION
LUIZ RlCARDO UR IARTE, JOSé L UCAS PEDREJRA BUENO, FERNANDA BAR.BüSA
fERRARJ and ÉDIS MAFRA LAPOLLI
INTERNET BULLETIN FOR EDUCA TION (IBE) - A WEB BASED LIB.RARY
FOR TEACHERS
789-793
794-797
MAGDALENA ANDRZEJEWSKA, MARlA Z AJ¡\C
INTERUNIVERSITY POSTGRADUATE PROGRAM IN CONSTRUCTION IT
FÁ TJ MA FARfNHA, Ricardo Gon<;ALV ES, DANIEL REBOLJ AND KAR.STEN MENZEL
IPGN VIA INTERNET: A BRAZILIAN EXPERIENCE TO COACH
ENTREPRENEURS IN LEARNlNG COMMUNITJES A T THE WEB.
MIRELA MALVESTlTl, RICHARD FAUST; JUTA DE CÁSSIA DA C. MALHElROS AND
ROSELI M. DE SOUZA O LIVEIRA
KNOWLEDGE CONSTRUCTION FROM MULTIMEDIA LEAR,"l\1JNG
ENVIRONMENTS: THE ROLE OF lNTERACTJVITY, COLLABORATION AND
VJCARIOUS LEARNING
798- 802
803-807
808-812
S .D . CRAIG, D.DRJSCOLL J. SULLINS AND B. GHOLSON
E-MODERACIÓN
C.A.ARMELLINI ANO E. MÉNDEZ
813-818
LA PROMOCIÓN DE LECTURA Y ESCRJTURA SIGNIFICATIVAS EN EL
MARCO DE LAS TJC: ESTUDIO DE CASO
81 9-823
JENNJE OSTROSKY*. YOLANDA SASSOON
IX
EMISIÓN DE RADIO A TRAVÉS DE INTERNET
LUIS MIGUEL CABEZAS GRANADO
LEA RNING AND TEACHING WITH ICT: A MUL TIDIMENSIONAL AND
VERSA TILE REALITY
824-828
829~833
TERESA MAURI, MARÍA JOSÉ ROCHERA
LEAR."l\IER MOTIVATION AND ELEARNING: A MULTINATIONALLY
VALIDATED PROCESS FOR MOTIVA TIONAL DESIGN AND TECHNOLOGY
ASSISTED INSTRUCTION
834-839
!
1
JOHN M. SÉLLER AND KA TSUA.KJ SüZUKJ
LEARNER MOTIVA TION AND eLEARNING: A MUL TINATIONALLY
VALIDA TED PROCESS FOR MOTIV ATJONAL DESIGN AND TECHNOLOGY
ASSISTED INSTRUCTION
JOHN M. KELLER AND KA TSUAKf SUZUK.1
LEARNING AND COMPUTERS: COMPARA TJVE ANALYSIS OF
TERMINOLOGY USED
840-845
846-849
l. TORT AUSlNA; Mª. J. GÓMEZ PERALES; C. PJNlLLA PADlLLA; X. LÓPEZ RÍO
LEARNJNG TECHNOLOGY INTEGRATION THROUGH STORYTELLING
FENG-KWlE WANG, JOHN WEDMA1"
LEARNING TECHNOLOGY STANDAROS - WHERE'S THE PEDAGOGY?
OLEG LIBER AND USA CORLEY
LEARNING TECHNOLOGY STANDARDS: SEMANTJC OBJECTS FOR
ADAPTIVE LEARNJNG ENVIRONMENTS
850-854
855-859
860-864
A.BERLANGA. E.MORALES AND F. GARCÍA
MACROECONOMICS COURSE IN \VEBCT ENVJRONMENT
VLADIMÍR SURES, LADISLA V HÁJEK, KAMILA OLSEVICOVÁ
MERLJN COLLABORATJVE CONCEPT MAP: A CASE STUDY
C. L. KUAN, C. S. LEE AND C. K. HO
METACOGNJTION OF LEARNERS IN MASTERY PROCESS OF TOUCHTYPING
865-868
869-872
873-878
YUJl YOSHINAGA. AKIHIRO KANAGAWA AND HIROAK! KAWABATA
MOTIVATING APPROACH TO AUTONOMOUS LEARNING IN THE DESJGN
OF WEB PAGES FOR ENGLISH FOR COMPUTER SCIENCE STUDENTS
879-882
MARÍA LUlSA RENAU RENAU
TEACHING MATERJALS IN A SEJ\fl-PRESENTIAL TEACHING
ENVIRONMENT: DESCIUPTION OF THE NE\\! ,\,1ATERlALS OF CAMPUS
EXTENS
883-887
C. MARTÍ ÚBEDA. X. MOTlLLA SALAS AND I. TORRANDELL SERRA
MUSICAL CEDUCATION
R.FRANCO AND 1'i.RrBEIRO R.G.MADEJRA
888-892
J\EGOTIA TfNG SOCIAL REPRESE!''TATIONS OF SCIENCE IN A DJSTANT
COLLABORATIVE LEARNING EXPERIENCE
893-897
VÍCTOR. GÁLVEZ D. ANO GUlLLERMlNA WALDEGG C.
NETFORM: BUILDING UPA VIRTUAL "TEACHING" COMMUNJTY
V. BENIGNO, M. OTT. M. TAVELLA
898-904
NEW STRATEGIES AND SPECIFICATJONS TO A WEB LEARNING
EXPERIENCE ON BUSINESS HIGHER EDUCA TION
905-908
A. AREITlO, G. AREITJO Al>.<t> J.M. RJNCON
NEW TECHNOLOGJES FOR HJGHER EDUCA TION
M~ MA~ GONZÁLEZ-TABLAS, CRISTlNA JENARO, JESÚS R. HERRERO, ESTRELLA
LOPEZ . Y SILVlA JIMÉNEZ
X
909-913
J
MANAGING CLIENTS ON LINE ANO THROUGH TRADITIONAL MEDIA
JOYCH!A
ONLINE EDUCA TION IN VE, TECHNOLOGIES AND METHODOLOGIES:
STATE OF THE ART
MARTlNEZ USERO, JOSE ANGEL AND LARA NA VARRA, PABLO
ONLINE LEARNING COMMNITIES OF PRACTICE: THE CHALLENGE OF
DESIGN ACROSS CUL TliRES AND NATIONAL BORDERS
ELSEBETH KORSGAARD SORENSEN AND DAITHÍ Ó MURCHÚ
OPTIONAL PRACTICE: SECURITY INSIDE LINUX
S. ALBlOL, F. J. MARTÍNEZ AND P. GARRIDO
OVERCOMING THE "TECHNO-ABSENCE"' IN PRE-SERVICE TEACHER
EDUCATION
914-918
919-924
925-929
930-934
935-939
SIMA.O PEDRO MARlNHO, WOLNEY LOBATO AND CLÁUDlA T. AMARAL
CREATING ONLINE COURSES FOR TEACHERS OF ENGLISH TO SPEAKERS
OF OTHER LANGUAGE
940-943
M. NDUNDA, A. COZART, AND J. SANCHEZ DE MUNIAlN
PLATINEA - INTERACTIVE PLA TFORM TO SUPPORT LEARNING ANO
EVALUATION
C. VAZ DE CARVALHO, J. MElXEDO, R. CHrBANTE, C. MARTINS, M. RODRIGUES,
944-947
MENDES, C. RAMOS, B. AMORIM AND N. BRANDÁO
PORTl.1'1G INTERNATIONAL EDUCATIONAL SOFTWARE INTO A
NATIONAL EDVCATIONAL SYSTEM: BEYOND TRANSLATION AND
LOCALIZATION
948-952
D. EGARCHOU, TH. HADZfLACOS. E. MEGALOU AND C. RONTOTES
PREPARJNG TOMORROW'S TEACHERS TO USE TECHNOLOGY (PT3) AT
BOSTON UNIVERSITY: ASSESSMENT OF THE INITIAL TWO YEARS OF
THEPROJECT
953-958
DAVID V..WTIIER AND SONIA LARA
PRODUCING ELEARNING MA TERIALS ON THE FL Y - ONLY A GREA T
DREAM?
959-963
FRANK SCHÜTZ
PRODUCTIVE LURKING: NON-POSTI!'!G PARTICIPATION IN ONLINE
COURSE DISCUSSION
964-967
VANESSA PAZ DET\'NEN
PROGRAMMING ASSIGN~1ENTS IN A VIRTUAL UNJVERSITY
CHRISTOPH BE1ERLE, MARIJA KULA_S, MANFRED WIDERA
PROMOTING THE USE OF THE HYBRID WEB·BASED INSTRUCTION
APPROACH FOR TEACHING FRESHMAN ENGLISH AT T AIWANESE
UNIVERSITJES
968-972
973-977
Gl-ZEN UU
STUDENT SATISFACTION AS A COMPARISOJ'l BASED ON TWO DIFFERENT
ASSESSMENT RUBRICS
978-983
RICARDO ULLOA-AZPElTIA
RECYCLE OBSOLETE COMPUTERS FOR ACCESS TO NICTS IN THE
EDUCA TION CENTERS BASED IN FREE SOFTWARE
LORENZO MARTÍNEZ BRAVO. JUAN ARIAS MASA AND MIGUEL ANGEL MARTÍN
TARDÍO
RESEARCHING AND DESIGNING LEARNING ENVIRONMENTS WITH
INTERNET TECHNOLOGY
984-988
989-993
AUCE C. MELLO CA VALLO, AL VA l. COUCH
REVIEW AND MODIFICATION OF RESPONSES IN A COMPUTER·
ADAPTIVE TEST: PRELIMINARY CONSIDERATIONS
994-998
MARIANA LILLEY, TREVOR BARKER AND CAROL BRfTTON
AT LEAST SA VE THE TEACHERS!
