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This paper reflects a multi-year collaborative effort between the New Media Consortium (NMC) and Griffith University to help inform Australian educational leaders about significant developments in technologies supporting teaching, learning, and research in tertiary education. The research underpinning the report makes use of the NMC's Delphi-based process for bringing groups of experts to a consensus viewpoint, in this case around the impact of emerging technologies on teaching, learning, research, or information management in Australian tertiary education over the next five years. This paper was produced to explore emerging technologies and forecast their potential impact expressly in an Australian context. In the effort that ran from February through April 2012, a carefully selected group of 41 experts behind this report considered hundreds of relevant articles, news, blog posts, research, and project examples as part of the preparation that ultimately pinpointed the most notable emerging technology topics, trends, and challenges for tertiary education in Australia over the next five years. That group of experts, known as the 2012 Horizon.au Advisory Board, is comprised of a body of knowledgeable individuals, all highly regarded in their fields; collectively the advisory board represents a range of diverse perspectives across the learning sector. [For "Technology Outlook for UK Tertiary Education 2011-2016: An NMC Horizon Report Regional Analysis," see ED532399.]

The purpose of this study was to examine the performance patterns of freshman engineering students as they completed a tutorial on freebody problems that employed a computer-based pen (CBP) to provide feedback and direct learning. A secondary analysis was conducted on detailed performance data for 16 participants from a freshman Engineering course in Statics. The study included a Pretest, Tutorial, Transfer test, and Retest; this paper describes performance during the Pretest and Tutorial segments of the study. Each segment included sections on Freebody drawing and Equation writing; the secondary analysis was conducted on the Freebody drawing. The time data were examined for patterns related to study, drawing, and Help requests. The participants were divided into two groups based on contrasts in timing patterns; Work-Thru learners and Work-Out learners: Work THRU--Spends significant time studying instructions and reading the problem; Refers to instructions and previous work frequently during the task; Uses hints and help selectively; Studies mistakes carefully; seldom repeats vs. Work OUT--Skims quickly through instruction; Goes to work quickly on a problem; Uses hints/help frequently to move past barriers; Learns little from mistakes, which are often repeated. The findings are interpreted within a conceptual framework featuring the expert stance, the notion that a novice learner adopts practices and attitudes typical of an expert. Implications are considered for employing the CBP [computer-based pen] platform to provide guidance toward an expert stance during early acquisition of the freebody concept, as one part of an enhanced instructional program for effective and efficient learning. (Contains 6 figures and 3 tables.)

Through research and personal experience, we have found that the most crucial factors determining who succeeds with clicker-based teaching, who gives up, and who merely muddles along have far more to do with instructors' deeper attitudes, models, and professional thought habits than with which "best practices" they try or what support they receive. This paper summarizes the presentational components of a conference workshop exploring some of these hidden perspectives and how they underlie clicker use. A bibliography is included. (Contains 3 figures.)

This paper describes My Science Tutor (MyST), an intelligent tutoring system designed to improve science learning by students in 3rd, 4th and 5th grades (7 to 11 years old) through conversational dialogs with a virtual science tutor. In our study, individual students engage in spoken dialogs with the virtual tutor Marni during 15 to 20 minute sessions following classroom science investigations to discuss and extend concepts embedded in the investigations. The spoken dialogs in MyST are designed to scaffold learning by presenting open-ended questions accompanied by illustrations or animations related to the classroom investigations and the science concepts being learned. The focus of the interactions is to elicit self-expression from students. To this end, Marni applies some of the principles of Questioning the Author, a proven approach to classroom conversations, to challenge students to think about and integrate new concepts with prior knowledge to construct enriched mental models that can be used to explain and predict scientific phenomena. In this article, we describe how spoken dialogs using Automatic Speech Recognition (ASR) and natural language processing were developed to stimulate students' thinking, reasoning and self explanations. We describe the MyST system architecture and Wizard of Oz procedure that was used to collect data from tutorial sessions with elementary school students. Using data collected with the procedure, we present evaluations of the ASR and semantic parsing components. A formal evaluation of learning gains resulting from system use is currently being conducted. This paper presents survey results of teachers' and children's impressions of MyST.

