I Advanced Learning Advanced Learning Edited by Raquel Hijón-Neira In-Tech intechweb.org Published by In-Teh In-Teh Olajnica 19/2, 32000 Vukovar, Croatia Abstracting and non-prot use of the material is permitted with credit to the source. Statements and opinions expressed in the chapters are these of the individual contributors and not necessarily those of the editors or publisher. No responsibility is accepted for the accuracy of information contained in the published articles. Publisher assumes no responsibility liability for any damage or injury to persons or property arising out of the use of any materials, instructions, methods or ideas contained inside. After this work has been published by the In-Teh, authors have the right to republish it, in whole or part, in any publication of which they are an author or editor, and the make other personal use of the work. © 2009 In-teh www.intechweb.org Additional copies can be obtained from: publication@intechweb.org First published October 2009 Printed in India Technical Editor: Goran Bajac Advanced Learning Edited by Raquel Hijón-Neira p. cm. ISBN 978-953-307-010-0 V Preface The education industry has obviously been inuenced by the Internet revolution. Teaching and learning methods have changed signicantly since the coming of the Web and it is very likely they will keep evolving many years to come thanks to it. A good example of this chang- ing reality is the spectacular development of e-Learning. In a more particular way, the Web 2.0 has offered to the teaching industry a set of tools and practices that are modifying the learning systems and knowledge transmission methods. Teachers and students can use these tools in a variety of ways aimed to the general purpose of promoting collaborative work. In these 27 chapters, we survey many of all those disciplines that help the educative com- munity to achieve real Advanced Learning. This book is organized in seven sections: the rst one (chapters 1 to 5) deals with matters concerning Computer-Supported Collaborative Learning (CSCL), collaborative authoring tools and adaptive environments; in the second section (chapters 6 to 10) subjects such as mobile learning, ubiquitous devices and games are considered; the third section (chapters 11 to 15) studies the semantic web and semantic tools; section four (chapters 16 to 19), looks into web 2.0, online communities and social software; in section ve (chapters 20 to 23) standardization in e-Learning is discussed; in the continuing section, number six (chapters 24 and 25) robotics and bioelectronics are approached; nally, section seven (chapters 26 and 27) presents the organization of educational material. The editor would like to thank the authors, who have committed so much effort to the pub- lication of this work. She is sure that this volume will certainly be of great help for students, teachers and researchers. This was, at least, the main aim of the authors. Raquel Hijón-Neira Assistant Professor Dpt. Lenguajes y Sistemas Informáticos I Universidad Rey Juan Carlos Spain raquel.hijon@urjc.es VII Contents Preface V 1. Enhancing on-line Blended Learning Systems using a new Human-Computer Interaction Educational Methodology 001 Ismael Pascual-Nieto, Diana Pérez-Marín, Mick O’Donnell and Pilar Rodríguez 2. A Conceptual and Technological Framework for Building Collaborative Learning Environments 025 Lonchamp Jacques 3. Concerto II: A Collaborative Learning Support System Based on Question Posing 053 Atsuo Hazeyama and Yuuki Hirai 4. A collaborative medical case authoring environment based on the UMLS 061 Siriwan Suebnukarn, DDS, PhD 5. The Interaction Analysis with the ADULT environment (A pilot study) 077 Alexandra Gasparinatou, Grammatiki Tsaganou and Maria Grigoriadou 6. Mobile learning: two experiments on teaching and learning with mobile phones 089 Adelina Moura and Ana Amélia Carvalho 7. Designing Collaborative Authoring Tools for Mobile Learning 105 Alexandre Antonino Gonçalves Martinazzo and Roseli de Deus Lopes 8. Development of InfoStation-based and Context-aware mLearning System Architectures 115 Ivan Ganchev, Stanimir Stojanov, Máirtín O’Droma and Damien Meere 9. An Interactive Simulation Game to Enhance Learners’ Experience on Ubiquitous Computing Devices 141 Vincent Tam, Zexian Liao, C.H. Leung, Lawrence Yeung and Alvin C.M. Kwan 10. Augmented Reality and tangible interfaces for learning 153 M. Carmen Juan Lizandra 11. New Ways for Learning and Knowledge Transfer Using Social Semantic Technologies 167 Gisela Granitzer, Armin Ulbrich, Klaus Tochtermann and Reinhard Willfort VIII 12. The Use of XML to Express a Historical Knowledge Base 183 Katsuko T. Nakahira, Masashi Matsui, Kazutoshi Abiko and Yoshiki Mikami 13. Free Text Response Assessment System Based on a Text Comprehension Model 197 Panagiotis Blitsas and Maria Grigoriadou 14. A Software System for Inference-Based Context-Aware Vocabulary Learning 211 Yukiko Sasaki Alam 15. A Web-based Multimedia Annotation System for Language Learning 221 Kuo-Yu Liu and Herng-Yow Chen 16. Effects of Media Richness on User Acceptance of Web 2.0 Technologies in Higher Education 233 Nauman Saeed and Suku Sinnappan 17. Supporting learning in online communities with social software: An overview of community driven technologies 245 Stefanos Ziovas, Maria Grigoriadou and Maria Samarakou 18. Improving the Analysis of Students’ Participation & Collaboration in Moodle Forums 259 Raquel Hijón-Neira and Ángel Velázquez-Iturbide 19. A Framework for Dynamic Sequential Behavioral Pattern Detecting and Automatic Feedback/Guidance Designing for Online