EVA-MARIA HAKOLA
999-1001
XI
SECONDARY EDUCATION STUDENTS ' DJFFICULTIES ON DATABAS E
DESIGN AND REMEDIAL TEACHJNG STRATEGIES
1002- 1006
O. FESSAKJS ANO A. DIM!TRACOPOULOU AND C. HALA TSIS
THE D.EVELOPMENT OF SEX EDUCA TJON GAME IN FORMING
UNDERSTANDING OF BIRTH CONTROL AMONGST ADOLESCENTS
J ARJYA
1007-1009
NEANCHALEA Y, SANGDEUN THA VEESTN AND SAKSUN YAMPIN!J
SHOWME TffE WORLD: A GLOBAL INITJA TIVE FOR BUILDING CROSSC ULTURAL CLASSROOM PARTNERSHJPS VIA THE INTERNET
101 0-10 13
WEl-HSIN L U
SKlN CANCER DIAGNOSIS BASEO ON IMAGE PROCESSlNG: AN O N-LINE
CHALLENGE FOR A DOCTORAL COURSE ON BJO-MEDJCAL
APPLICATIONS
1014-1017
E. ROS, E.M. ORTJGOSA. l. ROJAS, J.L. BERNfER ANO S. MOTA
STRATEGIES OF LEARNING THROUGH NEW TECHNOLOGIES OF
JNFORMATION AND COMMUNICATJON.
101 8-1024
J. CALVO DE MORA MARTÍNEZ.
STUDENT JNTERACTION STIMULATES LEARNIN G BEYOND GRADING IN
ASYNCRRONO VS ELECTRONIC DJSCUSSJONS
1025-1029
EVA R FAHRAEUS
STVDY OF THE FORUM AS COLLABORATIV.E LEARNJNG TOOL IN WEB-
BASED TRAINING
1030-1035
JUA N JESÚS TORRES GORDILLO
SYSTEM APPROACH IN DEVELOPME NT OF TRE LEARNING SUPPORT
ENVIRONMENT
103 6-1040
OLGA KOPATCHEVA AND GóRAN LANDGREN
TASK-BASED METHODOLOGY: CONTENTORGANIZATION IN ELEARNING
1041 -1044
J. J lMÉNEZ. E. TORREJÓN AND C. RJCO
T EACHER'S COMPETENCIES JN PlUMARY AN D SEC ONDARY EDUCA TION
G. ALMERJCH , J.M. SUAREZ, N. O RELLANA, B. GARGALLO, C. BELLOCH, R.. BO, A.
SAEZ, F . AUAGA, l. GASTALDO, f. DÍAZ, R. ROJG ANO E. GONZÁLEZ.
1045-1049
TEACffER'S l CT A TTITUDES IN PRIMARY AND SECONDARY EDUCA TION.
N. ORELLANA, J.M. SUAREZ, C. BELLOCH, B. GARGALLO. R. 801, G, ALMERJC.fl, A.
SAEZ, F. ALIAGA, l. GASTALDO, l. DIAZ, R. ROIG ANO E. GONZALEZ
TE AClUNG LIGHT SOFTWARE DEVELOPMENT PROCESSES TO
UNDERGRAJ>UAT ESTUDENTS
1050-1054
1055- l 059
R. O'CONNOR
TEACHING THE PHYSICS OF THE EYE BY VSJNG JA VA APPLETS
G. DE LVCA, C. EVANGELISTA AND G. ZITO
TECHNOLOGY + INNOVA TION = PE DAGOGY
W. MOSS, R. PARGAS, L. GRIMES ANO B. WEAVER
T ELEPRESENCE IN SYNCHRONO US DISTANCE EDUCATJON SESSIONS
L. ESCOBAR, E. RENDÓN, J. RES TREPO. E. MONTO YA, C. ZEA, H. T REFFTZ
THE COMPUTER SCIENCE APPLIED TO THE BRAZILIAN PUBLIC
SCHOOLS
JOSE LUCAS PEDREIRA B UENO. WJLSON ROBERTO FERNANDES, DALBERTO MAFRA
SILVA ANO ÉDIS MAFRA LAPOLU
T HE CONCEPT OF COMPETENCES AND ITS USE IN THE EVALUATION OF
L EARNING IN DIST ANCE COURSES IN THE WEB
GIANNA O L/VEIRA BOGOSSIAN ROQUE, MARCOS DA FONSECA ELIA, CLAUDIA LAGE
RESELLO DA MOTTA, GlLDA HELENA BERNARDINO DE CAMPOS
THE CONCEPT 1-YOU-WE AND DYNAMIC WORKSHEETS
MANFRED J. BAUCH AND VALENTYNA PIKALOVA
XII
1060-1064
1065-1069
1070-1074
1075- 1079
1080-1084
1085- 1089
THE DECONSTRUCTOR: AN ONL INE FILM ANALYSIS TOOL TO AID
STUDE NTS JN CONSTRUCTING THEIR OWN INTERPRETATIONS
KRISTEN A. SOSULSKI AND GORDON A. CAMPBELL
THE DEVELOPMEN T OF A VIRTUAL GRADUATE STUDENTS
ASSOC IATJON USING THE TOOLS OF A VIRTUAL CAMPUS: THE CAMPVS
ALBERTA GRADUATE STUDENTS ASSOCIA TION EXPERIENCE
JSABELLE SAUVE THOMPSON AND PAUL JERRY
1090-1094
1095- 1099
THE IN6ENIO LANGUAGE LEARNING ENVIRONMENT
ANA MARÍA GlMENO SANZ
THE INTERNET ASAN EDUCATIONAL TOOL IN VOCABULARY
INSTRUCTJON
FATEMEH ALIPANAHJ
THE POTENTIAL OF THE INT ERNET ENVJRON MENT AS A SO URCE OF
INFORMATION FOR LEARNIN G DURJ NG EARLY CHILD.HOOD
O. NIR-GAL AND T. NUR
THE PROC ESS OF DESIGN AND PRODUCTION OF TEACHING MA TERIALS
IN THE UNIVERSlTY ENVIROMENMENT: CAMPUS EXTENS
BÁRBARA DE BENJTO CROSSETTI, CRlSTJNA LÓPEZ-POLÍN HERNANZ, CRISTINA
MARTi ÚBEDA, XA VlER MOTILLA SALAS, ROSA DE OZOLLO GARCÍA, MARIA ROSA
PÉREZ GALIANA, ISABEL TORRANDELL SERRA AND MARIA DEL MAR TORR.ENS
ARMEN GOL
THE R EAOINESS OF MALA YSlAN UNIVERSJTY STUDENTS TO USE ELEARNING AS A LEARi"IING TOOL : A CASE STUDY A T UNIVERSJTY OF
TECHNOLOGY MALA YSJA (UTM), SKUDAI, JOHOR. MALA YSIA
MOHO KOHARUDDIN MOHD BAL WI, ADANAN MAT JUNOH, MOHD FAUZI OTHMAN,
MOHO AZHAR ABDUL HAMJD, SHAHR.IL BAKR1 ANO DR. DUR.RJSHA.H IDRUS
THE ROLE OF NON-EUCLIDIAN GEOMETRY IN THE OPE NING OUT
OF DE DUCTIVE REASONING
A. BRE.DA, M. TERESA NETO AND NILZA COSTA
THE US E OF NEW TECHNOLOG IES IN THE ENGLISH FOR COMPUTER
SCIENC E CLASSROOM
JESÚS USÓ VJCIEDO AND MAJUA LUISA RENAU RENAU
THEMA TIC FORUM ASAN EDUCA TIONAL TOOL IN AN " ENGLISH AS A
FOREIGN LANGUAGE FOR BLIND PERSONS" COURSE
1.M. PALOMARF.S, E. HERRUZO, J.I. BENAVIDES ANO E. FERNÁNDEZ
\\'RITJNG IN THE S UB.JEC T AR.EAS: A NEW LEARNING EN VJRONMENT ON
1100-1104
1 105-1112
J 113-111 7
l 1118-11 22
1123-1 127
1128-11 31
11 32- 1135
1136-11 40
THEINTERNET
I 14 1-1 146
E. SEGERS AND L.VERHOEVEN
U O J E A - USERS ORIENTED 1NTER.1'1"ET EDUCATION A RCHITECTURE
M.F. ELIA, F.F. SAMPAIO. C.LR. MOTIA
11 47-I 149
UNA PROPUESTA DE E-LEAR.."l\'INC: DIME
11 50-11 54
JUAN FREIRÍA BARREIRO, ADRIANA GEWERC Y M" JESÚS AGRA
USE OF AC TUAL SOFWAR.E FOR THE TEACHING AND L EARNING OF
PHYSICS
F J . CARMONA A.NO L. PALACJO
1
1155-l 159
USING ON-LJNE RESOURCES JN TEACHING
MAGDALENA ANDRZEJEWSKA
1 160-1164
VIRTUAL LEARNING ENVIRONMENTS AND IN-SERVI C.E PRIMARY
TEAC HERS' CONCEPTIONS
M.C. PENAL VA; C. REY AND S. LUNARES
11 65-1169
WEB SERVICES TESTING IN E-LEARNING ENVJRONME NTS
ENN ÓUNAPUU AND JAAK TEPANDJ
1170- 11 73
xm
WEB-BASED REAL-TIME DISTANCE LEARNING: ADVANTAGES AND
ORAWBACKS
1174-1177
DENIS HARVEY AND ÉRIC NORMAN CARMEL
WEBQUEST: THE USE OF INTERNET TO INTRODUCE INQUIRY-BASED
LEARNING, COOPERATIVE LEARNING AND 21 TH CENTURY SKILLS
l 178-1183
SOMA LARA
WEB-SUPPORT FOR LEARNING CONTRACTS: CONCEPT AND
EXPERJENCES
l J84-l l 88
R. MOTSCHNIG-PJTRJK, M. DERNTL AND J. MANGLER
WHAT KJDS HA VE TOSA Y ABOUT STORIES, STORIES CONSTRUCTJON
AND STORYTELLING SOFTWARE: IMPLICATIONS FOR THE DESIGN OF A
STORYTELLING SOFTWARE
A. AMARO ANDA. MOR.EIRA
WHA T MAKES THE DI FFERENCE? STAFF ANO STVDENTS' PERCEPTJON