This paper reflects a collaborative effort between the New Media Consortium (NMC) and the JISC Innovation Support Centres, CETIS and UKOLN. The research underpinning the report makes use of the NMC's Delphi-based process for bringing groups of experts to a consensus viewpoint, in this case around the impact of emerging technologies on teaching, learning, research or information management in UK tertiary education over the next five years. In an effort that ran from January through August 2011, the team behind this report considered a wide range of relevant articles, news, blog posts, research, and project examples as part of the preparation for a carefully selected group of 33 experts that ultimately pinpointed the most notable emerging technology topics, trends, and challenges for tertiary education in the United Kingdom over the next five years. That group of experts, known as the Horizon.JISC Advisory Board, is comprised of an international body of knowledgeable individuals, all highly regarded in their fields; collectively the advisory board represents a range of diverse perspectives across the learning sector. [This paper is a collaboration with the Centre for Educational Technology and Interoperability Standards (CETIS) and the United Kingdom Office for Library and Information Networking (UKOLN).]

The plethora of different subfields in intelligent tutoring systems (ITS) are often difficult to integrate theoretically when analyzing how to design an intelligent tutor. Important principles of design are claimed by many subfields, including but not limited to: design, human-computer interaction, perceptual psychology, cognitive psychology, affective and motivation psychology, statistics, artificial intelligence, cognitive neuroscience, constructivist and situated cognition theories. Because these theories and methods sometimes address the same grain size and sometimes different grain sizes they may or may not conflict or be compatible and this has implications for ITS design. These issues of theoretical synthesis also have implications for the experimentation that is used by our various subfields to establish principles. Because our proposal allows the combination of multiple perspectives, it becomes apparent that the current "forward selection" method of theoretical progress might be limited. An alternative "backward elimination" experimental method is explained. Finally, we provide examples to illustrate how to build the bridges we propose. (Contains 1 table.) [This paper was published in: J. Kay & V. Aleven (Eds.), Proceedings of the 10th International Conference on Intelligent Tutoring Systems (pp. 534-543). Pittsburgh, PA.]

Interface design and ergonomics, while already studied in much of educational theory, have not until recently been considered in language testing (Fulcher, 2003). In this paper, we revise the design principles of PLEVALEX, a fully operational prototype Internet based language testing platform. Our focus here is to show PLEVALEX's interfaces and indicate their relation to Fulcher's design principles (2003). We also suggest some tentative design changes for further projects. Additionally, we will summarise how PLEVALEX benefits from the validity and reliability features of general tests delivered through computers. Traditionally, interfaces in language testing have not received special attention in language testing because designers of L2 platforms followed the same criteria for tests and general L2 learning platforms. In 2003, Fulcher was the first writer to formulate the basics of interface design to be taken into account in computer based language testing. Fulcher's theory is considered today as the main theoretical framework for Computer assisted language testing (CALT) interface design. This study evaluated the relation of the CALT PLEVALEX platform with his theories. Although the platform design has been justified by Garcia Laborda (2006a) and validated by Garcia Laborda (2006b), its design needs to be seen in light of the current theories of which Fulcher's is foremost. The key issue behind this study is to suggest the positive features that make of PLEVALEX a facilitating tool for delivering language testing. This paper is broadly divided into three sections: Introduction, Application of Fulcher's theoretical principles and conclusion. (Contains 2 figures and 1 table.) [This paper was originally published in "CALL EJ-Online" v9 n1 July 2007.]

A critical first step in developing training systems is gathering quality information about a trainee's competency in a skill or knowledge domain. Such information includes an estimate of what the trainee knows prior to training, how much has been learned from training, how well the trainee may perform in future task situations, and whether to recommend remediation to bolster the trainee's knowledge. This paper describes the design, development, testing, and application of a Web-based tool designed to assess a trainee's understanding of a content domain in a distributed learning environment. The tool, called the CRESST Human Performance Knowledge Mapping Tool (HPKMT), enables trainees to express their understanding of a content area by creating graphical, network representations of concepts and links that define the relationships of concepts. Knowledge mappers have been used for several years, almost always as an aid for organizing information in support of problem solving or in instructional applications. To use knowledge maps as assessments there must be a reliable scoring method and there must be evidence for the validity of scores produced by the method. Further, to be practical in a distributed learning environment, the scoring should be automated. The HPKMT provides automated, reliable, and valid scoring, and its functionality and scoring method have been built from a base of empirical research. We review and evaluate alternative knowledge mapping scoring methods and online mapping systems. We then describe the overall design approach, functionality, scoring method, usability testing, and authoring capabilities of the CRESST HPKMT. The paper ends with descriptions of applications of the HPKMT to military training, limitations of the system, and next steps. (Contains 2 tables and 3 figures.)