Discussion Learning Environments 275 Huei-Tse Hou 20. Towards the integration of adaptive educational systems with SCORM standard and authoring toolkits 287 Ioannis Kazanidis and Maya Satratzemi 21. Impact of Standardisation and Open Source Software in e-Learning 315 Kiyoshi Nakabayashi 22. Application of E-Learning Standardization Technology 329 Li Zheng, Lei Xu and Yushan Li 23. Managing relevant learning objects’ assessments: the right place at the right time 345 Olivier Catteau, Philippe Vidal and Julien Broisin 24. Learning paradigms through fundraising systems: The RoboBeggar and the InfoKiosk cases 355 Gaetano La Russa, Erkki Sutinen and Johannes C. Cronje 25. Learning in Bioelectronics 381 Cristian Ravariu IX 26. Guidelines for Designing and Teaching an Effective Object Oriented Design and Programming Course 397 Stelios Xinogalos 27. Educational Effect of Externalization of Know-how Information for Care Planning Processes 423 Kaoru Eto, Tatsunori Matsui and Yasuo Kabasawa [...]... 2006a) 26 Advanced Learning The chapter is structured into four parts The first part outlines a conceptual framework for collaborative learning First, the notions of collaboration and collaborative learning are discussed Then, collaborative learning is analyzed along four dimensions: collaborative knowledge building, mediation by artifacts, distributed scaffolding and co-construction of the learning. .. Internet In recent years, e -learning systems have been adopting the Blended Learning approach because Blended Learning systems have the advantages of e -learning (flexibility in time and location, adaption to particular user needs, etc.), without its disadvantages (teacher-student relationship broken, isolation feeling in front of the computer, etc.) However, the use of Blended Learning systems has still... content of the Blended Learning course, and secondly, the monitoring of student learning progress (individuals or groups) It is important to remember here that while in an e -learning system the teacher totally disappears, in Blended Learning, the teacher changes his/her role from being the source of knowledge (in traditional teaching) to becoming a guide and facilitator of the learning Regarding the... Activities for Blended Learning Advances in Web Based Learning, Springer Berlin / Heidelberg, 597-605 Garrison, D.R & Kanuka, H (2004) Blended learning: Uncovering its transformative potential in higher education, The Internet and Higher Education, Vol 7, No 2, Elsevier, 95-105 Graham, C (2006) The Handbook of Blended Learning: Global Perspectives, Local Designs, Pfeiffer, chapter Blended Learning Systems... Intelligence in Education, Vol 17, No 3, 273-303 24 Advanced Learning A Conceptual and Technological Framework for Building Collaborative Learning Environments 25 2 X A Conceptual and Technological Framework for Building Collaborative Learning Environments Lonchamp Jacques University of Nancy - LORIA France 1 Introduction Computer-Supported Collaborative Learning (CSCL) has emerged as a multidisciplinary... Blended Learning systems would be more accessible for everyone, and not only for those with Computer Science training Here, in this chapter, we present one solution to this problem: a methodology for the management of human-computer interaction within Blended Learning systems 2 Advanced Learning This chapter is structured as follows: firstly we survey the existing work in the relevant fields (Blended Learning, ... Blended Learning tool on a weekly basis However, this does not usually mean that they are not interested in looking at the reports Therefore, teachers should be given, for instance, the possibility of automatically receiving the reports in their mail boxes 12 Advanced Learning 4 Experiments and results In order to find out whether the use of the HCI Educational Methodology proposed for online Blended Learning. .. Adaptive Hypermedia, Vol 8, No 3, 53-65 Anderson, T (2004), Theory and Practice of Online Learning, chapter Toward a theory of online learning, Athabasca University, 33-60 Ausubel, D (1963) The Psychology of Meaningful Verbal Learning, New York: Grune and Stratton Berge, Z (1999) Interaction in post-secondary web-based learning Educational Technology 41,1, 5-11 Birenbaum, M.; Tatsuoka, K & Gutvirtz, Y (1992)... of web-based learning applications, and in particular for Blended Learning applications and their particularities Our contribution in this chapter tries to fill that gap, by proposing a Human-Computer Interaction Educational Methodology for on-line Blended Learning systems, as we will describe in the next section 3 Human-Computer Interaction Educational Methodology for on-line Blended Learning systems... relationship is not lost, but the roles change: the teacher becomes a guide who facilitates learning and the student is in charge of his/her own learning process The use of Blended Learning systems has not become as widespread as it could become We believe that one reason for the slow uptake is that many Blended Learning systems are designed by Computer Science teachers for Computer Science students, . I Advanced Learning Advanced Learning Edited by Raquel Hijón-Neira In-Tech intechweb.org Published by In-Teh In-Teh Olajnica. interaction within Blended Learning systems. 1 Advanced Learning2 This chapter is structured as follows: firstly we survey the existing work in the relevant fields (Blended Learning, Computer Assisted. the Internet. In recent years, e -learning systems have been adopting the Blended Learning approach because Blended Learning systems have the advantages of e -learning (flexibility in time and