TOWARDS WEB-BASED JNSTRUCTION IN THE HONG KONG INSTITUTE OF
EOUCATION
W. MYJP
DE LA PEl>AGOGIE A LA TECHNOLOGIE
ALAfN JA!LLET
DESIGN ANO DEVELOPMENT OF A COURSE ONLINE ACROSS
THE E-LEARNING SOLUTION "EDUCANARIAS"
M. AREA; W. RODRÍGVEZ; J. DEL CASTILLO: R. ESTÉVEZ: A. GARCÍA; M'. MF.DINA
AND C. SANT ANA
FLVENT - A SPEECH PRACTISING TOOL FOR EUROPEAN 1.ANGUAGES
KRlS VAN DE POEL, 0YDIS HIDE, ROLF NYS & SVEN VAN ELST
1189-I 193
l l 94-1196
I 197-1206
1207-1210
121 l
SUPPORTING E-LEARNJNG USING fNSTANT MESSAGING AND THE
APPUCA TION OF CONVERSATIONAL THEORY
MlCHAEL C. THOMAS AND GENEF..N F;. STUBHS
CERTIFICACIÓN DE TÍTULOS PROPIOS DE LAS UNIVERSIDADES
GALLEGAS
1212-1216
1217-1220
MUÑOZ CAMA CHO, EUGENIO RÍOS DE DEUS AND M" PAULA
ESCUELA VIRTUAL DE MADRES V PADRES DE EXTREMADURA
JOSÉ ORTÍZ JIMÉNEZ
CONSEQUENCES OF COMPUTER USE IN THE CLASSROOM
MANUELA LARA
l 221-1224
1225-l 226
:: SESSION 4: SCIENCE EDUCATION ::
A CASE STUDY: THE U:'ll'fVERSITY ON-LINF. COURSE IN "SCIENCES AND
TECHNOLOGIES FOR ENVJRONMENT AND TOURJSM"
L. SETA
A COMPUTER NETWORK TEACHER TRAINING SYSTEM
1227-1232
C. JOÁO GOMES AND HELENA CALDEIRA
1233-1236
A CONCEPT-BASED COOPERATI VE LEARNING APPROACH FOR SCIENCE
COURSES
1237-1242
PEl-JIN TSAI AND GWO-JEN HWANG ANO CHIH-CHUN LAJ
A VIRTUAL LABORA TORY ON THE INTER."IET AS SUPPORT FOR PHYSICS
LABORATORY TRAINING IN TECHNICAL ENGINEERING STUOIES
G. ARRANZ, M. A. GONZÁLEZ, M~ Á. MARTÍN, R. PÁRAMO,
l 243-l 247
M. MONGIL, V.M. CALVO, Y. TORRES AND M• J. SANT AOLA YA
A VIRTUAL METEOROLOGICAL STATION IN THE TEACHING AND
LEARNING OF THE SCIENCES OF THE ATMOSPHERE
M.A.R. TALAIA, P.M.A. TALAIA AND H.A. AMORlM
XIV
1248-1252
1
A VIRTUAL NUCLEAR PHYSICS LABORATORY FOR e-LEARNfNG
W. TLACZAtA ANDA. ZAGÓRSKI
DIDACTIC AL TERNATI VE FOR THEACHING: AN INTERACTIVE GUIDE OF
CHEMISTRY
1253-1257
1258-1262
1
F. BASURTO VÁZQUEZANDM. AGUILAR TAMAYO
AN ONLINE TEACHING TOOL: TUTORIALS OF MECHANISMS
P. J. RODRÍGUEZ CERVANTES, F.T. SÁNCHEZ MARÍN, X. SANCHO BRU ANDA. PÉREZ
GONZÁLEZ
1263-1266
LEARNING ORGANIC CHEMJSTRY WITH COMPUTER SOFTWARE
M ..S. CUMENT BELLIDO, P. MARTÍNEZ-JIMÉNEZ, G. PEDROS PEREZ, M.
V ARO MARTINEZ ANDA. PONTES-PEDRAJAS
AUGMENTEO REALITY FOR TEACHING MULTl-VARIATE CALCULUS
MANUSCRIPT FOR M-ICTE 2003
1267-1270
l271-l275
N. AL VAREZ. J. E. JARAMfLLO. J. RESTREPO, H. TREFFTZ. P.ESTEBAN
COLLABORA TIVE LEARNING ENVIRONMENT AND MODELLING
ACTIVITIES IN PRIMAR Y AND SECONDARY EDUCA TION: THE
MODELLINGSPACE PROJECT
1276-1280
A. DIMITRACOPOULOU. G. FESSAKJS. B. GALLEGO AND R.MELENDEZ
COMPUTER FITTING AND VIRTUAL MEASUREMENTS IN CREATIVE
EDUCA TIONAL PHYSICS PROBLEMS
128 l-1285
A.KAZACHKOV, YU.VASYLEVSKA, A.KRIVCHlKOV ANDT.IGNATOVA
COMPUTER-AIOED PRACTJCALS FOR PHYSICS AND STRUCTURE
MECHANICS
l 286-l 287
1
J TORT AUSINA; A SALANDJN; R MARTÍNEZ SALA
VIRTUAL LABORATORY DEVELOPMENT IN SCJENCE ANO TECHNOLOGY
TEACHING
P. MARTINEZ-JIMENEZ, M. VAR.0-MARTJNEZ. G. PEDRÓS-PÉREZ, A. PONTESPEDRAJAS, J.M. MARTINEZ-HMi:::NEZ, M.S. CLJMF.NT- BELLIDO. J. FERNÁNDEZ
SÁNCHEZ AND A.M. J/Mr~NEZ MARTÍNEZ
DEVELOPING UNDERSTANDJNG OF ASTRONOMICAL CONCEPTS BY
USING A VIRTUAL SOLAR SYSTF.M (\'SS)
~LHANAN
1288-1291
1292-1296
GA21T AND DA VID CHEN
DIGITAL HYPERBOOK: IMPACTON STUDENTS OF EDUCATIONAL
TECHNOLOGY A T THE CHEMISTRY DEPARTMENT OF THE Ul\'IVERSITY
OFPORTO
1297-1300
FERNANDO CVNHA AND JOAO C. PAIVA
DIGITAL STEREOSCOPY IN CHEMISTRY EDUCA TJON
JOANA DEARAÚJO CORREIA AND JOAO CARLOS PAIVA
1301-1304
DINAMET: A CONSTRUCTIVIST APPROACH TO ADAPTIVE EOUCA TIONAL
HYPERMEDIA SYSTEMS
1305-l 308
MIGUEL MONTERO LÓPEZ AND ELENA GAUDIOSO VÁZQL!E?,
ENHANCING CROSS F ACUL TY TEACHING
USING WEB-BASED AC"flVITIES
1309-1313
M. D. SHARMA, 1. COOPER, AND C. STEWART
EVALUATJON Of WEB CTPLATFORM BY PARTICIPANTS IN A
COLLABORA TIVE LEARNING EXPERIENCE IN SCIENCE EDUCATION
1314-13 l 8
MANUEL JUÁREZ ANO GUILLERMINA WALDEGG
EXPLORATION GUIDES FOR EOUCATIONAL SOFTWARE: ARE THEY
HELPFUL?
1319~1323
LUIZA Al.VES DA COSTA ANO JOÁO C. PAlVA
IMPLEMENTATION OF EUROPEAN CREDITS. DIRECTED ACTIVJTIES: USE
OF DVD FOR THE MEASUREMENT IN CHEMJSTRY
1324-1325
J. BARBOSA, G. FONRODONA AND J. GUlTERAS
NEW TECHNOLOGIES ANO THE WATER CYCLE CONTRIBUTION TO
TEACHING I LEARNING USJNG LABORATORIAL TECHNIQUES
1326-1330
M.A.R. TALAIA. H.A. AMORfM ANO P.M.A. TALAIA
XV
OPEN LEARNING MANAGEMENT SERVJCES FOR DISTRJBUTED
TEACHING IN NATURAL SCJENCES
1331-1335
J. B. STAV ANDH. TSALAPATAS
VOL.3
SCRIPT MA TERIALS VERSUS ECONTENTS
C. PADREL DE OUVEIRA ANO F. AMADOR
SIMULATED INTERVlEWS FOR THE TRAINJNG Of THE ABILITIES
IMPLICATED IN THE DIAGNOSTJC INTERVIEW
RUT SALAT ALONSO. CRISTINA CARVALLO BECJU AND JOSE GUTlÉRREZ
MALDONADO
SISGRAF - DIDACTIC FACILITIES FOR UNDERSTANDlNG PIPE SYSTEM
G. POLANCO·PIÑEREZ AND H. FLÓREZ-GUZMÁN
TEACHING DISCRETE MATHEMATICS: THE K.~IGHT MAGIC TOUR
Y. CORTÉS GÓMEZ, O. GARCÍA DELGADO ANO S. HOYA WHlTE ANDA. MARTÍN DEL
1336-I 339
1340-1343
1344-1348
1349-1352
REY
TECHNOLOGY BASED MODELLING ACTIVITIES AND THE
CONTRIBUTJON TO LEAR..l\llNG CONCEPTS' RELA TIONS IN PHYSJCS
1353-1357
S. ORFANOS ANDA. DIMJTRACOPOULOU
THE OYNAMICS OF LEARNING WITHIN A VIRTUAL SOLAR SYSTEM
F.LHANAN GAZIT ANO DA VID CHEN
THE FOUR COLOVR THEOREM AS A GAME FOR CHILDREN
N. BEBIANO, C. LOPES ANO J. DA PROVIDENCIA, JR.
THE EUROPEAN THEMATIC NET\'VORI<: CALLEO "EEGECS" (EUROPEAN
EDUCA TION IN GEODETJC ENGINEERING, CARTOGRAPHY AND
SURVEYJNG}
J358-I 362
1
1363-1367
1368-1372
FRANClSCO GARCÍA GARcfA AND fNMA TOMÁS ESTELLÉS
ICT lN PHYSJCS TEACHlNG
C. JOAO GOMES
THE USE OF INTERNET IN THE RESEARCH OF THE BJODIVERSITY
W. FAJARDO, E. G!BAJA, R. PÉREZ-PÉRF2 ANO C. QUESADA
UN ENTORNO REUTILIZABLE PARA EL APRENDIZAJE EXPLORATORIO
DE REDES DE NEURONAS ARTIFICIALES
EMILIO GARCÍA ROSELLÓ, JACINTO GONZÁLEZ DACOSTA, JOSÉ AYUDE VÁZQUC.Z. J.
