Catálogo de publicaciones - libros

In today’s new economy, characterized by industrial revolutions, globalization and information technology changes traditional classroom and teaching methods. Calculus is the basic course for the fresher at university. Mathematics has a negative development at universities and colleges. The number of students taking mathematics courses and those successfully passing the exams are rapidly decreasing. To overturn this negative development, it may be necessary to teach in a different way. This is where new technology could play an important role. We create a web browser environment by using the , which is a new technology based on Java Server Page, Tomcat and Mathematica, in learning calculus. The modules consist of topic modules linked with case study modules, to help learn calculus and see it in context. The aim of our project is to use new technology to present mathematics on the web, and create a pilot course for students and teachers available free on the web. The heart of our approach is the development of mathematical power: understanding, using, and appreciating mathematics. Students can reach any documents for calculus and solve their problems with to check whether their results are correct or not. It is possible to reach our page at the following URL address: http://galois.iyte.edu.tr/calculus

This paper describes how the concept of four-dimensional world can be introduced to players through series of carefully sequenced games. Starting from playing games in one-dimensional world, and then followed by games in two-dimensional and three-dimensional ones, the players are progressively led to generalized rules that can be applied to the four-dimensional world, in which the generalized rule is tested. Different series of games were designed for players to learn the different features of four-dimensional world and were implemented into a web-based learning system which is now undergone field tests.

This paper presents our design and experiment of a computer-assisted class laboratory on vectors in high-school. Our main goal is to improve the acquisition of notions by all pupils, from advanced level to remedial level. Our secondary goal is to improve the motivation of pupils toward maths and sciences.

Our approach consists in making the pupils the notions included in a given set of pedagogic objectives, and to do it through real world-inspired problems. We draw on , a platform that simulate programmable mobiles on screen and through the network. Our class laboratory consists of a set of pre-programmed interactive simulations, allowing the pupils to react on their errors and to validate each exercise in an autonomous way. This class laboratory was conducted in the same conditions and constraints than an ordinary math lab: same duration, and no preparation of the pupils (but the ordinary math course). Still, the autonomy of the exercises and the network ability would also allow the use with no teacher on place. In this paper, we describe our vector class laboratory experiment: objectives, design, conduction, and evaluation.

The development of computer, internet and multimedia technology have changed our world to information society and caused great effect to our daily life. Especially in education environment, the traditional teacher-oriented learning is facing various changes due to the introduction of information technology. This new technology allows individual learners to have opportunities for active participation and self-paced learning. Until now, most web-based cyber classes have been developed using passive media such as text, image, sound and video, and thus failed to induce interactivity and active participation from users. The proposed contents development model is consisted of interactive contents, executable contents, process contents, animation contents, and media-oriented contents. This model can be used as a guideline to develop web-based cyber classes which fully exploit the advantages of up-to-date internet and multimedia techniques. A Computer Graphics Cyber Class case is shown to explain how to apply the contents development and implementation model.

The system was developed in the context of distance teaching in order to support the direct feedback of a student’s learning progress. contains different interactive tasks from the area of the formal foundations of computer science. Students can access the system by means of an internet interface. The implementation of the interactive presentation and correction of the tasks is generated automatically from high-level XML specifications. In this work we give an overview of the essential features of the system and the supported task types and show how is used in the context of distance teaching at the FernUniversität in Hagen.

Recently, the research of E-learning system part applies item analysis method for efficient study. Item analysis method used question analysis for increasing of learners study ability. That is, when compiling the data for local programs, item difficulty, one of item analysis, is used for the Intermediate-Level technology education test. But guessing factor for items in learning results has to be considered to apply the relative item difficulty more precisely. In this paper, I have implemented component based E-learning system which learners are able to select study step by item difficulty. This system was implemented by CBD(Component-Based Development) for efficient development. In this applied result, I have shown efficiency of development in E-learning system by CBD and learning operation in this system by item difficulty.

We propose a method of applying P2P network to collaborative GIS environment, particularly targeting exploratory spatial data analysis for small-group brainstorming. Under the hybrid P2P network, we implement and integrate two core components for collaborative GIS environment: P2P GIS super-node and client-node. Using these core components, we build a collaborative GIS application for the exploratory spatial data analysis to discover distribution patterns and spatial associations of geographical phenomena in cooperative way.

Medieval Asian scrolls are classic storytelling devices, yet these scrolls are rarely available to Western students in their original continuous format. By developing a web-based multimedia scroll viewer we make these Asian scrolls available to students and provide additional features, such as side-by-side scroll comparison, zooming, and appending to the scroll. The paper discusses the pedagogical benefits of narrative and how narrative, along with the scroll viewer, is being used in two college courses.

This essay presents a theoretical framework for studying the educative effects of hypertext narratives. We thus will not present experimental results but theoretical bases for forthcoming experimentations. ‘Educative effects’ are defined as comprehension of narrative related-world. This framework is based on mental model theory and classic structural narratology, mixed with Herman’s cognitive narratology. The concepts of ‘storyworld’ and ‘shadow narrative’ are used to define operational hypotheses for an empiric inquiry into the effects of narratives in two directions : construction of an integrative mental model, and effect of hypertext consciousness on the so-built representation.

Hypermedia Storytelling allows the integration of edutainment aspects on multiple levels. In addition to directly integrating the information to learn into the story, digital media allow to link story elements that create interest in a particular topic to related background information sites. On another level not only the reception of a story can be used to transmit educational content, but also the authoring of a story or the task to produce a storytelling environment itself can be used for educational purposes.

We show how these aspects can be realized in the context of a Hypermedia Novel (HyMN). After describing the underlying generic storytelling paradigm, edutainment aspects are discussed with regard to several practical examples.