Only a decade ago eye- and gaze-tracking technologies using cumbersome and expensive equipment were confined to university research labs. However, rapid technological advancements (increased processor speed, advanced digital video processing) and mass production have both lowered the cost and dramatically increased the efficacy of eye- and gaze-tracking equipment. This opens up a whole new area of interaction mechanisms with museum content. This paper describes a conceptual framework for an interface, designed for use in museums and galleries, which is based on non-invasive tracking of a viewer's gaze direction. Following the simple premise that prolonged visual fixation is an indication of a viewer's interest, the author dubbed this approach intention-based interface. Includes 16 figures. (Contains 27 references.) (Author)

A museum can talk to its audience through a variety of channels, such as Web sites, help desks, human guides, brochures. A considerable effort is being made by museums to integrate these different means. The Web site can be designed to be reachable or even updateable from visitors inside the museum via touchscreen and wireless devices. But these efforts seem still far from reaching a real, complete integration due to the difficulty of creating a coherent and usable interface for different means and situations. One way to achieve a deeper integration comes from a new generation of natural language recognition systems and their user-friendly interfaces. These applications are able to understand text inputs and spoken language coming from any source (e-mail, chat, Web forms, phone). After getting the input, the system will try to find the appropriate answer by applying complex interpretation rules and by searching different databases inside or outside the museum's infosphere. After the answer is found, it can be transmitted to the user by a variety of means: Web, e-mail, cell phone messages, vocal messages. Such interfaces can integrate many useful applications: museum mascot,interactive guide, shop assistant, first level help desk, e-learning tutor and customer care. Since the system can dialogue in real time with users, also getting valuable data about their needs and desires, it could personally invite people to museum events, always in a very interactive and natural way. It is now possible to develop powerful and easily maintainable solutions on low-cost platforms, integrating the museum's technology infrastructure with artificial intelligence based characters. They could act as a front end for natural language recognition engines, speech recognition systems, and existing database and content management applications. This paper presents these new solutions, together with the first case histories of natural language interfaces usage. It explores some of the possibilities opened for museums and cultural institutions by the integration of these innovative means. (Author/AEF)

The latest development to come out of ongoing research at Tate Modern, London's new museum of modern art, is i-Map art resources for blind and partially sighted people that are delivered online. Currently i-Map explores the work of Matisse and Picasso, their innovations, influences and personal motivations, as well as key concepts in modern art. Aimed at partially sighted and blind people with a general interest in art as well as art teachers and their visually impaired pupils, i-Map incorporates text, image enhancement and deconstruction, animation and raised images. Importantly, i-Map transformed a gallery-based practice that involved intensive 1:1 delivery, into an entirely new way of deconstructing art online and one where the user has the necessary tools to work independently. i-Map goes beyond straight description, attempting to simulate purely visual experiences and the usual focus on "what?" in favor of exploring the "why?" of art so that visually impaired users can make their own critical judgments. The process of reassessing the parameters and definitions of art education for visually impaired people revealed the Web to be an ideal vehicle for increasing intellectual access and delivering effective interpretation in a format that offers autonomy of exploration. However, in order for a project such as i-Map to confidently defy received Web design wisdom and develop tailor made solutions, its content needs to be the product of successful methodology and focused research. It is possible to provide blind and partially sighed people with intellectual access to any artwork and the Web offers enormous potential to do assist in this process. In attempting to achieve this, i-Map can provide useful practical and pedagogical pointers. (Author/AEF)

At the center of hypertext is the link, an active connection from part of one document to another document (or part of that document). In the early days of the World Wide Web, it was easy for readers to identify the links on the page: the unvisited links appeared in blue and underlined, the visited links appeared in red or purple and underlined. With the advent of advanced formatting techniques, such as cascading style sheets, links appear in different ways on different pages. These changes may make pages appear more appealing, but they also make it harder for readers to engage in a key hypertext reading activity, identifying and selecting the most relevant links. At the same time, even easily identifiable links provide readers with very little accompanying information as to why the link is there and where it leads. This paper describes ongoing research in providing readers with additional access to links and information about those links. It revisits in more detail the need to provide links in a consistent and clear manner, considers ways to make links more useful to readers without affecting the design of a page, suggests techniques for adding information to links, and describes a tool the authors built that permits readers to obtain a summary of the links available on each page they visit. (Author)