BAL TASAR GARCÍA PÉR.EZ-SCHOFIELD ANO JAVIER RODEIRO IGLESIAS
VIRTUAL DEBATE VS IN-PUBLIC DEBATE AS
LEARNING ENVIRONMENTS FOR MATHEMATICS EDUCATION
1373-1376
1377-1381
1382-1385
1386-1390
J. VALLS, A. COS AND S. LUNARES
VIRTUAL EXPERIMENTS AND LEARNING OBJECTS FOR SCIENCE
LEARNING 8ASED ON VIRTUAL SCIENCE CENTERS AND MUSEUMS
1391-1395
M. SABBATfNI
WEBQUESTCONSTRUCTJON AND IMPLEMENTATION BY A
MATHEMATICS STUDENT TEACHER: THE CASE OF A WEBQUEST TO
LEARN ISOMETRIES
1396-1399
C:ONCElCAO ALMElDA AND FLORIANO VISEU AND JOAO PEDRO DA PONTE
DESIGNING MULTIMEDIA TOOLS FOR EDUCATJONAL THERAPIES OF
CHILDREN \\/ITH ASPERGER SYNDRO!\'lE
1400-1403
A. GALERA RODRIGO, FEDERICO FERNANDEZ DiEZ
ANIMATIONS IN CALCULUS AND l<:INEMA TICS
J DA PROVIDENCIA, JR AND N. BEBIANO
RELACIÓN ENTRE LA INVESTIGACIÓN Y LOS ESTÁNDARES NCTM
PARA LA ENSEÑANZA DE LAMA TEMÁ TJCA Y EL USO DE LAS NUEVAS
TECNOLOGÍAS
MIGUELÁLVAR.EZCA.DIZAND. MARINA MEZA
XVI
1404-1408
1409-1412
LEARNJNG SCIENCE FROM VIRTUALLY INTERACTIVE VIDEO
P K BHAITACHARYYA
1413-1419
:: SESSION 5: SPECIAL EDUCATJON NEEDS ::
A DIDACTJC EXPERJENCE DEVELOPING SOFTWARE FOR SPECIAL
EDUCATIONAL NEEDS AND MUSICALTEACHING
1420-1424
S. PALACIOS NAVARRO
A PILOT EXPERIENCE TEACHING DESIGN FOR ALL ASAN OPTIONAL
MODULE IN ICT-RELATED COURSES AT THE UNIVERSITY OF VALENCIA
1425-1428
R. ROMERO AND F. ALCANTUD
A WEB-BASED ESP PROGRAMYIE FOR ADULT LEARNERS
M.J. PlOTROWSKA ANO E. ZAGALLO LOBO
1429-1433
APPLICA TIONS OF THE PEDAGOGICAL ROBOTIC IN THE FIELD OF THE
CHILDREN PSYCHOLOGY: THE USE OF ROBOTS AS MOBILE CHAMBERS
OF GESELL IN THE DIAGNOSIS OF PROBLEMS OF LEARNING.
1434-1437
ROSALBA GARCIA RODRJGUEZ. ROSA ESTHER LOPEZ GAR.CIA AND DA VID UZZrEL
LÓPEZ·ILLESCAS
BASJC COMPUTER SKILLS AT KINDERGARTEN ANO ELEMENTARY
SCHOOL CHILDREN
l 438-1445
1
A. L.MATIAS. F. OUVEIRA, E. PlNTO, C. PfRES AND C. REIS
BLENDED LEAR1'11NG IN TEACHERS CONTINUJNG TRAINING
JUAN JESÚS TORRES GORDILLO
THE RELUCTANT JCT USER IN CONTINUING ADULT EDUCATION
1446-1450
ANNIE AARUP JENSEN
1451-1454
COMMUNJCATION AND INFORMA TION TECHNOLOGY IN PRE-PRl!\tlARY
SCHOOL
J455-l457
P. CONDADO AND F. G. LOBO
E-LEARJ'71NG FOR ADULTCONTJNUJNG EDUCATION: IMPACT IN THE UK
NOEL W!LUAMS
EXPERlENCES IN THE LEARNING OF PHYSIC IN INDIGENOUS MEXICAN
COMMUNITIES WITH THE DESIGN OF TECHNOLOGJCAL OBJECTS DONE
WITH RECYCLED MATERIAL
1458-1462
1
1463-I 465
R. GARCIA RODRIGUEZ
FUNDACIÓN ECCA~ FOR."'vl.ACIÓN DE ADULTOS EN LA RED
FERNANDO SALGADO QUJRÓS
INFOR.'\\1ATION ANO COMMUNICATION TECHNOLOGJES FOR SPECIAL
NEEDED PERSONS: A CASE STUDY \VITH A STUDENT \VITH CEREBRAL
PARALYSIS
1466-1469
1470-1474
P. CONDADO, F. TOMAZ, H. SHAHBAZKIA AND F.G. LOBO
RESEARCH OF INTERNET USE BY SPANISH SPEAKlNG USERS
\VITH BLINDNESS AND PARTIAL SIGHT
R. ROMERO AND V. Á VlLA
SOME APPROACHES ON "EARLY TECHNJCAL EDUCA TION" A T PRESCHOOL AND PRIMARY SCHOOL IN PORTUGAL
I475-l479 l
1480-1484
A. VEJGA SfMÁO, B. CABRrTO AND E. RODRIGUES
TEACHERIMMIGRANTS
NATALIE SENJOV-MAKOHON
1485-1492
THE ELECTRONIC PORTFOLIO AS NAVIGATIONAL TOOL IN ICT-BASED
ADULT EDUCA TION
1493-1496
KIRSTEN JA:.GER
l
xvu
THE RELUCTANT ICT USER IN CONTINUING AOULT EDUCATION
ANNIE AARUP JENSEN
THE WEB AND THE AGED
A. J. EDDISON
TOOLS TO GIVE THE INTERNET A VOICE
M.ARRIGO
TO\VARDS AN INTERVENTION ON EARLY TECHNICAL EDUCATION
A. VEJGA SfMAO, B. CABRITO ANDE. RODRIGUES
TUTOR INFORMATICO A SYSTEM FOR INCREASING THE SELFTEACHl1'iG
IN DOWN SYNDROME PEOPLE
S.JIMENEZ, E.CAMPOS, N.MORALES, O.BOLAÑOS, V.TOMICO, J.TEJEDOR. J.GARRIDO
AND J. COLAS.
USE OF INFORMATION TECHNOLOGIES AND COMMUNICATION IN THE
ALPHABETIZA TION OF ADUL TS
JOSE LUCAS PEDRElRA BUENO, WILSON ROBERTO FERNANDES, FERNAN'DA
BARBOSA FERRARZ ANO ÉDIS MAFRA LAPOLU
VOCAL NA VIGATION WEB PAGE USING PA TTERN COMPARISON
TECHNIQUES
N.MORALES, V.TOMICO, E.CAMPOS, J.TEJEDOR, D.BOLANOS, S.JlMENEZ. J.GARRIDO,
ANDJ. COLAS.
1497-1500
1501-1504
J505-1509
l 5 lO-l 514
1515-1519
1520-1524
1525-1529
:: SESSION 6: TECHNOLOGICAL ISSUES ::
A DIRECTOR'S CUT TO LEAR.'>lllNG CASCADING STYLE SHEETS
SRI SlVA AND CRYSTAL WARD
A HARDWARE LAB IN A POCKET
ANDREAS HETT & TOBIAS SCHUBERT
1
1530-1534
1535-1539
A HUMAN INTERFACE FOR AN INTELLIGENT HOUSE
P. SILVA ANO A. LOPES
1540-1544
A MODEL OF EDUCATIONAL HYPERTEXT TAKEN FROM VIGOTSKY'S
THEORETICAL PERSPECTIVE
1545-1549
M.F. AGUILAR TAMA YO
A TEMPLA TE-ORIENTED AL'THORING TOOL BY USING MPEG-4 BIFS
TECHNOLOGIES TO GENERA TE INTERACTIVE ELEARNING CONTENTS
1550-1554
CHJH-CHUN LA!. YU-CHEN TSAI
ADISTI: AN AUTHORING TOOL FOR CREATING AND MANAGING
EXERCISES IN E-LEARNING SYSTEMS
1555-1559
JA VJER LÓPEZ-CUADRADO, ANA JESÚS ARMENDARIZ AND TOMÁS A. PÉREZ
ANIDEA: AN IDEA FOR AUTOMATICALLY CREATING PRESENTATIONS
OF DIDACTIC MATERIAL USING TEMPLATES
I 560-1564
NICOLAS CORVO-WETNBACH AND SARA SANZ-LUMBIER
USING INFORMATION AND COMMUNICATION TECHNOLOGIES TO
TEACH STRUCTURAL MECHANICS
1565-1569
E. PEÑA, B. CALVO, M. A. MARTÍNEZ, E. CUETO AND M. DOBLARÉ
APPLYING METADATA STANDARDS FOR MULTILINGUAL LEARNING
OBJECTS
C. SGOUROPOULOU ANDA. KOUTOUMANOS
xvrn
1570-1574
ARCADE ASSESSMENTS FRAMEWORK
1575-1580
MJLEN PETROV, BOYAN BONTCHEV ANO ADEL™A ALEKSIEV A
ASP PARA LA EVALUACIÓN Y CALJFJCACIÓN DE LOS ALUMNOS EN LOS
ENTORNOS VIRTUALES A TRAVÉS DE LA RED.
1581-1585
JOSÉ ANTONIO MlLLÁN GARCÍA
AUTHORJNG AND AUTOMA TIC GENERA TION OF VIRTUAL PANELS FOR
CONTROLLING INSTRUMENTATION IN A REMOTE LABORATORY
CONTEXT
1586-1590
A. BAGNASCO, A.M. SCAPOLLA , T. VASSfLEVA. V. VASILEV, At-.'D l. FURNADZ IEV
COLAB: A PLATFORM FOR SIMULATJONS IN COLLABORATJVE
ENVJRONMENTS IN VIRTUAL LABORA TORIES.
