T1  An Introduction to XML
Gordon Howell, IBSC, Scotland

This is an overview of the present state of development and future prospects for XML, the proposed new open standard for Web documents. The workshop includes some technical material and live demonstrations.

The course is intended to help you:
* Understand the underlying technology of XML
* Understand the benefits offered by XML, and their costs.
* Be aware of the current state of the standardisation of XML
* Be aware of commercial implementations and market commitments to XML
* Be aware of available tools for generating XML documents
* Understand the issues required in switching to XML from other technologies
* Decide whether, and when, to switch your Web development to XML

The course is not a detailed technical tutorial on XML itself - it is assumed that participants will be able to fill in the details of the language through independent study. Good references to assist the participant in this will be provided.

Intended Audience/Expertise Level: The course is intended for XML novices. Web developers, Web development managers and anyone considering moving into XML development will find it useful. Participants should have a working knowledge of HTML (understanding of Style Sheets will be useful).

T2  Introduction to Authorware Attain (Version 5)
Rod Sims, Southern Cross University, Australia

The tutorial is designed to introduce delgates to the major features of Authorware Attain (Version 5) and how it can be used to facilitate the development of effective on-line educational multimedia applications. The tutorial will focus on the major enhancements to Authorware including media support, productivity, Web authoring and delivery as well as student tracking and course management. Specific reference will be made to:

* Content Design, such as anti-aliased text, alpha channel and Quicktime 3 support
* Low-Bandwidth Delivery, including web player installation and voxware audio streaming
* Productivity Tools, especially knowledge objects, batch media import/export, batch property editing
* Tracking and Reporting, including the new set of CMI support facilities

Intended Audience/Expertise Level: The workshop is intended for participants who have a knowledge of educational computing and some experience with developing interactive applications, but who wish to develop an understanding of the opportunities inherent with on-line learning. The workshop is specifically designed to detail the educational features and structures of Authorware Attain and how it can facilitate the use of the Internet and World Wide Web for effective interactive learning experiences.

T3  Evaluating Web-based Pedagogic Resources
Robert Roberts, Oregon University System, USA;
Robby Robson, Oregon State University, USA

The goal of this tutorial is to learn and apply a framework for making defensible summative decisions concerning the quality and effectiveness of any given Web-based pedagogical resource. Participants will leave with an understanding of how to evaluate individual Web-site components (instructional/pedagogic design, site design, accessibility, multimedia components, interactivity, adaptivity, user management, and record keeping) and of how to synthesize these into an overall assessment. We will discuss what makes a Web-based resource "pedagogic", explore evaluative criteria proposed by a variety of researchers and authors, present an associated scoring guide, and finally apply this to instructional-based case examples. We will also present empirical site evaluation techniques based on user behavior and responses. As a challenge, we will try to draw some of our Web-based examples from presentations given at ED-MEDIA 99.

Intended Audience/Expertise Level: This tutorial is intended for anyone interested in designing, authoring, applying, and/or critiquing everything from individual Web pages and applets to full-blown courses delivered via the Web. Staff developers, instructional and educational technology personnel, multimedia and hypermedia developers, evaluators, teachers, professors, and web site designers would all benefit in learning and applying current evaluation techniques of web-based pedagogic resources.

T4  Designing Course Webs with Site-Level Authoring Tools
Samuel A. Rebelsky, Grinnell College, USA

As the Web increases its dominance, teachers and instructional designers are finding it not just useful, but also necessary to develop course webs to support teaching. As they do so, they encounter many difficulties with "page at a time'' authoring, in which each page is developed separately. These difficulties include maintaining a uniform appearance, reformatting pages to accommodate changes, automating particular tasks, developing overviews, and incorporating links. At the same time, many novice web authors neglect to consider some of these key issues.

In this tutorial, we will discuss general and specific issues in site-level authoring and design. We will visit a number of site-level authoring tools (particularly advanced academic tools, such as ASML, Ravel, and StyleGeezer) and consider the appropriateness of each tool for a variety of tasks. Participants will leave the tutorial with better skills for designing course webs, an understanding of the potential of site-level authoring tools, an overview of current tools for site-level authoring, and sufficient understanding to evaluate tools for their projects.

Participants in this tutorial will receive printed handout containing a short tutorial guide to some of the tools and an overview of issues in site-level authoring.

Intended Audience/Expertise Level: Faculty and instructional designers interested in issues in site-level authoring and tools for site-level authoring. Knowledge of HTML or a page-level authoring tool like PageMill is helpful.

T5  Advanced Authorware Attain (Version 5)
Rod Sims, Southern Cross University, Australia

The tutorial is designed as a follow-on to the Introductory tutorial and will introduce delegates to the implementation of the new features of Authorware Attain including Knowledge Objects and Computer Managed Learning.