Rapid proliferation of different types of interaction devices that use more natural channels (voice, touch, gesture) for interfacing with the digital medium illustrates the trend towards the creation of more "humane" interaction mechanisms. However, the current historical paradox is that modern technological advances are dramatically ahead of our understanding of their possible uses and meaning on a conceptual level. This paper presents an overview of some of the currently available interaction technologies, the conceptual barriers that limit their use and the case for the creation of interaction mechanisms that make abstract (virtual) information more tangible. Topics covered include: (1) direct manipulation, i.e., the use of a mouse (cursor) for pointing at and manipulating graphically represented objects; (2) problems with the traditional interface; (3) multimodal interaction, focusing on ways of making the output in human-computer interaction more tangible by using different sensory channels; (4) barriers and problems associated with building tangialities, the effects on interaction of conflicting, competing, redundant, and complementary information; and the case for building tangialities. (Contains 20 references.) (MES)

This paper discusses findings and data analysis issues that resulted from a case usability test. The case usability test was conducted as part of a redesign project that aimed to update the existing home page of Indiana University Bloomington. The home page contained links to the Web sites that various institutions in the university had already created, and therefore, it functioned as a portal to various Web sites and employed hierarchical menu structure. The findings relate to the generation of design ideas. Through the usability test, it was founding that users have a somewhat unified viewpoint regarding the menus on the side areas of a Web page. They tend to view them as a "quick" way to access "specific" and "frequently searched" information. The analysis issues are concerned with analyzing task completion rate, time taken, and path taken to finish the tasks. When analyzing these measures, the researcher needs to consider nature of the Web site, portal site in this case usability test, rather than simply looking at whether and how the test participation found the answer. (Author/AEF)

As more information resources become accessible using computers, the digital interfaces to those resources need to be appropriate for all people. However, when it comes to digital libraries, the interfaces have typically been designed for older children or adults. The researchers have begun to develop a digital library interface that is developmentally appropriate for young children (ages five to ten years old). The prototype system, now called "SearchKids," offers a graphical interface for querying, browsing and reviewing search results. This paper describes the motivation for the research, the design partnership established between children and adults, the design process, the technology outcomes of the authors' current work, and the lessons learned. (Contains 20 references.) (Author/AEF)

Statistical clustering is critical in designing scalable image retrieval systems. This paper presents a scalable algorithm for indexing and retrieving images based on region segmentation. The method uses statistical clustering on region features and IRM (Integrated Region Matching), a measure developed to evaluate overall similarity between images that incorporates properties of all the regions in the images by a region-matching scheme. Compared with retrieval based on individual regions, this overall similarity approach: (1) reduces the influence of inaccurate segmentation; (2) helps to clarify the semantics of a particular region; and (3) enables a simple querying interface for region-based image retrieval systems. The algorithm has been implemented as part of an experimental SIMPLIcity image retrieval system and tested on large-scale image databases of both general-purpose images and pathology slides. Experiments have demonstrated that this technique maintains the accuracy and robustness of the original system while reducing the matching time significantly. (Contains 41 references.) (Author)

The perceptions and practical experiences are important influences when creating and developing online learning experiences in cross cultural contexts. In this study, 15 educational designers studying for their Master's Degree were asked to contribute their interpretations to an ongoing study of what meaning and interpretations were generated from a series of different learning environments offered via the Web. Course materials were designed in Australia and delivered into Hong Kong, Special Administration Region, China. Students did not always interpret the visual information in the manner expected by the original designers. This paper discusses the outcomes of the investigation in relation to students' perceptions of the appropriateness of the interface design guidelines when applied to a number of exemplary Web sites, highlighting the cultural differences encountered. (Author/AEF)