1591-1595
M. A. MARTÍNEZ CARRERAS, A. F . GÓMEZ SKARMETA. E. MARTiNEZ GRAC IA AND M .
MORA GONZALEZ.
COLLABORATIVE CONSTRUCTING IN A DJSTRIBUTED SIMULATION
ENVIRONMENT
1596-1600
OLAF NOWACZYK
CONCEPTJONS REGARDING THE NOTION OF PROOF. THE JNFLVENCE OF
VIRTUAL DEBATES.
J 601-1605
TORREGROSA , G.~ HARO, M.J.; LUNARES, S.
CONTlNUOUS ASSESSMENT JN ONLfNE~TEACHING: THE CASE OF A.~
OBJECT-ORIENTED PROGRAMMING COURSE
1606-1610
MJGUEL-ÁNGEL srCILJA. ESTEVE MARJNE, JUAN-MANUEL DODERO. ELé]';A
RODRÍGUEZ
CONVERSATIONS IN CYBER.SPACE: A SOCIAL CONSTRUCTIVIST MODEL
FOR THE INTEGRATION OF TECHNOLOGY IN THE FOREIGN LANGUAGE
CLASSROOM
I 611-1615
BEA TRlZ DE LOS ARCOS FERNÁNDEZ
CONCEPTION OF A TELE-TRAINING PROJECT FOR A UNIVERSITY
SUBJECT
J 616-1621
M. BERMEJO. J.M. BLANCO ANDA . SÁNCHEZ
DEVELOPMENT OF A LEARNING OBJECT EXTRACTION AND
MANAGEMENT SYSTEM TO SUPPORT VARIOUS TEACHING MATERIAL
STANDARDS
J 622-1626
CHUANG-KAI CHJOU. JUDY C.R. TSENCT ANO GWO-JEN HWANG
J
!DJST
ANCE LEARNING PLATFORM FOR
N. MORéNO-VERGARA, J . F. ALDANA. PEDRO. A. DE ALARCON
BIOINFORMATICS
AJ\D OSWALDO
1
1627-1631
TRELLES
OISTANCE LEARNING VIA THE UJI ROBOTICS TELELAB
1
l
1632-1636
R.MARIN AND P.J.SANZ
DOLPHIN-COMPLAB: A VIRTUAL COMPILERS LABORA TORY
1637-1641
PAULO J. T. MATOS ANO PEDRO R. HENRIQUES
EDUCATIONAL SUPPORT IN AN ADAPTIVE HYPER.'\1EDJA SYSTEM: SEM HPMODEL
l
1
1642-1646
ESTEFANÍA J. MARTÍN-PUEJ\iTE. NURIA MEDINA-MEDINA ANO UNA GARC ÍACABRERA
!
EFFECT OF STA TIC ANO 1/1\'TERACTJVE COMPUTER BASEO INSTR UCTION
ON STUOENT COM PUTER ANO WRIITEN ASSESSMENTS OF LEARNING
1647-1650 1
F.H SPENCER AND H. PILLA Y
EXPERIENCES ON USl/liiG THE EUME RESOURCE MANAGEMENT SYSTEM
IN UNJVERSITY COURSES
X. VJLA, A. RJERA, R. AMORIM, M. LAMA . E. SÁNCHEZ,S. BARRO. B. CEBREJRO
LÓPEZ, C. FERNÁNDEZ-MORANTE
1651 -1655
!
J
XIX
EXPRESSING PRECONDITIONS IN LEARNING OBJECT CONTRACTS
SALVADOR SÁNCHEZ AND MIGUEL-ANGEL SJCILIA
FREETEXT: A 'SMART' MULTIMEDIA WE~BASED COMPUTER ASSISTED
LANGUAGE LEARNING ENVIRONMENT FOR LEARNERS OF FRENCH
l656-1660
1661-1665
M.-J. HAMEL
GR<\.PHJC VISION OF MAINTENANCE
J. LONGA AND G. POLANCO
HYCO - AN AUTHORING TOOL FOR SEMANTJC EDUCATIONAL
RESOURCES
1666-1669
1670-1674
F. J. GARCÍA. J. CARABIAS AND J. GARCÍA ANDA. BERLANGA
IMPACT OF A ONLINE EDUCATIONAL APPLICATION FOR TEACHING
VIDEO TO A MUL TIMEDlA PRODUCTION AND DIGITAL VIDEO COURSE
1675-l 679
ALClNA PRATA ANO PEDRO FAR.JA LOPES
DESIGNING SELF-TEST EXERCISES IN WEBCT
K. ANA Y A, E. HERRERA-VIEDMA, O. CORDÓN, O. MARTÍN ANO F .. MARTÍN
1680-1684
INFORMA TION SYSTEM FOR AGRICUL TURAL ANAL YSES
J685-1689
F. FIDALGO. N. CASTELA, J. C. METRÓLHO, A. GUERRA
INITIAL EXPERIENCES GAIN.ED FROM THE DEPLOYMENT OF THE FIRST
IN A SERIES OF E-LEARNING "JA VA ARRA YS" PROTOTYPES FOR NO VICE
JAVA PROGR.\MMERS IN THE INSTITUTE OF TECHNOLOGY TALLAGHT,
2002/2003
EAMONN HYlAND,COMPUTfNG LECTURE.R. DEAN FENNELL. POSTGRADUATE
STUDENT
INTEGRA'rlON Of TliE: ANl'S COLLAbOR.ATIVE SYSTEM INSIDE THE
EDUCA TIONAL ENVIRONMENTS BSCL AND FLE
M.A. MARTÍNEZ CARRERAS. A.F. GóMEZ SKARMETA. J.A. PÉREZ SÁNCHEZ AND J.
TA VIRA MORENO
INTERNET LABORA TORY \VITH WEB SERVICES ACCESSIBILfTY
SJGBJ0RN KOLBERGAND TORA. FJELDLY
INTRODUCfNG A VIRTUAL LEARNING ENVIROSMENT AND LEARNING
OBJECTS JNTO HIGHER EDUCATION COURSES
1690-1694
1695-1699
1700-1704
1705-1709
\ C. BRADLEY. T. BOYLE
!JRF:
TOOL TO HELP ROBOTICS TEACHJNG
GONZÁLEZ. R.M. MARTÍN, l. ÁLVAREZ. J. BLANCO AND V. MORENO
1710-1714
KEDMAW: A KERNEL FOR DESJGNING ANO MANAGING WEB
INFORMA TION SVSTEMS
1715-1719
l.
F.
JOEL MESSAS, FRAN<;:"OJS GRlZE AND JAVIER IGLESlAS
NE\V SPACES FOR EDUCATIO]'¡AL ACTION. THE TUTOR-PEA PROJECT
A. GARCÍA DEL DUJO AND J. M. Ml.Jl";¡oz RODRÍGUEZ
LEARNING HOW COMPUTER WORKS WITH AUGMENTED REALITY
BRUNO FERNANDES, JOSÉ CARLOS MIRANDA
MARINETTA: COl\1MUNJTY, EDUCATION AND SECURITY
IN AN ONLfNE 3D WORLD
OWEN KELL Y, GÓRAN PULKKIS, KAJ GRAHN, K.RISTER KAR.LSTROM AND JOHN
GRÓNVALL
XX
l 720-1723
1724-J 728
l 729-1733
META DATA IN E-LEA RNING SYSTEMS: FOCUS ON ITS VALUE FOR THE
USER
1734-1738
PAMELA RA VASIO, SAMUEL SCHLUEP ANO SISS EL GUTTORMSEN SCHÁR
MOBILE FRAMEWORK FOR COLLABORA TIVE LEARNING
LUIS ALBERTO PALACIOS AND REUBEN EDWARDS
J 739-1744
MODEL REPRESENTA TION ON THE INTERNET
l 745-l 749
ANTÓNfO BATEL, ANJO ALEXANDRA BERNARDO E RICARDO FERNANDES
MULTIMEDIA AS A MEDIUM FOR CONVERSATIONAL AND INTERACTION
ANALYSJS- CONCEPTS, PROTOTYPES AND IMPLEMENTATION
CONTEXTS
l 750-I 754
WERNER NOTHDURfT. THOMAS BERGER, CHRISTOPH FREUND AND ARNOLO
SCHENK
MVL TIMEDIA, WEB Y LEGO: APRENDIZAJE Y ROBOTICA POR MEDIO DE
SIMULACIONES INTERACTIVAS.
1755-1759
SOLEDAD MUSlTU Y ALFREDO PINA
ON THE EV ALUATION OF COMPLETENESS OF LEAR1"ING OBJECT
METADATA IN OPEN REPOSITORIES
CARMEN PAGÉS, MIGUEL ÁNGEL SJCILIA, ELENA GARCÍA, JOSE-JA VlER MARTiNEZ
AND JOSÉ·MARÍA GUTlÉRREZ
1760-1764
ONLINE CHESS TEACHING - A WEB-BASED PROPOSAL
F. J. GARCÍA PEÑAL VO, F. J. GARCÍA DE LA TORRE, F. J. SANZ ALONSO AND J.
GARCÍA CARRASCO
PRELIMINARY EVALUA TION OF A WEB-BASED MODULE IN
CONSTRUCTION
J 765-1769
1770-1773
AZZA A.ARJF
PROBLEM BASED LEARNJNG MUL TJMEDIA MODULES: RESUL TS IN
TEACHER EDUCA TJON COURSES
l 774-1779
THERESA A. OCHOA, THOMAS DUFFY AND HOLLl M. GOTTSCHALL
REALIZACIÓN DE VENTANAS TRANSPARENTES DE REJILLA.