During the tutorial, participants will examine:
* the function of Knowledge Objects, how they are created, how they can be used and how they are inserted into an Authorware application
* how to gain maximum effectiveness using the CMI variables and functions
* how to maximise the effective design and delivery of on-line learning applications using Authorware Attain
* how to design advanced interactions for learning using Authorware Attain

Target Audience

The tutorial is intended for participants who have an good working knowledge of Authorware and wish to examine the features of the new release to develop more complex management and learning applications. The tutorial is specifically designed to detail the advanced features and structures of Authorware Attain and how they can facilitate the use of the Internet and World Wide Web for effective interactive learning experiences.

T6  An Introduction to Java
Samuel A. Rebelsky, Grinnell College, USA

The World-Wide Web was originally a relatively static hypertext system; while it was possible to move from page to page, the individual pages did not change. The advent of Java, JavaScript, and other web-based programming languages has significantly changed the ways in which we experience the web. It has also changed the expertise required of hypertext creators, who must now consider not just content, layout, and links, but also programming issues.

This tutorial will provide a brief introduction to the Java programming language and its use in developing useful and interactive web pages. It will not be a guide to using predeveloped applets; rather, it will guide participants in the steps necessary to create their own applets. Along the way, we will examine a number of sample applets, discuss object-oriented design, visit Java's features, and build our own applets.

Participants in the tutorial will receive a 200+ page interactive introductory guide to Java programming, source code for the sample applets, and a list of resources for further study.

The presenter is an experienced Java teacher and author of both an introductory Java manual from Addison Wesley Longman and a textbook for a data structures course in Java from Jones and Bartlett.

Intended Audience/Expertise Level: experience with some programming language; ability to create a web page.

T7  Getting your faculty on the WWW: An Innovative Approach to Staff Involvement
Wim de Boer, Elka Remmers, Allard Strijker, Oscar Peters,  Gert-Jan Verheij, University of Twente, The Netherlands

The WWW has enormous potential for university instruction, but only if instructors use it. How can a faculty get all of its instructors involved with innovative use of the WWW for new approaches to teaching and learning?

This tutorial will demonstrate a method that we are using in our own faculty to transform all of our courses, and involve all of our instructors. After an initial introduction to key issues concerning faculty involvement in implementing WWW-based course systems, the participants of the tutorial will be divided into 5 breakout groups discussing and getting hands-on experience with the next themes:

* staff-development sessions
* instructor's use of a WWW-based Decision Support Tool
* learning to work (and 'think') with database technologies
* innovative teaching ideas, particularly with streaming video, and evaluation methods.

The participants are able to choose two of the above mentioned themes to learn more about them in two subsessions. The tutorial concludes with a discussion and the participants will gain access to a large collection of articles, tips, and guidelines for bringing their own faculties on line.

Intended Audience/Expertise Level: Anyone interested to involve faculty in using the Web for their courses. Expertise range from beginners to advanced (in terms of using the Web in their courses).

T8  Supporting Resident and On-line Classes with Technology and WebCT
Ron Lenhart, Mohave College, USA

Are you feeling the pressures of applying technologies to the teaching/learning process? Is there pressure to put courses on-line?

In this tutorial you will learn how to identify and match media resources to learning outcomes and design and apply appropriate technologies to the teaching and learning process. These methods can be applied to resident classes, distant learning or on-line teaching.

You will also learn how to utilize an on-line instructional resource management shell using the WebCT program developed by the University of Vancouver in British Columbia.

You probably have a normal teaching load and maybe an overload class or independent study supervision. You have office hours, advising duties, committee assignments and possibly departmental or division chair duties. You are constantly reviewing new textbooks or other materials. You are writing new courses and teach a workshop now and then.

If you teach at any level in higher education and consider your computer skills at the beginning or intermediate level this tutorial can help you get this technology integration process organized and under your control.

T9  Obstacles to Online Teaching and Learning
Zane L. Berge, UMBC, USA

The use of computer-mediated communication in distance learning to create online classrooms has become a popular means of distance learning, both in mixed mode with face-to-face instruction or as a sole channel of education at a distance. By online teaching or online instruction for the purposes here, I mean those activities limited to the primary delivery of online instruction by computer (e.g., web-based or computer conferencing), as opposed to delivery systems such as audio or video/TV.

Under certain conditions, there are advantages to online teaching and learning. Even so, there are also critical barriers to such education at a distance. What are the barriers experienced when teaching and learning online, and what are the best ways to overcoming these?

The main purpose of this workshop is to Identify obstacles encountered, or likely to be encountered, by workshop participants in their online teaching. Further, discussion will highlight some suggestions, both from the participants experience and that of others, regarding how to overcome these obstacles. This workshop will be as interactive as possible (e.g., small group discussion), given the number of persons participating.

Intended Audience/Expertise Level: Any person with any experience or with any desire to teach online.

T10  ABCs of collaborative multimedia projects
Barbara Iverson, Columbia College Chicago, USA

Based on a model of instructional improvement developed and evaluated over several years with funding from several grants, the tutorial demonstrates how to design and create collaborative interactive project assignments.

Participants receive an overview of the important educational and theoretical underpinnings of this approach while they get a chance to try it out with topics of their choice. The advantages of collaborative projects and active-learning are reviewed. Then, working from your own curriculum, see how to design collaborative, nonlinear, interactive projects suitable for network, web, CD ROM, or other digital use.