This paper discusses six challenges relevant to Web-based testing. Some of these challenges are not specific to Web-based testing, but generalize to all computer-based testing. The challenges are: (1) security and using test centers for Web-based testing; (2) measuring complex skills and problem-solving tasks on the Web; (3) integrating modern item selection and test assembly algorithms; (4) storing and processing all relevant examinee response data; (5) the large-scale distribution of "high-bandwidth" tests (e.g., multimedia, high-density audio video, or images); and (6) optimal ergonomic design of Web-based testing interfaces. Considering each of these challenges raises questions about the future of Web-based testing and supports the need for better education across many sectors of the Web-based testing community about the technical aspects of psychometrics and high-stakes testing needs. In addition, there must be adherence to standards and principles of professional practice and science. (SLD)

With the introduction of the digital medium, an abundance of content previously obtainable through other media became available in digital form. Digital delivery implied the necessity for some kind of content modification dictated by the specific characteristics of the digital medium. The situation is further complicated by the convergence of different media used for the delivery of digital/digitized information. The same content has to meet the constraints of different display devices and bandwidth limitations. Furthermore,digital delivery makes possible adaptations of content not only in regard to characteristics of hardware used to display it, but also in regard to individual user's goals and needs. This paper presents the implications for content repurposing with the migration from the traditional to the digital medium as well as the problems that arise from convergence of different types of digital delivery mechanism. Includes four figures. (Contains 12 references.) (Author)

This paper describes the impact that technological change over the past few decades has had on a number of key interfaces to the library catalog, including the user, resource, abstract/index, and union catalog interfaces. Areas of focus for future development are then highlighted, including: (1) reassessing data requirements and conventions in order to ensure that the data recorded in the catalog is adaptable to the description of those resources and that it is adequate to support the various applications that will draw on it; (2) re-examining the interfaces to ensure that the requirements and interdependencies are fully understood; and (3) repositioning the catalog to meet the needs of its users. (MES)

This paper discusses the future of the printed book. The first section considers factors contributing to predictions of its eventual demise and replacement by electronic versions, the increasing volume of digitized material, superior characteristics of digital publications, and the development of technologies that will allow the e-book to become as portable as the printed book. This section also describes the "four B's" test of portability (i.e., the capability to be used in the bedroom, bathroom, bus, and beach), current developments, and barriers to greater usage of e-books. The second section discusses the advantages of print and evidence to support the continuation of print materials. The third section considers the library's response in terms of managing print and digital collections. The fourth section addresses the importance of a common user interface to the delivery of content in the future, and the fifth section presents key properties of the library portal. The sixth section describes the four layers (presentation, applications, protocols, and contents) of the library portal and provides a diagram of portal architecture. (MES)

This paper focuses on the development, adoption, and integration of resource discovery, knowledge management, and/or knowledge sharing interfaces such as interactive portals, and the use of the library's World Wide Web presence to increase the availability and usability of information services. The introduction addresses changes in library services due to information technology and summarizes the three basic functions that comprise the knowledge mediation function of the library. The first section discusses portals as an access tool and lists several types of portals, i.e., Consumer Portals, Vertical or Niche Portals, Affinity Portals, Horizontal Portals, Enterprise Resource or Corporate Portals, and B2B or Industry Portals. The second section addresses knowledge management, including trends that play a significant role in the current knowledge economy. The third section discusses the evolution of the library Web site to portal. The fourth section describes the portal development program at the Australian National University for Scholarly Information, including examples of library portals and a schematic representation of the database structure. The final section considers future challenges. (Contains 12 references.) (MES)

This survey examined the home pages of 36 Australian university library World Wide Web sites. Reports were run on these pages, using a service that checks the HTML for validity and reports errors, a service that checks usability by the visually disabled, and a program that checks the HTML, corrects and reports errors, and improves efficiency style specifications. The following data were extracted: the size in bytes of each report and the source; the number of errors encountered; the download time for the page; and the total size of the page and associated graphics. A table presents numeric results, and findings are reported related to use of graphics, download times, quality of HTML, frames, scripting, metatagging, and disability testing. Problems with the Web sites are summarized. The paper also provides a list of what to avoid in Web site design in general and specifically for library Web sites. (MES)