ANTONIO GÓMEZ LOREl\'TE AND JAVIER RODEJRO JGLESLAS
REPLICATION OFCLASSICAL PSYCHOLOGICAL EXPERIMENTS IN
VIRTUAL LABORA TORIES IN A HISTORICAL CONTEXT
1780-1784
j
785-l 789
D. BIELLA, W. LUTHER, G. MIETZEL, H.-P. MUSAHL, AND L. WORMUTH
REUTILIZACIÓN DE ENTORNOS PROPIETARlOS COMO COMPONENTES
LOCALES Y DISTRIBUÍDOS EN EL DESARROLLO DE SOFTWARE
EDUCATIVO
EMILIO GARCÍA ROSELLÓ, JACINTO GONZÁLEZ DACOSTA, MANUEL PÉREZ COTA,
DIEGO PlNO GARCÍA AND J. BALTASAR GARCÍA PÉREZ-SCHOFIELD
SIMGRUA - A VIRTUAL SIMULATOR FOR TRAINNING
l 1790-1794
Luis CARLOS DA SIL VA BRUNO AND JOÁO MADEIRAS PERElRA
l 795-1799
SINGLE-SOURCE l~TERACTIVE ANO PRINTED CONTENT PUBLISHING
USING THE DOCBOOK XML STANDARD
1800-l 804
D. MOLLOY
COMMUNICA TION ERGOl'iOMICS - DISTRIBUTED ANO FINE-GRAINEO
MODULES FOR TEACHING THE DESIGN OF INTERACTIVE SYSTEMS
SABRfNA GElSSLER
J 805-1809
STATISTJCAL ANAL YSIS OF THE !\A VIGATIONAL STEPS IN MULTIMEDIA
SOFTWARE
1810-1813
LÁSZLÓ BOGNÁR AND TIBOR FAUSZT
STUDENT MODELING USING SOM FOR ADAPTIVE HYPERMEDIA
LEARNING
18l4-18t8
CHJEN-SING LEE, YASHWANT PRASAD SINGH 2 AND CHEK LINO NGO
STUDENT PROGRESS EV ALUA TION WEB TOOL
A. PRfETO RAMOS, P. CLEMENTE MARTÍN, J. GONZÁLEZ RODRÍGUEZ, R. RODRÍGUEZ
ECHEVERRÍA, E. SOSA SÁNCHEZ
1819-1822
T AJLORING E-COURSE TO SKILLS AND PREFERENCES OF INDIVIDUAL
STUDENTS BY INTELLIGENT E-RESOURCE MANAGEMENT
l 823-1826
TEACHING AND LEARNING ROBOTICS WITH INTERNET
TELEOPERATJON
1827-1831
KAMlLA OL~EVlCOVÁ. DANIELA PONCE, VLADIMÍR BURES
F.A. CANDELAS, F. TORRES, F.G. ORTJZ, P. OJL, J. POMARES AND S.T. PUENTE
THE CAT JS OUT OF THE BANK
JAVIER LÓPEZ-CUADRADO
THE JMPACTS ON USABILITY AND LEARNJNG OF ADDING VOICE INPUT
TO A GEOMETRY LEARNING SOFTWARE
1832-1836
1837-1841
TRlSTAN BLANC-BRUDE. COLETTE LABORDE ANO MIREILLE BETRANCOURT
THE USABILITY OF E-BOOK TECHNOLOGY FOR THE TREATMENT OF
LINGUJSTIC DATA
P. ClJTUGNO, L. MARCONl, D.RA TTI ANO C. ROLANDO
THE USE OF TELECONFERENCING TECHNOLOGY IN GRADUATE
EDUCATJON IN A TRANSFORMING DIGITAL DIVIDE AGE
1842-1846
1847-1850
R. ENWEFA AND S. ENWEFA
A VIRTUAL LABORA TORY FOR THE LEARNING OF LANGUAGES TO
HANDLE DATARASES
C. HERNANDEZ DIEZ, M.A. LAGUNA SERRANO, Y. CRESPO GONZl\LEZ-CARVAJAL, F.
PRIETO ARAMBlLLET
1851-1854
USER INTERFACE AND FEATURES 01' AULA WEB E-LEARNING SYSTEM
A. LÓPEZ, J. C. PÉREZ, C. ZOIDO. P. A VENDAÑO, T. HERNÁNDEZ. E. VJLLl\LAR, J.A.
MARTÍN, J.A. CRIADO. R. MARTÍNEZ ANDA. GARCÍA-BELTRÁN
USING A VIRTUAL DESKTOP FOR LEARNING PROJECT MANAGEMENT
l. BOUKHRlSS, L. CHEVASSU. A. K.APLAN, S. MAILLES
USING CONCEPT MAPS TO ANAL YZE THE PRESENTATION OF CPU
CONCEPTS IN HIGH SCHOOL COMPUTER TEXTBOOKS
CHENG-CHIH WU. HUANG-KUANG LAI, GREG C. LEE, AND CHfN-YUAN LAI
USING THE SONY PLA YST A TION2 TO LEARN COMPUTER
ARCHITECTURE
1855- I 859
1860-1864
1865-1869
1870-1874
R. GARCÍA. J.M. PALOMARES, J. GONZÁLEZ,J. ORTEGA. H. POMARES AND l. ROJAS
VIRTUAL CAMPUS: SOME SWISS EXAMPLES
NICOLETTA M.R. SALA
VIRTUAL REALfTY: A TOOL WITH A STING IN THE TAIL
CAROLINF. H KING AND ROBERT JI BARBOUR
-·
1875-1879
1880-1883
VfSlJAf,SDH, A TOOL TO LEARN SDH
ISA BEL ROMÁN. JOSE A. GÓMEZ-ARGUDO. GERMÁN MADINABEITIA ANO JOSE F.
LEÓN
VOCAL PLATFORM FOR TELEPHONE VOICE PORTALS AND INTERNET
BASEDINTERFACES
V.TOMJCO, N.MORALES. E.CAMPOS. J.TEJEDOR, D.BOLAÑOS, S.JIMENEZ. J.GARRIOO,
J.COLAS
XXII
I 884-1888
1889-1893
WEB BASED SCIENCE TEACHER TRAINING: FEDS APPROACH
BULENT CA VAS, TARJK KfSLA, LEVENT CA V AS AND TEOMAN ESERCIOGLU
WEB-BASED ACCESS CONTROL SYSTEM
1894-1898
ANA TEIXEIRA, CRISTINA SANTOS, FERNANDO RJBEIRO, I:URJCO LOPES
J 899-1902
WHY AM 1 CONFUSED:
AN EXPLORATORY LOOK INTO THE ROLE OF AFFECT IN LEARNING
1903-1906
S. O. CRAJG ANDA C. GRA.ESSER
XML TECHNOLOGY USED TO SOLVE DIFFERENT PROBLEMS
R. ISJDRO, A ANJO AND J.S. PINTO
1907-1911
ADAPTING E-LEARNING RESOURCES TO A RIGHT-TO-LEFT LANGUAGE:
THE CASE OF ARABIC AS A FOREIGN LANGUAGE
1912-1916
L. HAOUET
TRANSITION FROM E-LEARNING TOWARDS M-LEARNING
J. l. LARRAURI ,J. GARCIA ANDE. KAHORAHO
METADATOS DE OBJETOS EDUCACIONALES
1917-1921
VÍCTOR MARTÍN GARCÍA ANO VÍCTOR LOZANO DE PABLO
1922-1926
SCRIPTING STRA TEGJES IN COMPUTER SUPPORTED COLLABORATJVE
LEARNING ENVIRONl\fENTS
I 927-1932
M P. NOTAR! AND D. K SCHNEIDER
:: SESSION 7: ARTIFICIAL INTELLIGENCE, INTELLIGENT TUTORING
SYSTEMS, MACHINE LEARNING ::
A FUZZY APPROACH TO FACIAL EXPRESSION ANALYSIS IN
JNTELLIGENT TUTORING SYSTEMS
CHAO FAN, ABDOLHOSSEJN SARRAFZADEH, SCOTT P. OVERMYER, HAMID GHOLAM
HOSSElNI, MORTEZA BIGLARI-ABHARI AND ABBAS BIGDELI
ALFANET: AN ADAPTJVE E-LEARNJNG PLATFORM
l 933-I 937
O.C.SAl'iTOS, E.GAUDIOSO, C.BARRERA ANO J.G.BOTICARlO
1938-1943
AN AGENT-BASED ARCHITECTURE FOR THE DEVELOPMENT OF
NTELLIGENT VIRTUAL TRAINING ENVIRONMENTS
1944-1949
A.DE ANTONIO, R.IMBERT, J.RAMIREZ, G.MENDEZ
AN EDUCA TIONAL ONTOLOGY FOR A COLLABORATIVE LEARNING
ENVIRONMENT
1950-1954
R. AMOR1M, M. LAMA, E. SÁNCHEZ ANO X.A. VJLA
AN EXPLORATORY LEARNING ENVIRONMENT BASED ON
HYPOTHETICAL ANO NEGATIVE QUESTION ANSWERJNG FACILITIES.
1955-1959
CYNTHIA J. MARTINCIC AND DOUGLAS P. METZLER
CHALLENGES OF A BLENDED LEARNING SYSTEM IN TRADITIONAL
ENGINEERING FACULTIES
1960-1963
A. GARCÍA-BELTRÁN ANO R. MARTÍl"JEZ
TRAINING TEACHERS IN TEACHING DECISION-MAKING SKILLS
ARNOLDO RODRÍGUEZ, ESMA ArMEUR AND FELlSA J. V AZQfJEZ-ABAD
I 964-1968
"DYNAMIC GENERA TION OF COLLABORATIVE REUSABLE LEARNlNG
OBJECTS DEVELOPERS' COl\-fMUNITIES".
