Discussion Panels

Following discussion panels are featured in IWALT 2000:

Asynchronous Learning Process Dynamics (Elspeth McKay, Chair)

  • Asynchronous Learning Process Dynamics (Elspeth McKay)
  • Knowledge Objects and Mental Models (M. David Merrill)
  • Meta-Knowledge Acquisition Strategies in Asynchronous Learning Frameworks (Brian J. Garner)
  • RAPSODY: Distance Ecological Model for Self- and Collaborative-Learning (Toshio Okamoto)
  • Reflecting on Group Discussions for Professional Learning: Annotating Videoclips with Voice Annotations (Christine Steeples)
  • Information Architecture's Potential Contribution to an Asynchronous Learning Environment (Henric Beiers)
Discussion questions:


Telemedicine and Tele-Education (Les Folio, Chair)

  • Remote Tele-Education as an Alternative to Telemedicine Aboard the Aircraft Carrier USS GEORGE WASHINGTON (Les Folio & William Sneeder)
  • Continuing Medical Education via Information Technology for Female Rural General Practitioners (Glenda Banks)
  • Policy on using Information Technology to improve Rural Health Care (John Togno & David Topps)
Discussion questions:
(1) Do you anticipate more distance learning transactions as a result of legal limitations to telemedicine.
(2) How receptive has tele-education been in your experiences?
(3) I would like to know how many participants in the audience are using such technologies?


Intelligent Learning Tools: Adaptation to Non-stationary Environments (Paul Cristea, Chair)

  • Adaptation to Nonstationary Environments - Learning and Evolution (Paul Cristea)
  • Cognitive Interface for Idea Processor (K. Kozuki, N. Ashida, N. Nomura, T. Otsuka, A. Tsubokura, K. Tsushima)
  • Web-Based Learning and the Role of Context (Ana Paula Afonso, António Dias de Figueiredo)
  • An adaptive Distance Learning Environment for Language Teaching (Alexandra I. Cristea, Toshio Okamoto)
  • Eliminating the Distance Between Intelligent and Not Intelligent Systems (Christina Metaxaki-Kossionides, Georgios Kouroupetroglou, Stavroula Lialiou)
Discussion questions:
(1) How do you define an ILT? What should be its basic features, what are the minimum requests?
(2) Can you share with us your experience in using ILTs?
(3) Can an ILT go over the role of only assisting a human tutor?
(4) Should the ILTs be used only for ODL, or also in standard class teaching? What would be their specific tasks in the two cases?
(5) How should an ILT evaluate the performance of a human learner?
(6) What are the expectations for the immediate and for the medium future?


Development of Science and Technology Education Planning in Vocational and Higher Educational Institutions (Ravewan Shinatrakool, Chair)

  • The Development of Science and Technology Education Planning in Vocational and Higher Educational Institutions (Ravewan Shinatrakool)
  • Lessening the Digital Divide with Laptop Computers (Valerie Kesner Greenberg)
  • Social Science Education: A Visualization and Simulation Perspective (Arata Ichikawa & Minoru Mukuda)
  • Learner Oriented Instructional Material Design and Evaluation (Michelle Hsiang)
  • Web-based Services for Technology Education Management and Planning (K. Pocius & V. Reklaitis)
Discussion questions:


Use and Misuse of Simulations and Animations in Educational Systems (Ruddy Lelouche, Chair)

  • Use and misuse of graphic animations and simulations in educational systems (Ruddy Lelouche)
  • Programming Education Based on Computer Graphics Animation (Yoshiaki Shindo)
  • Dynamic Visualization of Concurrent Object-Oriented Systems (Christopher Exton)
  • Raising creativity and understanding of problems during learning computer visualization applications by using animation and visualization (Vladan Zdravkovic & Boris Vian)
Discussion questions:
(1) What exactly do animations bring to educational systems? Are they improving them, and if so on what grounds, or are they merely glitter patched on them to make them more glamorous, more attractive, and thus easier to sell?
(2) Animation and subject matter: What is the relationship of the proposed animation with the subject matter?
(3) Animation and learning process: Even when there is a relationship, does the proposed animation actually augment, or at least facilitate, the student's learning? More generally, what is the contribution of the proposed or assessed animation to the learning process?
(4) Animation and student interests: If and when an animation tries to relate to the learner's person (psychology, experiences, interests, etc.) rather than to the course contents, on what grounds can such relations have been established? Is a particular type of learner targeted? If so, how has s/he been modelled? And how is the animation connected to the learner's model?
(5) Animation and marketing: What is the primary intent of an animation? What makes it attractive? Does it bring something on one of the three grounds above?