Journal of Educational Multimedia and Hypermedia
October 2004 Volume 13, Number 4
Editors
Gary H. Marks
Table of Contents
Number of articles: 10
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Learning Objects Symposium Special Issue Guest Editorial
Erik Duval, Katholieke Universiteit Leuven & Ariadne Foundation, Belgium; Wayne Hodgins, Autodesk & Learnativity, United States; Dan Rehak, Carnegie Mellon University, United States; Robby Robson, Eduworks, United States
We are very proud to introduce this special issue of the Journal of Educational Multimedia and Hypermedia. The papers included are the best papers we received for a Symposium on Learning Objects ... More
pp. 331-342
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Learning Theory and Instruction Design Using Learning Objects
Lúcia Blondet Baruque & Rubens Nascimento Melo, PUC-Rio, Brazil
Instructional System Development (ISD) is a set of procedures for systematically designing and developing instruction. A solid foundation in learning theory is an essential element in the... More
pp. 343-370
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The Design, Development, and Use of Multimedia Learning Objects
Claire Bradley & Tom Boyle, London Metropolitan University
This paper concerns the development and use of learning objects to address a real and urgent educational problem—the teaching and learning of introductory programming. The paper outlines the... More
pp. 371-389
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Opportunities for New “Smart” Learning Environments Enabled by Next-Generation Web Capabilities
Philip Dodds, Randall House Associates, Inc.,, United States; J. D. Fletcher, Institute for Defense Analyses, United States
Empirical evaluations suggest that use of interactive technologies can reduce the costs of instruction by about one-third. In addition, they can either increase achievement by about one-third while... More
pp. 391-404
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Indexing Learning Objects: Vocabularies and Empirical Investigation of Consistency
Suzanne Kabel, Robert de Hoog, Bob Wielinga & Anjo Anjewierden, University of Amsterdam
In addition to the LOM standard and instructional design specifi cations, as well as domain specifi c indexing vocabularies, a structured indexing vocabulary for the more elementary learning... More
pp. 405-425
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Learning DesignerTM: A Theory-Based SCORMCompliant Content Development Tool
Myunghee Kang, Ewha Womans University; Doo H. Lim, University of Tennessee, United States; Minkyung Kim
This paper introduces a recently developed e-learning design and development tool called Learning DesignerTM (version 1.0). Learning Designer assists learning designers and developers to build e... More
pp. 427-447
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Institutional Use of Learning Objects: Lessons Learned and Future Directions
Tony Koppi, Lisa Bogle & Neil Lavitt, University of New South Wales, Australia
A learning resource catalogue (currently LRC3) that comprises records of learning objects has been used by members of the Universitas 21 Consortium for three years. Five conceptually useful classes... More
pp. 449-463
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A Framework for the Flexible Content Packaging of Learning Objects and Learning Designs
Jason Lukasiak, Shirley Agostinho, Ian Burnett, Gerrard Drury, Jason Goodes, Sue Bennett, Lori Lockyer & Barry Harper, University of Wollongong, Australia
This paper presents a platform-independent method for packaging learning objects and learning designs. The method, entitled a Smart Learning Design Framework, is based on the MPEG-21 standard, and ... More
pp. 465-481
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Integrating Concept Mapping into Designing a Course Management System
Hsin-Yih Shyu, Tamkang University, Taiwan; Shang-Hsien Hsieh, National Taiwan University, Taiwan; Yu-Hur Chou
In higher education, different instructors who teach the same course may vary the instructional paths, pace, and depth of the content. These variations may result in different performances among... More
pp. 483-506
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Overcoming the Limitations of Learning Objects
David Wiley, Sandie Waters, Deonne Dawson, Brent Lambert, Matthew Barclay & David Wade, Utah State University, United States; Laurie Nelson, Northface University, United States
There are a number of issues that face individuals who would use learning objects for instructional purposes. These issues include problems with decontextualization, enabling meaningful... More
pp. 507-521