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Reading and Writing the Electronic Book
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... Researchers have drawn attention to how this network system impacts on the academic world. Yankelovich, Meyrowitz and van Dam (1985) claim that electronic document systems, in some cases, are more powerful or appropriate than paper books for meeting the range of information needs of scholars within the academic community for two reasons: ...
... 2). Yankelovich, Meyrowitz, and van Dam (1985) view this media capability as the greatest advantage of electronic documents (including hypertext) over paper ones. They stated that By combining a variety of media, electronic books can provide not only static images, but also dynamics (e.g., computer animations and computer-controlled video sequences), interactivity (e.g., ability to move objects, change and edit objects, and change states), and sound (e.g., computer-generated or audio disk recordings). ...
... The Muse system [14] approaches the problem by grouping display elements of text, video, and graphics into units called packages. The packages can be linked together in directed graph structures for the hypermedia paradigm [30], [9]. Coarse-grain synchronization is possible by interconnection of packages. ...
... Multimedia information systems can be built with varying application and interface models. Of particular interest are ones based on hypermedia [30]. Ideally, data composition within these application environments can be simplified using the process synchronization model we propose. ...
A technique is presented for the formal specification and modeling
of multimedia composition with respect to intermedia timing. The
proposed model is based on the logic of temporal intervals and timed
Petri nets. A strategy is evinced for constructing a database schema to
facilitate data storage and retrieval of media elements based on the
temporal relationship established by the proposed modeling tool. An
algorithm which allows the retrieval of media elements from the
constructed database in a manner which preserves the temporal
requirements of the initial specification is presented. Using the
proposed model, the synchronization requirements of complex structures
of temporally related objects can be easily specified
... As word processing and networked computing became more common, sharing documents once again became a more common practice. In the 1980s, programmers created software that allowed networked readers to share digital documents and annotations (Brown, 1985;Yankelovich et al., 1985). Interest in sharing annotations increased, as technologies afforded opportunities for the same texts to be both individually and socially read and annotated (Brush et al., 2002;Marshall, 1997Marshall, , 1998. ...
This dissertation builds from previous studies of social annotation in first-year composition to link social practice theories of literacy with technologically mediated social annotation practices. Using a design-based research framework, I consider how recent developments in social annotation tools allow instructors and students to share the digital margins of the text for broader and more frequent study of student reading. Previous research supports widespread acknowledgment of the importance of reading in the writing classroom. However, many instructors remain unsure of how to teach reading in the writing classroom. This study uses Brandt’s theory of accumulating literacies to explain this challenge and accounts for the cognitive, social, and material nature of literacy learning in a proposed social annotation intervention. I ask first, how can writing instructors effectively design social annotation embodiments to bridge institutional demands and student needs and experiences in the context of an FYC course? And second, how do social annotation design embodiments shape the ways students read strategically, interact with other readers, and take up annotations in a first-year composition course? The final research question explores how social annotation processes contribute to the development of metacognitive and social awareness and affect writing in a first-year composition course. Over two terms in a first-year writing class, I designed and tested social annotation as an educational intervention. I constructed data to document my teaching practice and student work, including students’ social annotations, think-aloud protocols, and summative assessments and reflections for each unit of instruction. I then compared students’ annotations and sense-making using a grounded theory framework to consider the relationships between my design for social annotation and student learning. Quantitative measures of significant variance and correlations support this qualitative description of how social annotation functions as an intervention. Findings suggest that model texts, annotation instructions, and grouping strategies are three key areas for pre-annotation design. Post-annotation design elements provide opportunities to extend student and instructor learning. Analysis of the learning outcomes suggests that overall social annotation supported participants’ abilities to read and annotate like a writer who is aware of the social relationship between a writer and readers. Fewer students recognized the importance of reading and annotating in a community of writers even when the intervention design emphasized social interaction. This study illustrates how older literacy practices linger even as new literacy practices are introduced, resulting in overlapping accumulating literacies. Implications for addressing these overlapping, literacies for first-year composition instructors are discussed. Contributions to design-based research include a backward design approach to developing a conjecture map that begins with the proposed learning outcomes and explicitly accounts for the context in a conjecture mapping process to enable transfer of findings to new contexts.
... Неки аутори сматрају да је прва електронска књига осмишљена чак давне 1949. године у оквиру система који је омогућавао читаоцима да се задрже на одређеној страници и да зумирају одређене делове текста (Reilly, 2003: 85;Yankelovich, Meyrowitz, & Van Dam, 1985). Према другом извору, настанак е-књига везује се за пројекте који су радили са системима за читање с великим бројем хиперлинкова и могућностима графичке манипулације (Van Dam & Rice, 1970). ...
This paper looks at the use of e-books in higher education, with special reference to the perceptions of foreign language students, as over the last decade there has been a noticeable tendency in this population towards increased use of e-books for their studies. Due to their technical characteristics, primarily multimediality and interactivity, e-books have great potential for foreign language learning at all levels. Therefore, in the relevant literature there is an increasing number of studies dealing with various aspects of e-book use in foreign language acquisition. The aim of this paper is to present a review of published studies pertaining to student perceptions of the potential, advantages and drawbacks of e-books in content learning in the field of foreign languages. The structure of the paper comprises an introductory section, a section on the emergence of e-books, a review of research in higher education, and a review of studies in which data on foreign language students' perceptions of the use of e-books in their studies were obtained using empirical methods. In the conclusion, it is noted that students use e-books, that they are acquainted with their advantages and drawbacks, but that they nevertheless prefer the use of printed books for studying. Students' attitudes suggest that e-books, due to their technical characteristics, can have high applicability in foreign language learning in terms of vocabulary expansion, better comprehension, the development of reading habits and text analysis.