1969-1974
CARMEN L. PADRÓN, JUAN MANUEL DODERO, PALOMA DÍAZ AND IGNACIO AEDO
xxur
EDUCATIONAL INTERACTIVE SOFTWARE AS A SUPPORT TO THE
TEACHING OF ARTIFICAL NEURAL NETWORK METHODOLOGY APPLJED
TO A CLASSIFICATION PROBLEM
J975-1979
M. CUPIC, J. SNAJDER AND B. DALBELO BASIC
E-LEARNING SYSTEMS AND DIGITAL LIBRARIES WORKING TOGETHER
1980-1984
VILLAMAÑE, MIKEL; SANZ, SILVIA
FPGA ll\fPLEMENTATION OF FACIAL EXPRESSION ANALYSIS FOR
INTELLIGENT TUTORING SYSTEMS
MORTEZA BIGLAR1-ABHAR1, ABBAS BIGDELI, CHAO FAN, ABDOLHOSSE1N
SARRAFZADEH AND SCOTT P. OVERMYER
1985-1989
INTELLIGENT TUTORING SYSTEMS - PAST, PRESENT AND FUTURE
JOAO PAULO ARAUJO AND ORLANDO BELO
1990-1994
THE USE OF ARTIFICIAL INTELLIGENCE IN A RURAL PUBLJC SCHOOL
SYSTEM
1995-1998
S.ENWEF A ANO R. ENWEFA
USING LEARNING OBJECTS IN A PROJECT-BASED PEDAGOGY: AN
APPLICATION TO TEACH INFORMATION SYSTEM DESIGN
1999-2003
ALBERTO FARO, DANlELA GrORDANO ANO SJMONA MlNEO
J
VALIDATING THE DETECTION OF A STUDENT'S MOTIVATIONAL STATE
ANGEL DE VICENTE AND HELEN PAIN
2004-2008
WEB-BASED TUTORS FOR COLLABORATIVE E-LEARNING
2009-2013
ARACELr ARRJAGA MOHAMED EL ALAMI, FERNANDO DE ARRlAGA
aLFanet
2014
O.C.SANTOS, J.G.BOTICARIO AND E.J.R. KOPER
THE EDUCA TIONAL INFOAAlATICS PERFORMANCE SCALE
PRELIMINARY EV ALUA TION WITH TEACHERS
M. C. R. A. JOL Y, G. de S. FRANCO ANO A. F.NICOLAU
PROYECTO TEMU EX - INVESTIGACIO~ Y FORMACION SOBRE
TELETRABAJO Y MUJER EN EXTREMADURA
A. MENDEZ-VILAS, J.A. MESA GONZALEZ, BORJA GONZALEZ, J.MESA
GONZALEZ, I.SOLO DE ZALDIVAR ANDA. AGUDO RODRIGUE.Z
XXJV
2015-2019
1
2020~2026
Advances in Technology·Based &:lucation:
Toward a .Knowledge-Based Society
ANALYSING THE ADVANTAGES OF USING EXPLORATJON AND EXPLOITATION
STRATEGIES IN AN ADAPTIVE AND INTELLIGENT EDUCATIONAL SYSTEM
ANA IGLESIAS, PALOMA MARTÍNEZ, RICARDO ALER ANO FERNANDO FERNÁNDEZ
CCJmputer Science Department, University Carlos !11 of Madrid, Avda. de la Universidad, 30, 2891J- leganés (Madrid),
SPAIN.
E-mail: {aiglesía, pmf aler,!femand}@infuc3m.es
One of the most impon.ani issues in Adaptive and Jntelligent EducarionaJ Systems (AIES) is to define etrective pedagogical
strategies for tutoring students according to their needs. ln previous papcrs we llave proposed to use a pcdagogical knowledge
re¡=sentation based on a Reinforcement Learning (RL) model. Using the reinforcement leacning model, the system is able ro
automacically Jeam which is the besr pedagogical way to teach each student individually based only on aC<¡uired experience with
other students with similar Jcarning characterisrics, like a human tutor docs. ln this paper we study the viabilit)' of the application
of !he RL model in a DataBase ~ign (DBD) AIES using in this study simulated studencs. The viability is measured on 1hree
imp<irtant íssues. First, we are going to check that the system converges to a pedagogical policy when it intl.:nl.cts with simulated
students with different leaming characteristics. Second, we a:rc going to prove that tite system leams a11 optima! pedagogical
strategy, measu.red in number of actions that the system mu.st ex~ute to teach ali the contents to tbe student. And third, we are
going to prove that the system does not need many st\1dents to lean1 to teacll optimally. Choosing a good exploration and
exploitation strategy is detcnnioant for the three eleme11cs defined above, so two typical explorationfexploitatíon policies in RL
problem.s have been used for the experiments in order to analyze tbe dífferences between them when thc system teaches sítnulated
students: the e-greedy and the Boltzmann exploration straregies.
1
Iotroduction
Web-based Adaptive and Intelligent Educational Systems (Web-based AJES) are distance educational systems
based on Internet that have three useful benefits: classroom independence, platfonn independence and
adaptability to tbe leamers according ro their needs behaving in an intelligent way. The Web-based AIES
systems are not totaJly a new type of systems, but they stem from lntelligent Tutoring Systems (ITS) f7] and
Adaptive Hypennedia Systems (AHS) [1].
In a previous paper (2], we have proposed to use a pedagogical knowledge representation based on a
Reinforcement Leaming (RL) model [4] that allows AIESs to adapt tutoring lo student's needs, sequencing the
content in an optimal way based on the studcnt's performance, lesson objcctives and the relationships between
course modules, avoiding to define ali static and predefined pedagogical policies for each student.
In this paper we study the viability of the application of the RL model in a DataBase Design (DBD) AIES
by the demonstration of three important issues. First, we will show that the system converges to a pedagogical
policy when it interacr:s with simulated students with severa! leaming characteristics. Second, that the policy
achieved is optimal, where the concept of optimality is measured in tetn\S of nurnber of actions that the system
must execute to teach ali the contents to !he student. And third, we will show that the system does not need
many students to leam to teach optimally, so with a reduced number of interactions with initial students, the
optimal policy ís achieved.
But in this paper we also study how the choice of a good exploration and exploitation strategy is
detenninant for the convergence of the system. Two typical exploration/exploitation policies in RL problems
have been studied, the e-greedy and the Boltzmann exploratíon policies (4], in order to analyze the differences
between them when the system teaches símulated students, concludjng the advantages that the Boltzmann
strategy will introduce in the AIES executions with real students.
The paper is organized as follow: first, the architecture of the DBD AIES used in this work will be
described in Sectioo 2, as well as the definition of the DBD AJES system as a RL problem. Then, different
experiments cornparing the e-greedy exploration policy and the Boltzmann exploration policy in our system are
presented in Section 3. Finally, the main conclusions and further research ofthis work are given.
2
Adaptive and lntelligent Education System as a Reinforcement Learning problem
489
Advances in Technology-Based Education:
Toward a Knowledge-Based Society
The definition ofthe AIES pedagogícal module as a RL problem is described in a previous paper (2J. The
paper describes the system architecture composed of four modules. For the domain module we have proposed to
structure the knowledge hierarchically (a knowledge tree), where each topic has been divided into sUb·topícs,
and these in other sub-topics, and so on_ At the same time, each node of the tree contains sets of tasks
(definitions, examples, problems, exercises, etc.) in severa] formats (image, text, video, etc.). Figure LA shoWs
the domain used for the experiments. For the student module, a classification of the students has been done
based on their leaming characteristics. For the intelface module, we try to adapt the contents to each student
showing them in ditferent fonnats. And, finally, in the pedagogica/ module we define the AJES as a RL
problem. In figure l .B we can see the Q-leaming algorithm [6] used in RL problems adapted to our systern.
This algorithm uses the action-value function Q(s,a}, that estimates the usefulness of executing one action, a
(showing leaves ofthe knowledge tree (tasks) to a student) when the system is in certain .knowledge state s (the
.knowledge acquired by the student so far). The Q(s,a) function at the figure l .B uses the parameter y that
controls the relative importance of future action rewards with respect to new ones, and the a parameter (the
leaming rate), that indicates how quickly the system Iearns. In [2] how the Q-leaming algorithm is adapted to
the Adaptive and Intelligent Educational System domain is explained.
B
Q-learning adapted to AlES domaio
l>
FoT each pair (sE S, uA). initialise lhe table entry
Q(s,a).
Test the currcnt student lcnowledge, obtaining s
~
Do foreveT
2.
Sclcct a k.nowledge rrce Jeave foUowing ao
c11piora1ion stn1tc8)'. a, to show to thc student.
Rcccive the immcdiate rcward, r. A positive reward
is receivcd when the AIES goal is achicYCd (the
studcnt Jeams ali thc IOpics). A nuJJ reward is
3.
Test thc ClllTC!ll SIUdent
4.
Updait the iable enuy for Q(s,a), that c1tima1cs tbe
usefulness of cxecuting thc a action whcn the
student is in • panicular .knowledge statc, s:
Q(3,q¡•(l·a} Q(3.aj+ a{r+ y max•. Q(s ·.a')}
Lct s the current studcnt knowledgc suite. s ·.
1.
obtaincd in any olher Galle.
5.
lcno~edge, s ·
Figure l. The figure A shows the knowledge tree used for the experiments. Tbe figure B shows the Q-Jeaming a!goritltnt adapted to AJES
domain.
In the step 1 of figure 1.B the system selects a knowledge tree leave (an action), a, to be displayed to the
student. Choosing the next action to execute is very important for the convergence of the Q-learning algorithm,
where the quality of the selected exploratioo/exploitation strategy is detenni~ant in the efficiency and efficacy
for the attainment of the objectives marked. The exploitation strategy tries to use knowledge acquired
previously, and the exploration strategy tries to find new altematives in order to obtain the objectives
efficiently. A great variety of exploitation strategies could be used in reinforcement Jearning problems [5]. Two
typical exploration/exploitation strategies have been used in these experiments: the e-greedy and the Boltzmann
strategies [4).
The e-greedy strategy tries to select the action with greater value of the Q function when the system is at
the s state (Q(s,a)) with a probability of (l -e). That is to say, when e= l , the system selects the next action to
execute randornly. We are going to vary the e parameter from the value 1 (wheo the system chooses the next
action to execute randomly) to the value 0.1 (when the system usually chooses the next action trusting in the Q
values obtained by the previous experience).
Oo the other hand, the Boltzmann exploration policy estimates de probability of choosing the action a
according to the function defined in equation (1), wbere Ois a positive pararneter called the temperature. Ifthe
temperature is high, ali the probabilities of the actions have similar values and if the temperature is Jow, it
causes a great difference in the probability of selecting each action.