From an overview of "new media" terms and concepts, to learning to use the "Knowledge Map" a project design tool, to create flowcharts & storyboards for collaborative interactive projects, see how interactive navigation and design ideas are represented in the context of icon-based authoring systems like Hyperstudio, Macromedia Authorware, or in HTML.

Intended Audience/Expertise Level: Intermediate, high school and college teachers whose students have access to a computer lab. Participants should be familiar with internet and Microsoft PowerPoint, Hypercard, Hyperstudio, or HTML basics. Participants should bring a curriculum guide, Teacher's Edition textbook, or other source document to use to develop their project ideas during the tutorial.

T11  Collaborative Environments for Learning
Lisa Bievenue, NCSA, USA; Geoffrey Fox, Syracuse University, USA;
Terry McLaren, Jennie File, Melissa Kelly, NCSA, USA

Collaborative technologies represent the next major break-through in communication for the Internet community, and these technologies have the potential to fundamentally change the way we think about learning.

This workshop will provide participants with the opportunity to compare and contrast three leading edge collaborative environments: TANGO Interactive, netLearningPlace, and NCSA Habanero. The key characteristic of these three frameworks that sets them apart from most other learning environments is that they each support both asynchronous and synchronous collaborative technologies. In addition, each of these environments is an extensible and flexible framework in which already existing software tools can be embedded.

Therefore, groups who wish to use one of these frameworks can customize the environment to meet their specific needs. Each of these frameworks does, however, have a different set of design criteria. NCSA Habanero, for example, is designed for data visualization collaborations among scientists. TANGO Interactive is designed for distance education and course delivery, and netLearningPlace is designed to be a student learning environment.

Intended Audience/Expertise Level: This tutorial is intended for teachers who are interested in using on-line collaborative learning environments, for instructional technology directors, for instructional technology support staff, and for researchers interested in the use of collaborative environments for learning.

T12  Constructivism in Undergraduate Education: Models, Tools, and Practice
Doug Yarger, Iowa State University, USA; Rex Thomas, Iowa State University, USA; Mary Marlino, Program for the Advancement of Geoscience Education, USA

This tutorial will offer participants a model for constructivist teaching and leaning in undergraduate education settings. The model and its enabling simulation tools are based on a successful restructuring effort at a large Midwestern university in the USA. The tutorial will expand and disseminate the teaching and learning strategies and the educational technologies to implement these restructuring efforts.

Participants will have an opportunity to both learn and teach a new concept using a constructivist model. Computer-based simulation tools will be offered as enabling technologies, appropriate for adoption in other disciplines and settings. Participants will also discuss concerns and barriers for students in these new environments, and strategies for addressing them.

This tutorial will place emphasis on the strategic, practical, and implementation issues involved in the transformation of an undergraduate classroom environment.

Intended Audience/Expertise Level: College faculty, instructional designers. Familiarity with web-based technologies and PCs highly desirable.

T13  Creating Intuitive Interfaces for Multimedia and the Web
John Hedberg, University of Wollongong, Australia; Susan Metros, University of Tennessee, USA

Educational and information interfaces require special design considerations as the user must become familiar with and quickly synthesize a particular set of navigation and knowledge structure conventions. Participants will learn how to identify the visual and cognitive demands of a knowledge domain and to envision an appropriate interface.

The central goal of this tutorial is to teach participants to recognize the elements of effective design and to ultimately create interfaces that require minimal cognitive and learning demands to be placed on users and, at the same time, are functional, usable, interactive, visually stimulating and information rich.

In this tutorial, a graphic designer and cognitive psychologist team up to show the result of their collaboration, a series of innovative software packages that defy the "rules" and yet promote an exciting and dynamic learning environment. Working in small groups, tutorial participants will learn how to build and redesign interfaces that reduce the learning time and demands on the users. Manipulating the knowledge space will entail using concept maps, creating storyboards and prototype screens. Participants will be encouraged to explore fresh ideas using newly acquired interface design skills. In addition, each participant will have an opportunity to review good and bad examples of how knowledge spaces have been translated into educational interfaces.

Intended Audience/Expertise Level: This is an intermediate workshop for those designers and developers who have directed or designed interactive multimedia and Web-based products.

T14  Creating and Using Video for Web-Enhanced Courses
Jim McKeown, Dakota State University, USA

The session will help attendees determine when web-based video can and should be used. It will demonstrate how to create, encode and add compressed video to a web page. Attendees will be shown how to record video. They will learn what techniques will and won't work, what is similar and different from live presentations, how to plan a session, how to include presentation materials and how to make it look good. They will see how to edit and encode video to prepare it for the web.

Hardware and software requirements will be discussed and tips and tricks on how to balance quality and file size will be discussed. They will be shown how to add video segments to the web and how to download and use video on a browser. Ideas and suggestions for its use will be given along with problems and pitfalls already encountered. A discussion of uses for web-based video will be included.