... In many cases, hypertext systems are explicitly described in terms of the "electronic book." Yankelovich, Meyrowitz, and van Dam evaluate hypertext systems developed at Brown University over the 1970s and 1980s in comparison to analog books, elaborating the relative advantages made possible for books in the digital medium, such as the ability to easily search for speci�ic strings [35]. Moulthrop takes issue with this analytical frame, urging engineers, designers, and theorists to think beyond a rhetoric of the "electronic book," as this persistent reference to the earlier information technology of the printed page puts unnecessary constraints on the imagined potential and utility of hypertext systems [27]. ...
Document engineering employs practices of modeling and representation. Enactment of these practices relies on shared metaphors. However, choices driven by metaphor often receive less attention than those driven by factors critical to developing working systems, such as performance and usability. One way to remedy this issue is to take a historical approach, studying cases without a guiding concern for their ongoing development and maintenance. In this paper, we compare two historical case studies of "failed" designs for hypertext on the Web. The first case is netomat (1999), a Web browser created by the artist Maciej Wisniewski, which responded to search queries with dynamic multimedia streams culled from across the Web and structured by a custom markup language. The second is the XML Linking Language (XLink), a W3C standard to express hypertext links within and between XML documents. Our analysis focuses on the relationship between the metaphors used to make sense of Web documents and the hypermedia structures they compose. The metaphors offered by netomat and XLink stand as alternatives to metaphors of the "page" or the "app." Our intent here is not to argue that any of these metaphors are superior, but to consider how designers' and engineers' metaphorical choices are situated within a complex of already existing factors shaping Web technology and practice. The results provide insight into underexplored interconnections between art and document engineering at a critical moment in the history of the Web, and demonstrate the value for designers and engineers of studying "paths not taken" during the history of the technologies we work on today.
... While the first generation of systems (such as NLS/Augment [12] or FRESS [44]) demonstrated the concept of hypertext, it was the second generation of systems (such as NoteCards [16] or KMS [1]) that offered navigational hypertext in a way that is similar to contemporary systems in terms of model and architecture [15]. In NoteCards nodes came in the form of cards, which could be typed to capture semantics while links were directional, typed, and anchored to the entire destination card. ...
The idea to associate information with so-called links was developed by hypertext pioneers in the 1960s. In the 1990s the Dexter Hypertext Reference Model was developed with the goal to provide a general model for node-link hypertext systems. In the 1990s and 2000s there were important steps made for hypertext infrastructures, which led to component-based open hypermedia systems (CB-OHS). In this paper we provide a detailed description of node-link structures. We argue that Dexter does not match the need of CB-OHS, as it supports a mix of multiple structure domains. Based on the implementation of link support in our system Mother we demonstrate how Dexter needs to be tailored accordingly. We further describe Mother's ability of node-link structures to interoperate with other available structure services and vice versa.
... A guiding system is a specific mechanism that is used for providing key responses or information for the visitors. Guiding systems are widely used at many places in our real world [1,2,3,4], especially prevalent at universities. However, traditional guiding systems, which use static paper media (e.g. ...
... Both systems supported large documents with styling, reflowing, linking, and more; FRESS was the first system to implement "undo". They were used for book production, collaborative writing, and for primary texts and student discussions in classes (Yan85,DeR99,van87,Bar13). Ted Nelson's Xanadu (Nel81, Nel99) aimed for a world where works are primarily electronic, with persistent identifiers that can be precisely referenced without breakage -even in the face of edits. ...
Hypertext on The Web is ubiquitous; it is hyperlinking that makes it a web. The current hypertext Web is useful and comfortable, but it could and should be richer, more expressive, and more enabling. Capabilities that could and should be added include annotation, precise linking, bidirectional linking, transclusion, dynamic views, dynamic linking, trails, orientation, integration of linking and style, and chunking. These capabilities are especially important to readers as opposed to authors. They have been implemented and proven in multiple systems, and some have been tried on a small scale on the Web; but they presently depend on individual sites' sufferance and sophistication. For basic functionality like this, we need to do better. A feature that only works with certain sites, plug-ins, or conventions; or only for sophisticated authors rather than for all authors and readers — makes “readers” (all of us at most times) second-class citizens in the world of information. We must rid ourselves of the notion that a reader is of a different class than an author: that the Web is largely a broadcast system that requires expertise to contribute beyond the occasional comment or re-post. Readers must become first-class citizens on The Web.
... LITERATURE REVIEW The first instance of 'electronic book' in literature is found in 1985 [8][9][10] although some authors argues that e-Book started as early as the late 1940s with the introduction of la Enciclopedia Mecánica in 1949a system that allows readers 'to stop at a specific page' and 'zooming in a particular area of the text' [11]. Others say e-Book started in 1960s, triggered by the NLS [12] and FRESS projects [13][14] -systems that provide readers with extensive hyperlinking and graphical manipulation capabilities. ...