Q,<a)
e-P(a) == _ _...._-r_Q.-<~-¡
'\'n e - L.,.,¡,=)
490
T
(1)
Advances in Technology-Based Education:
Toward a Knowledge-Based Society
3
E.x:perimental results comparing e-greedy and Bolztmann exploration/e:xploitation strategies
In this Section, we present sorne experiments showing the differences among the e-greedy and Boltzmann
exploratjon/exploitation strategies. As the domain is stochastic, the same experirnent has been carried out l 00
times, and the average and the standard deviation produced when the system learns to teach in 100 times have
been shown.. The purpose of tbese experiments is to show how the exploration st:rategies affect the convergence
ofth~ AIES Jearning, analyzing the nwnber of students needed to use the system until the AIES leams to teach
optimally.
In the experiments, we have varied two learning parameters. 71ie learning rate (a), that we vary from 0.9
(when the system quickJy leams) to 0.1 (when the system slowly Ieams to teach). And the explor-ation versus
exp/oitation strategies, explained in the previous section.
Sorne parameters have been fixed for these experiments. The domain size has been fixed. working with the
domain shown in figure l .A, which has eleven topics and twenty-two tasks (two actions for every topic). The
student learning capability determinism has been fixed too. Our assumption is that a good studem model has
been constructed and that students have been classified according to their critical charncteristícs in leaming. In
this work, in order to simplify the experiments, we only consider one class of students, depending just on two
Jeaming characteristics: from what kind of tasks the student can leam (definition, introduction and problem),
and what format the material must be shown so that the student leams (video, text, etc.). Specifically, the
student model we have built requires that students can leam from definition tasks ooly (but not from other tasks,
Jike problems). Furthennore, according to the model, 95% of them leam using only the video format and the
other 5% learn only with text fonnat. It is important to remark that these aspects are part of the student model,
but the leaming system does not know them. Actually, the Jeaming system will leam the student model in the Q
function. In a real-world situation, the students generated and simulated according to tbe student model would
be substituted by actual. students. Also, the actions must be leamed in a predefmed and unknown order, that
must be learned too.
3./
Experíments
In this section, we present the experiments carried out with the a!gorithm Q-!earning and the e-greedy
exploration policy and the Bo/lzmann exploration policy, in order to compare the differences among them. In
thís experiments we have been interacting with sorne leamers belonging to the same class of student and noting
after the simuJation for each student how many actions have been executed in order to learn ali the domain
knowledge.
The importance of choosing a good value for the e parameter of the e-greedy exploration policy is obscrved
in the first experiment.
• In Figure 2.A we can see how the system converges when the leaming rate (ex) is fixed to 0.1 (in [2J this
value was shown to be very successful). The figure shows that when e=O. I, the average learning curve
reaches values of 13,36 actions so that the system teaches ali the knowledge ofthe domain composed of 1J
items when 50 students have interacted wíth the system. When e=0.5, the system needs 22, 76 actions for
the teaching after 50 students. And when e=0.9, the system behaves aJmost randomly, needíng around 100
actions when 50 students have interacted with the AIES. Other values of the leaming rate parameter (ex)
have been analyzed, but with the value ofO.l, the best results are obtained.
• On the other hand, Figure 2.B shows the convergence of the standard deviation curve when a=O.l. We can
see that when e=O.J the value ofthe standard deviation is almost O, when e=0,5 the value is around 20, and
when e=0.9, the standard deviation reaches values between 55 and 160 actions.
At the next experiment, the Boltzmann exploration policy has been used in order to choose the next actíon
to execute. Although e-greedy action selection is an effective exploration policy, one drawback is that when it
explores, it chooses equally among ali actions (choosing sorne times very bad actlons). The Boltzmann
exploration policy estima tes de probability of choosíng the action a, depending on the temperature pararneter (:)
defined in equation (1). High temperatures cause the actions to be ali (nearly) equiprobable and low
temperatures cause a greater difference in selection probability for actions.
• In Figure 3.A, we can see how the system converges when a:=O.l, but this time for the Boltzmann
exp!oration policy. In this figure we can observe that when 50 students have interacted with the system, the
AJES needs near 21 actions in order to teach the l 1 items of knowledge of the domain whatever the value
of the temperature parameter ( C) is.
491
·-.~~
Advances in Technology-Based Education:
Toward a Knowledge-Based Society
•
:;
On the other hand, the system standard deviation learn.ing curve of 100 executions when the learning rate is
fixed to O. l is shown in Figure 3.B. In this figure we can observe that medium difference exists between
actions whatever the value of the temperature is (between 15 and 25 actions of difference).
A
300
,- -·
>-...-0.9 j
2SO
i
,.,
t&>
t:! :::
1,_..........0.1
----5¡
200
• ..
..
• -
1
'g 150
~
too
e~
B
~-~-~~~~~~-~
~ -40
20
o
o
~~~~::::
150
100
numtrw Of
150
•"'dfnt8
Figure 2. The figure A shows lhe A(ES average Jeaming curve and the fig\U'eB shows the AlES $tandaJd deviation learníng curve for
r:FO .1, Vll:!')'ing th e e pananeter of th e e-greedy eJtpl oral ion poi icy.
A
- · - -- - - -·- -· -···-·-- --¡
•eo
1110
§
11
:_;_ta:.,;~~0.9'1
! --- J«nP8f"lllur.-0.5 i
¡~--,_.~"'!'°:.!.!
1'4()
120
'g 100
}
80
~
eo
e
o
50
100
B
70
--------·---··-,
··..::;=t.;;.~;.o.9·r
1
í
1
..
:
150
·:
:....."""""""'"Qº5 i
50
!~·~·~ ..
IDO
¡
150
11umber of ~•'*
f'lgure3 . Figure A shows !he A.IES average learoing C\ln'e and figure B shows the star.daro deviat'ion IC3rning curve for <!=11.l, wtying die
temperature panmeter ( rj of the of the Boltvnann cxploration p01icy
3.2
Discussion
The experiments canied out in the previous section show that when we use the Boltzmann exploration policy,
the system needs in average more actions than when we use the e-greedy exploration policy in order to
converge to optima! po!icies. For instance, with the e-greedy exploration policy when 50 students have
interacted with the system, the AIES is able to teach executing only with an average of 13.36 actions when a
==0. I and e==O. l. On the other hand, with the Boltzmann exploration policy and 50 students, the system is able to
teach the material with an average of2I actions when a=0.1 and r-=OJ.
Moreover, we have noticed that the standard deviation values are lower in the e-greedy experiments than in
the Boltzmann experiments. This is why sorne times at the second experiments the system is able to achíeve
values of only l 1 actions.
The Bo/tzmann exploration policy, however, includes two advantages when we are interacting with real
students comparing with the e-greedy exploration policy. First, when the e-greedy strategy does not choose the
best actíon, it chooses randomly among all actions, choosing sorne tjmes very bad actions. However, the
Boltzmann strategy chooses among the other actions, not completely random, but taking into account their
qualities. lf our system could show this probability to the students [3 ), they wouid choose the action to execute
next, giving the student sorne sense of control oo the system (quality is always desired in educational systems in
order to maintain the attention of the student). Furthennore, jf the learner often chooses the action with greater
probability, the system would behave like the 0.9-greedy exploratjon policy, obtaining convergence capabilities
of the greedy stratcgy.
4
Conclusions and Further Research
In this paper we analyze sorne experiments carried out with simulated studcnts. These experiments have
demonstrated how the system leams to teach by tría! and error at the same time that simulated students learn the
AIES material. We have shown too that choosing a good exploration and exploitation strategy is deterrninant
for the efficacy and efficiency at the convergence of the system. Two typical exploration/exploitation strategies
492
Advances in Techno!ogy-Based Education:
Toward a Knowledge-Based Society
ín RL problems have been used for the experiments in order to analyze the differences between them: the egreedy exploration policy and the Boltzmann exploration strategy. After the collection of the results of these
experiments, we can conclude that the Bo!tzmann exploration policy introduces advantages in the AIES with
real students, because the system could present the student severa! options for choosing the next action to
execute (those that have híghest execution probabilities) and the student assumes the responsibility and the
control of the teaching interaction. Furthennore, if the students follows the indications of the tutor, it behaves
li.ke the greedy strategy. improving its convergence capabilitíes.
Nevertheless, we have noticed that the 50 students needed in order for the system to converge when the Q
tunction has not been initialized, may be a very large cost in many domains given that those students will work
with a tooI that has not leamed to teach yet. ln a real situation we can solve this problern by initializing the Q
function with ínformation of the domain module and/or initialízing it by interacting with simulated students
with similar learning characteristics. Currently, we are studying the differences at the systern convergence wben
the size of the domain varies and when more than one class of students interact with the system. Moreover, we
are in volved in the evaluation of the system with real students instead of simulated students.
Refereoces
1. Brusilovsk--y, P. Adaptive and Intelligent Technologies for Web-based Education. Kunstliche Intelligenz.
SpeciaI Jssue on Intelligent Tutoring Systems and Teleteacbíng. Vol. 4, (1999).
2. Iglesias, Ana, Martínez, Paloma and Femández, Femando. Ail experience appfying Reinforcement
Leaming in a Web-based Adaptive and Imelligent Educational System. Jnfonnatics in Education
Internationa! Joumal. Vol 2. Pp. 1-18.
3. Iglesias, Ana, Martínez, Paloma and Femández, Fernando. Navigating through the RLATES Interface: a
Web-based Adaptíve and Intelligent Educational System. Workshop on Human Computer lnterface for
Semantic Web and Web Applícations (HCl-SWWA'03). Pan of the Intemational Federated Conferences
(OTM '03). Springer Verlag in Computer Science (2003).
4. Sutton, R.S. and Barto, G. Reinforcemeot Learning: An Introduction. A Bradford Book, The MIT Press,
Cambridge MA, ( 1998)
S. Trhun, Sebastían B .. The role of exploration in leaming control. In David A. White and Donald A. Sofge
(Ed.), Handbook of Intelligent Control: Neural, Fuzzy and Adaptive Aproaches. Van Nostrand Reinhold,
New York, (l992).
6. Watkins, C.J.C.H. Learníngfrom De/ayed Rewards. PhD thesís, King's College. Cambridge, UK. (1989).
7. Wenger, E. Artificial Intelligence and Tutoring Systems. Los Altos, CA: Morgan Kaufmann. (1987).
493