... By extension, we use the word hypermedia to denote the functionality of hypertext but with additional components such as two-and three-dimensional structured graphics, paint graphics, spreadsheets, video, sound, and animation. 7 Hypertext and, consequently, hypermedia systems can have several key characteristics, depending on the features system designers have chosen to include in particular systems. 8 Information is stored in nodes, which are modular units of information. ...
A multimedia computer system is one that can create, import, integrate, store, retrieve, edit, and delete two or more types of media materials in digital form, such as audio, image, full-motion video, and text information. This paper surveys four possible types of multimedia computer systems: hypermedia, multimedia database, multimedia message, and virtual reality systems. The primary focus is on advanced multimedia systems development projects and theoretical efforts that suggest long-term trends in this increasingly important area. Citation: Charles W. Bailey, Jr., "Intelligent Multimedia Computer Systems: Emerging Information Resources in the Network Environment," Library Hi Tech 8, no. 1 (1990): 29-41, https://doi.org/10.1108/eb047780. Bailey, Charles W., Jr. "Intelligent Multimedia Computer Systems: Emerging Information Resources in the Network Environment." Library Hi Tech 8, no. 1 (1990): 29-41. https://doi.org/10.1108/eb047780.
... In contrast to local maps, global maps provide an overview of the entire collection of links and interconnected documents and can thus support the discovery of relationships in the network which cannot easily be found when considering only local parts. However, experiments with global maps in early versions of Intermedia showed that maps do not scale very well (Conklin, 1987;Yankelovich et al., 1985). When the number of nodes and edges increase, the graphical representation becomes too cluttered and complex to be useful. ...
The World Wide Web is the single most successful hypermedia system ever developed. Based on a simple linking mechanism, the Web interconnects a massive amount of information distributed on Web servers throughout the Internet. Though very successful, the linking model has several limitations making it difficult to support knowledge work and collaboration between groups of users in a Web context. The introduction of the World Wide Web Consortium’s XML standard and the XML linking standard, XLink, holds the promise of introducing novel approaches to the handling of and interaction with information on the Web. This thesis investigates the merits of the XLink linking language in comparison with similar advanced linking mechanisms developed in the hypermedia field. The investigation takes form of a survey on linking mechanisms supported by earlier hypermedia systems and of the use context these mechanisms were designed to support. A more thorough comparison between
... Despite the heated arguments as to who created the first electronic book, the term 'e-book' has gradually increased in popularity and since 1985 has been used in various scientific publications 10 . ...
At the beginning of the 21st century e-books gain an ever-increasing popularity as a substitute for conventional ones. At the same time the possibilities which new technologies offer lead to the development of the very essence of the e-book. In the article there is substantiated the need for and is proposed a new definition of the notion of “e-book”. There is outlined the process of the rise and improvement of e-books, the formats and devices for their reading, the connection between classical books and e-books, the kinds of e-books. There are discussed also elements and possibilities characteristic only of e-books.
... We feel that BATBook provides an interesting extension of the concept of an "electronic book" that has been suggested as a revolutionary new communication medium (e.g., Weyer, 1985;Yankelovich, Meyrowitz, & van Dam, 1985). It has been argued that electronic books and hypermedia provide readers access to information of various media enabling them to pursue their own paths through "webs" of connected information. ...
... While Ted Nelson continued to promote the concepts of hypertext and hypermedia, he never really focused on specific user interface navigation issues associated with these systems. Subsequent work by van Dam and others (Yankelovich, Meyrowitz, & van Dam, 1985) expanded upon HES to produce the File Retrieval and Editing System (FRESS). That system used multiple windows for information presentation. ...
... Trilhas são úteis, entre outras coisas, na linearização de um hiperdocumento. Da mesma forma que no sistema Intermedia [22], uma trilha especial system private base trail grava toda a navegação realizada durante uma sessão de trabalho, de forma que o usuário pode mover-se aleatoriamente de nó a nó e retornar, passo a passo. Note que esta é uma das maneiras de se criar uma trilha. ...
This is a global review of digital textbooks and digital education media and resources conducted by UNESCO-MGIEP. It is based on a literature review, mapping of digital education resources in circulation, and case studies of implementation of digital education initiatives from different continents.
Electronic text can be defined on two different, though interconnected, levels. On the one hand, electronic text can be defined by taking the notion of “text” or “printed text” as the point of departure. On the other hand, electronic text can be defined by taking the digital format as the point of departure, where everything is represented in the binary alphabet. While the notion of text in most cases lends itself to being independent of medium and embodiment, it is also often tacitly assumed that it is in fact modeled on the print medium, instead of, for instance, on hand-written text or speech. In late 20th century, the notion of “text” was subjected to increasing criticism, as can be seen in the question that has been raised in literary text theory about whether “there is a text in this class.” At the same time, the notion was expanded by including extralinguistic sign modalities (images, videos). A basic question, therefore, is whether electronic text should be included in the enlarged notion that text is a new digital sign modality added to the repertoire of modalities or whether it should be included as a sign modality that is both an independent modality and a container that can hold other modalities. In the first case, the notion of electronic text would be paradigmatically formed around the e-book, which was conceived as a digital copy of a printed book but is now a deliberately closed work. Even closed works in digital form will need some sort of interface and hypertextual navigation that together constitute a particular kind of paratext needed for accessing any sort of digital material.
In the second case, the electronic text is defined by the representation of content and (some parts of the) processing rules as binary sequences manifested in the binary alphabet. This wider notion would include, for instance, all sorts of scanning results, whether of the outer cosmos or the interior of our bodies and of digital traces of other processes in-between (machine readings included). Since other alphabets, such as the genetic alphabet and all sorts of images may also be represented in the binary alphabet, such materials will also belong to the textual universe within this definition. A more intriguing implication is that born-digital materials may also include scripts and interactive features as intrinsic parts of the text.
The two notions define the text on different levels: one is centered on the Latin, the other on the binary alphabet, and both definitions include hypertext, interactivity, and multimodality as constituent parameters. In the first case, hypertext is included as a navigational, paratextual device; whereas in the second case, hypertext is also incorporated in the narrative within an otherwise closed work or as a constituent element on the textual universe of the web, where it serves the ongoing production of (possibly scripted) connections and disconnections between blocks of textual content. Since the early decades of early 21st century still represent only the very early stages of the globally distributed universe of web texts, this is also a history of the gradual unfolding of the dimensions of these three constituencies—hypertext, interactivity, and multimodality. The result is a still-expanding repertoire of genres, including some that are emerging via path dependency; some via remediation; and some as new genres that are unique for networked digital media, including “social media texts” and a growing variety of narrative and discursive multiple-source systems.
Keywords: digital media, digital text, e-literature, hypertext, media text, materiality and media, humanities computing, digital humanities, writing space, language of new media
Human-computer interface design guidelines are useful for developing well designed interfaces but the designer must be able to access the guideline appropriate to the application. Research is conducted to understand how designers access design guideline databases and then methods are tested to improve the usability of the databases. A design guideline database of approximately 300 guidelines is developed using a hypermedia approach. The system employs a book metaphor interface to characters and graphics in a Japanese environment. The subjects of the usability analysis are software designers who did not have any background in human factors. They were provided with the representation of a bad interface design on a piece of paper, and were instructed to improve the design through the use of the guideline database. Two common strategies were identified by observing the designers' actions: a hypothesis strategy and a checklist strategy. These strategies were analyzed using the quantities and quality of improvements recommended. The optimum database usage checks interface violations by employing the browsing function of the database; sometimes key word searches are used.
This paper reviews the current developments and initiatives in multimedia technologies and applications. Video, audio, text and image are increasingly being used in research, teaching developments and applications. Technology is bringing digital media to the workstation desktop at affordable prices, and software facilities enable these media to be integrated into higher level applications. Such facilities offer opportunities for interactive and integrated demonstrations and simulations, and personalized learning via courseware, on the workstation or PC using graphics, audio, and video sequences.
Even though many of the essential notions of hypertext were first contained in the description of a “memex,” written by Vannevar Bush in 1945 [Bus45], there are today only a few scattered implementations of hypertext, let alone any serious use of it in a CAD environment. In what follows, we describe what hypertext is all about. We describe a prototype hypertext system, named Neptune, that we have built. We show how it is useful, especially its broad applicability to CAD.
This paper identifies data modelling and data access and sharing requirements which multimedia applications impose on a database system. It shows the capabilities of an object-based data model and indicates extensions which are needed to meet the data modelling aspects of these requirements. A logical implementation of the operations on the model is described. The model generalizes the notions of instantiation and generalization in the standard object-oriented paradigm, and augments it with the notions of aggregation and relationships which are specialized for a multimedia application environment. Objects may exist in aggregation hierarchies which provide the capability to integrate diverse types of multimedia information such as text, sound, bit-mapped images, and complex graphics drawings. Objects may also be linked through other user-defined relationships to capture such application functions as voice annotation and referencing of one document by another. Using this model, the semantics of aggregation and relationships in a multimedia application environment can be understood and efficiently supported by a database system.
The ParaScope Editor is an interactive parallel programming tool that assists knowledgeable users in developing scientific Fortran programs. It displays the results of sophisticated program analyses, provides a set of powerful interactive transformations, and supports program editing. This paper summarizes experiences of scientific programmers and tool designers using the ParaScope Editor. We evaluate existing features and describe enhancements in three key areas: user interface, analysis, and transformation. many existing features prove crucial to successful program parallelization. They include interprocedural array side-effect analysis and program and dependence view filtering. Desirable functionality includes improved program navigation based on performance estimation, incorporating user assertions in analysis and more guidance in selecting transformations. These results offer insights for the authors of a variety of programming tools and parallelizing compilers.
By many definitions a book may be considered to have a multimedia interface. (See the definitions in Chapter 1). The educational power and value of books would not be disputed, but there is clearly scope for improvement. In particular, a book is not interactive. It is a channel for very remote communication between author and reader. Information technology makes it possible to take all that is good about books and enhance them with the power and interactivity of a computer. This chapter discusses such ‘electronic books’. A significant amount of experience has already been accumulated in this area. Design guidelines have been formulated which are presented in the chapter within the context of four case studies. Some potential future directions of development are also outlined.
This paper is concerned with the interaction between artificial intelligence (AI) and higher education. Elsewhere in this book (page: 249) we discuss artificial intelligence curricula in higher education. This paper, instead, is concerned with the other face of the medal: what can AI offer education. We consider the perspectives of AI in computer assisted instruction, and define the concept of an automated knowledge presentation synthesizer.
Clinical problem solving exercises have long been used as a way of providing simulated experience with clinical medicine. Multimedia capabilities now available extend the potential for realism of these exercises. In addition, with the use of hypermedia methodologies, it is now possible to link components of a clinical case — e.g., the tests, the images (or sounds or tracings) of the actual results, or the textual descriptions of findings — with other related information. This information can amplify on the tests themselves, the range of possible results that could alternatively have been obtained, the differential diagnosis of any particular finding, or the profiles of diseases in the differential, and can provide discussions and references about the diseases. Thus the case problem solving exercise may have potential for more than providing practice with making clinical judgments; it may offer an alternative paradigm for accessing much of the same medical content traditionally delivered in didactic lectures and in textbook presentations. We have implemented an authoring environment for case problem solving exercises that enables access to multimedia presentation of clinical results, and related clinical and pathophysiologic content material. Case simulations designed with this approach are currently being used in teaching first-year medical students in the HST track of the Harvard Medical School.
“Collaborative creativity” is one of the tenets of the belief-structure of many Hypertext enthusiasts. Indeed, one particularly fruitful area of application for hypertext systems has turned out to be the collaborative annotation of student papers by both faculty and students is also something that many proponents of hypertext advocate and (occasionally) practice. One of the more long-lived working hypertext environments — Intermedia at Brown University — was specifically designed to support this sort of collaborative educational activity (Yankelovitch et al. 1988; Landow, 1987).
Frank Halasz's "Reflections on NoteCards: Seven Issues for the Next Generation of Hypermedia Systems" was a remarkably prescient analysis that continues to influence the international hypertext research community. Meanwhile, the Web has offered a basic reality check on the seven issues and has given us, as a community, an opportunity to learn from many and diverse hypertext practitioners. In essence, the Web has brought hypertext out of the realm of research and into the realm of the everyday, the ordinary, the practical. In particular, I would like to introduce three major themes that come from observations of the Web in use: (1) The growing heterogeneity of hypermedia genres, uses, and users; (2) the need to acknowledge the distinct role of hypermedia readers and, more specifically, provide hypermedia readers with tools for personal annotation, re-retrieval, gathering, contextual access from mobile devices, and collaborative reading; and (3) the recurring tension between formal and informal hypertext structures and representations.
Children's books change with the culture around them. Understanding postmodern picture books helps children make sense of a complex world.
The computing technology has been undergoing transformation from its number crunching abilities, to the recent multimedia capabilities. The perceived benefits of computing applications involving the use of ‘multimedia’ datatypes has generated considerable research interest in the recent past. This paper introduces to the current status of multimedia technology, and its future, followed by a brief overview of the current multimedia applications, and their requirements in terms of storage and communication bandwidth, and need for universal standardization. These developments will provide the impetus for future development of multimedia applications.
Purpose - The purpose is to bring together all bibliographic references of the published literature on electronic books (e-books) and related technologies in one source so that it will save time for others in conducting literature searches and reviewing the developments. Design/methodology/approach - The information included in this bibliography is collected systematically from all the published sources in the world such as journal articles, conference papers, conference proceedings, books, reports and PhD theses on e-books until the last quarter of 2004. Mainly it covers e-books, e-books publishing, the impact of e-books on different types of users, e-book publishing techniques and trends, e-book user interfaces and other technologies related to e-publications. Findings - As computer usage continues to grow exponentially, the desire of users to use electronic publications (e-publications) has also increased tremendously. This has led to the publication of materials in electronic form as e-publications on both CD-ROMs and web. The e-book is one of the several forms of e-publications and its popularity has been growing steadily for the past decade. Originality/value - This bibliography will be useful to all researchers conducting research in any areas related to e-books and e-book publishing.
AN ACTION RESEARCH STUDY OF LEARNERS’ PERCEPTION OF USING OF INTERNET ACTIVITIES THROUGH CLASS THE NICENET ICA IN THE EFL CLASSROOM IN ECUADORLa incorporación de actividades de Internet y Sistemas de Manejo de Clase en el proceso de enseñanza / aprendizaje en el idioma Inglés ha aumentado su popularidad entre los profesores y estudiantes usuarios de las Tecnologías de Información y Comunicación. La computadora es concebida como una herramientas que favorece el desarrollo cognitivo. Como resultado, tanto profesores como estudiantes están usando frecuentemente estas tecnologías para diferentes propósitos tales como gestión de conocimiento, comunicación, interacción, participación y colaboración cuando son miembros de ambientes de aprendizaje de Inglés en línea.El propósito de este estudio fue investigar las percepciones del proceso, práctica y uso de actividades de Internet a través de Nicenet Asistente de Clase en Internet para descubrir como los estudiantes percibieron la integración y aplicación de estas tecnologías en su proceso de aprendizaje de Inglés. El estudio usó métodos cuantitativos y cualitativos de investigación en acción tales como documentos de clase, una encuesta, diarios y comentarios de los estudiantes para explorar sus reacciones y percepciones a estas dos tecnologías. Dos preguntas de investigación fueron exploradas en este estudio: (1) ¿Cómo pueden ser descritas las percepciones de los estudiantes del proceso del uso de herramientas tecnológicas? y(2) ¿Cuáles son las percepciones de los estudiantes del uso de actividades de Internet para aprender Inglés?Los participantes de este estudio consistieron de estudiantes universitarios en nivel Intermedio Superior de Inglés los cuales se graduaron en colegios públicos, religiosos y bilingües. Los resultados indican que hubo un alto nivel de aceptación de las actividades de Internet a través de Nicenet Asistente de Clase en Internet cuando los estudiantes interactúan, se comunican y gestionan conocimiento para aprender Inglés a través de ambientes colaborativos de aprendizaje en Internet.Palabras clave: Internet, aprendizaje del Inglés online, Nicenet, educaciónAbstract The incorporation of Internet activities and Classroom Management Systems in the English teaching/learning process has increased popularity among teachers and learners of these Information Communication Technologies since computers became cognitive tools to enhance learning. As a result, teachers as well as learners are frequently using these technological tools for different purposes such as knowledge management, communication, interaction, participation and collaboration when they are members of online English learning environments. The aim of this study was to investigate learners’ perceptions of the process, practice and use of Internet activities through the Nicenet Internet Classroom Assistant in order to discover how learners perceived the integration and application of these technologies in their English learning process. The study used qualitative and quantitative methods of action research: class documents, a survey, learners’ journals and learners’ comments in order to explore their reactions and perceptions to these two technologies. Two research questions were explored in this study: (1) How can learners’ perceptions of the process of using technological tools for language learning be described? and (2) What are learners’ perceptions of using Internet activities to learn English? Participants of this study consisted of upper intermediate university English learners who graduated from Ecuadorian public, religious or bilingual high schools. The findings indicate that there was a high learners’ acceptance of the Nicenet ICA Internet activities when they interact, communicate, manage knowledge to learn English through online collaborative English learning environments.Keywords: Internet activities, the Nicenet Internet Classroom Assistant, English Foreign Language Classroom
The book metaphor approach was created to simplify database access. The intent was to improve access speed and comfort. In 1990, we created an advanced book metaphor interface (BMI) to a set of about 300 design guidelines. The user interacts with the guidelines through a ‘book like’ screen and operations such as the table of contents, the index, or browsing. Experiments revealed, however, that the BMI did not offer a significant improvement over the equivalent printed version of the guidelines.
The BMI was more comfortable but users did not perform the task, correcting an example of a bad data input screen, any more rapidly. The problem was that novice users did not understand the tools offered by the BMI and so failed to use them in the optimum manner.
An agent was added to the BMI that monitors the user's commands and, when the user deviates from the optimum procedure, graphically suggests what the more correct procedure would be.
The subjects of the usability analysis were software designers who did not have background in human factors. They were instructed to design screens through the use of the guidelines using the BMI. The agent was provided to only half of them. The usability analysis finds that the new BMI realizes higher productivity and increased user acceptance.
It is a methodological challenge to study students' review of their lecture notes. First, the quality of their notes may vary considerably. Second, students review their notes with little monitoring or feedback. A hypertext program monitored the lecture note review strategies of individuals and dyads following two lectures about tests and measurements. It noted which concepts students sought at what level of detail, which content themes they favored, and which relationships among topics they pursued. Dyads' strategies were more comprehensive than the individuals' and were more directed at extracting elaborative and hierarchically structured information. The study replicated earlier findings that students did not learn well from lectures. This study also demonstrated how computers may aid in data collection in educational settings.
Advanced information technologies have made possible many new ways of storing, distributing, and accessing knowledge. Combined with appropriately designed user interfaces and suitable knowledge engineering techniques, optical storage media provide many new opportunities for instructional design. This paper describes some approaches to using these facilities for the creation of new types of interactive learning metaphor based upon the use of reactive media and the principle of surrogation. New types of instructional dialogue needed to support these metaphors are briefly outlined.
NoteCards, developed by a team at Xerox PARC, was designed to support the task of transforming a chaotic collection of unrelated thoughts into an integrated, orderly interpretation of ideas and their interconnections. This article presents NoteCards as a foil against which to explore some of the major limitations of the current generation of hypermedia systems, and characterizes the issues that must be addressed in designing the next generation systems.
Apresenta uma visão geral dos sistemas hipertexto e hipermídia, abordando os aspectos histórico, definição, descrição e conceitos básicos, aplicações, limitações e previsões feitas, bem como as influências e alguns experimentos de hipertexto na área de informação. Mostra uma aplicação de um hipercatálogo bibliográfico experimental baseado em um modelo de dados específico para catálogos bibliográficos. Apresenta conclusões relacionadas com autoria de hiperdocumentos e sugestões de pesquisa, destacando a necessidade de controle dos resultados de aplicações hipertexto.
Palavras-chave
Informática. Hipertexto. Hipermidia. Automação de Biblioteca. Catálogo Bibliográfico.
Hipertext: a general view of a new technology of information
Abstract
It is presented a general view of hypermedia and hypertext systems, focusing on the historical aspects, definition, description and basic concepts, applications, limitations and
previews, as well as the influences and experiments related to the information area. The application of an experimental
bibliographic hypercatalogue based on a specific data model is presented. Conclusions related to the authoring of
hyperdocuments and future research are suggested. It raises issues concerning the need of controlling the results of hypertext applications.
Keywords
Computer science. Hypermedia; Hypertext. Library automation. Bibliographic catalogue.
Multimedia information technology has become popular, conventional database system do not offer adequate support for modeling, indexing and manipulation of multimedia data. As a next step towards an object oriented representation of knowledge we focus on the concept of MHEG Object. The proof of concept can be implemented, which is based on a set of MHEG standards, entities and a few existing terminologies. In this paper we present an approach of an object-oriented by means of MHEG to implement the classes for multimedia object. In particular we shown different characteristics of real world entity as a single object which plays different roles and proposes the right level of abstraction of the resources and data representation.
Document analysis is responsible for an essential progress in office automation. This pa-per is part of an overview about the combined research efforts in document analysis at the DFKI. Common to all document analysis projects is the global goal of providing a high level electronic representation of documents in terms of iconic, structural, textual, and semantic information. These symbolic document descriptions enable an "intelli-gent" access to a document database. Currently there are three ongoing document analysis projects at DFKI: INCA, OMEGA, and PASCAL2000/PASCAL+. Though the projects pursue different goals in different application domains, they all share the same problems which have to be resolved with similar techniques. For that reason the activities in these projects are bundled to avoid redundant work. At DFKI we have divided the problem of document analysis into two main tasks, text recognition and text analysis, which themselves are divided into a set of subtasks. In a series of three research reports the work of the document analysis and office auto-mation department at DFKI is presented. The first report discusses the problem of text recognition, the second that of text analysis. In a third report we describe our concept for a specialized document analysis knowledge representation language. The report in hand describes the activities dealing with the text recognition task. Text recognition covers the phase starting with capturing a document image up to identifying the written words. This comprises the following subtasks: preprocessing the pictorial in-formation, segmenting into blocks, lines, words, and characters, classifying characters, and identifying the input words. For each subtask several competing solution algorithms, called specialists or knowledge sources, may exist. To efficiently control and organize these specialists an intelligent sit-uation-based planning component is necessary, which is also described in this report. It should be mentioned that the planning component is also responsible to control the over-all document analysis system instead of the text recognition phase only.
We have recently begun a major project to design, develop, and implement an enriched learning environment (ELE) for undergraduate education. Our initial thinking was very technology oriented. A hypermedia environment would allow students to explore a knowledge domain and see the relations between ideas; it would allow students and instructors to create new links and new units of information reflecting their interests and needs; it would permit faculty to catalogue and organize their instructional materials and permit them to create high quality text, graphics, and even animation in the comfort of their office; and finally, it would permit students and faculty to communicate and debate. We were attempting to define a technology that would be all things for all students and instructors. It would be a tool that would serve any use of a database and any communication in the learning process. Those rather naive notions have long since passed.
The author surveys many of the issues involved in designing online documentation. She covers choosing a goal for online documentation, understanding the constraints on a design, and understanding the implications of a design for writers and users., The survey is mostly from the perspective of a designer or project planner concerned with issues in both software development and document development.
This article explores new paradigms for the use of computers in learning. Two concepts crucial to the development of qualitatively new kinds of computer-based learning environments are identified: the importance of focusing on the underlying process rather than just the product of a creative effort; and the importance of the computer's ability to record, represent and communicate that underlying process. We discuss the cognitive, pedagogical, and sociological issues relevant to the creation of learning environments in five domains, along with examples of specific possibilities in each: 1) Empowering environments. How can we design computer-based tools that both promote creativity and aid the development of artistic discipline? 2) Games. How can the motivational aspects of arcade-style games be transferred to more fertile learning environments? 3) Communication. How can we break away from the fundamentally linear structuring of ideas necessary in print-based communication and create tools to aid the repres...
The Architecture Machine Group has been developing an experimental information system which exploits the user's sense of spatiality to organize and access data. Conceptual roots lie in the observation that one can readily locate and retrieve some book from one's bookshelf, or the appointment calendar from one's desktop, on the basis of where it is, or where one put it, in a well-learned, familiar space. A prototype system has been developed that uses wall-sized, full color digital television with synchronized stereo sound to create a virtual spatial world, 'Dataland,' over which the user helicopters via joystick control. Items of interest seen through a graphics 'window' can be zoomed in upon and interactively perused. Data types include: maps, text, book-like items, letters, photographs, slides, movies, sound and television. Results thus far suggest that the user quickly learns (on the order of minutes) to navigate about such a space, and readily adopts a spatial way of regarding and discussing data. The approach of managing data spatially is offfered not as an alternative in competition with managing data on a symbolic or name basis, but as a complement thereto. This manner of dealing with data should have special appeal for that class of user for whom directness and immediacy are essential qualities for interaction.
A software environment is described which provides facilities at a variety of levels for “animating” algorithms: exposing properties of programs by displaying multiple dynamic views of the program and associated data structures. The system is operational on a network of graphics-based, personal workstations and has been used successfully in several applications for teaching and research in computer science and mathematics. In this paper, we outline the conceptual framework that we have developed for animating algorithms, describe the system that we have implemented, and give several examples drawn from the host of algorithms that we have animated.
An experimental system is described for the design, development, and presentation of computer-based documents that combine pictures and text on a high-resolution color raster display. Such documents can be used, for example, for maintenance and repair tasks, videotex databases, or computer-aided instruction. Documents are directed graphs whose nodes we refer to as pages, in analogy to the pages of a paper book. A page includes a set of simultaneously displayed pictures, actions (procedures and processes), and indexing information. Pages may be nested arbitrarily deeply in chapters that serve much the same organizing function as those of conventional books. The system is comprised of separate programs for laying out and drawing pictures, for graphically specifying the contents of pages, chapters, and their interconnections, and for displaying the document for user interaction. Examples are given from a prototype maintenance and repair manual in which emphasis was placed on designing actions that allow simple real-time animation and assist in finding one's way around the document.
This paper applauds and emphasizes the Workshop's title, "User-Oriented Design of Interactive Graphics Systems," but bemoans and condemns its subtitle, "Application-Specific User Behavior and Cognition." The pros and the cons are an incomplete but cogent case for consideration of an idiosyncratic systems approach to interactive graphics systems.An idiosyncratic system is a personalized system. Personalization means both recognition of and response to the complete range of an individual's characteristics, from physical traits, to work habits, to cognitive styles. Enough evidence exists in the literature of experimental psychology to substantiate the fact that user behavior is not application-specific, but driven by personality and experience. The resulting criteria for a user-oriented interactive graphics system include existential hardware, adaptive representations, inferential input, and graphical conversation.
Despite the variety of communications media available today, the printed word is still very much in use, particularly in “hardcopy” manuscript form, and to a much lesser but growing extent, in “softcopy” display console form. This chapter examines the current role of computers in writing, editing, printing, and publishing. There is very little interaction among the stages of traditional manuscript creation. The operation may be characterized as strictly batch processing. Once an author has finished a manuscript, he/she must wait to see galley proofs before finding out what changes the copy editor has wrought. It is very difficult to make changes once the manuscript goes into copy editing, not to mention once galleys have been produced. This is true because page layout and typesetting, despite increasingly available mechanization, are still expensive and time consuming productions. In other words, the mechanization of typesetting and printing is still sufficiently expensive that it has affected primarily the high-volume publishing houses. There have been many advances in the state-of-the-art of typesetting and printing, particularly in the past decade.
The state of the art of computer-based interactive editing systems is surveyed. Numerous examples are presented of systems in both the academic and commercial arenas, covering line editors, screen editors, interactive editor/formatters, structure editors, syntax-directed editors, and commercial word-processing editors. Pertinent issues in the field are discussed, some observations about the future of interactive editing are presented.
Computer-based interactive editing systems, which allow users to change the state of targets such as manuscripts and programs are examined. User and system views of the editing process are provided, a historical perspective is presented, and the functional capabilities of editors are discussed, with emphasis on user-level rather than implementation-level considerations. References are given at the end of Part II.
As Director of the Office of Scientific Research and Development, Dr. Vannevar Bush has coordinated the activities of some six thousand leading American scientists in the application of science to warfare. In this significant article he holds up an incentive for scientists when the fighting has ceased. He urges that men of science should then turn to the massive task of making more accessible our bewildering store of knowledge. For years inventions have extended man's physical powers rather than the powers of his mind. Trip hammers that multiply the fists, microscopes that sharpen the eye, and engines of destruction and detection are new results, but not the end results, of modern science. Now, says Dr. Bush, instruments are at hand which, if properly developed, will give man access to and command over the inherited knowledge of the ages. The perfection of these pacific instruments should be the first objective of our scientists as they emerge from their war work. Like Emerson's famous address of 1837 on "The American Scholar," this paper by Dr. Bush calls for a new relationship between thinking man and the sum of our knowledge.
We describe a prototype electronic encyclopedia implemented on a powerful personal computer, in which user interface, media presentation, and knowledge representation techniques are applied to improving access to a knowledge resource. In itself, an electronic encyclopedia is an important information resource, but this work also illustrates the issues and approaches for many types of electronic information retrieval environments. In the prototype we make dynamic use of the structure and semantics of the text articles and index of an existing encyclopedia, while experimenting with other forms of representation, such as simulation and videodisc images. We present a long-term vision of an intelligent user-interface agent; summarize previous work related to futuristic encyclopedias, electronic books, decision support systems, and knowledge libraries; and outline current and potential research directions.
Research center for investigating man/computer interaction, discussing display systems, computers, languages and data entities
A Simple, Two-Dimensional Notation Lets Animators Easily Express and Recognize Parallelism and Gives Mathematicians a Convenient Way to Experiment with Surfaces in n-Dimensional Space.
a knowledge-based system for pathology education
- thursh
the sampler companion
- yankelovich
dynamically alterable videodisk displays
- backer
A Hypertext Editing System for the /360" in Pertinent Concepts in Computer Graphics
- S Carmody
- M Faiman
- J Nievergeltin
Interactive Text Editing Systems: Part 1
- N Meyrowitz
- A Van Dam
Imaging and Interactivity
- W Bender
Nievergelt Pertinent Concepts in Computer Graphics
- S Carmody
- M Faiman