The purpose of this experiment was to assess the effectiveness of a comprehensive model for the analysis of hypermap navigation patterns through a comparison of navigation patterns associated with a traditional linear interface versus a non-linear "hypermap" interface. Twenty-six general psychology university students studied material on bipolar disorder, in which the home page was displayed in either an outline or hypermap format. The pages students went to, the time spent on each page, and the order of their traversal were all recorded. Cardinal (number of hits), temporal (time on page), and structural (pathfinder network) navigation measures were examined. The two groups did not differ on the cardinal navigation measure, but the temporal and structural measures differed markedly. Those in the hypermap groups spent significantly more time on the home page. Further, the structure of the navigation for those in the list group was more consistent with an outline than with a map structure, as would be expected. However, the navigation pattern of those in the hypermap group was no more consistent with an outline structure than it was with a map structure. The results indicate that a comprehensive analysis of navigation patterns can provide useful insight into hypermedia processing. Contains 19 references. (Author/MES)

The aim of the DEDICATE (Distance Education Information Courses with Access through Networks) project, funded through the European Union, is to develop distance education courses in training for information literacy. The DEDICATE courses are based on the use of the Internet and World Wide Web; communication between participants and tutors and within participating groups is supported by electronic conferencing software. This paper begins with a discussion of information literacy and the learning process. The aims and design of the DEDICATE courses are then described. Highlights include: (1) organizational context, including the importance of library managers' support at the institutions concerned; (2) participants and their expectations; (3) the learning environment, including key features of the interface; (4) course overview; (5) learning modules, consisting of five units that address the Internet as a learning environment, search for information in a selected subject area, the institutional context, the design of an information literacy course, and learning and course review; and (6) evaluation. Figures include a model of student learning and the "Into Info" home page. (Contains 32 references.) (MES)

This descriptive study investigates the uses of SMART Board, an interactive electronic whiteboard, in secondary school foreign language classes. The paper first discusses how SMART Board can facilitate the teaching process. SMART Board supports the foreign language teaching process in three main ways: it helps the presentation of new linguistic and cultural elements; it supports interaction with the class; and it promotes the teacher's organizational skills. The second part is dedicated to a more detailed analysis of the various uses of SMART Board from the point of view of the student. Activities support the learning process in terms of oral skills, the cognitive process, and students' motivation and emulation. Finally, the weaknesses of this tool are identified. This study may show the potential value of this tool in foreign language acquisition. (Contains 17 references.) (Author/AEF)

This study evaluates the use of graphing calculators in the science classroom within the context of a collaborative action research approach. A class of diversified middle-class students (n=650) defined by teachers and administrators as "above average" were studied. Initially, information was gathered on current classroom management techniques as well as feelings regarding graphing calculators and classroom management. The equipment used included Texas Instruments TI-83 graphing calculators with hand-held computer-based laboratory interfaces (CBL), a computer lab with 15 Macintosh Power PCs, and the teacher's own computer. Results indicate that effective classroom management depends on early planning, revision, and final implementation of the course for action with considerable thought given to possible contingencies and their resolutions when using graphing calculators and computer based-labs in the science classroom. Graphing calculators also enabled students to complete higher level work with understanding, enjoy the use of technology in the science classroom, and increased students' independence and self-confidence in completing the lab. (Contains 15 references.) (CCM)

Users of content-based software programs, including hypertexts and instructional multimedia, rely on the navigation functions provided by the designers of those program. Typical navigation schemes use abstract symbols (arrows) to label basic navigational functions like moving forward or backward through screen displays. In a previous study, the use of concrete representations (screen miniatures) to indicate backward navigation functions was found to significantly reduce the number of errors users made in backward navigation. The current study tested this claim using a more diverse sample of 35 adult subjects representing different ethnicity, nationality, and educational background, and an electronic instrument instead of the original paper instrument. A HyperCard(TM) stack was developed in two versions--one with screen miniatures, and one with arrows to represent certain backward navigation functions--and used to test subjects' ability to choose the correct button for a particular backward navigation event. Subjects using the screen miniatures made significantly fewer errors than did subjects using arrows. (Contains 28 references.) (Author/MES)

This experimental study investigated internal (psychological characteristics) and external (World Wide Web site features) factors influencing learning and disorientation in Web navigation. The research design was a two-factors ANOVA (ANalysis Of VAriance) with mode of navigation (linear, nonlinear) and distracters (i.e., the presence of "seductive" links) as the two factors. Volunteer participants (n=75) were recruited from Internet listings that advertised the study, drawing from a diverse nationwide population. This paper reports findings of the following dependent measures as they relate to the two-factor research design: friendliness of the Web site, attribution of disorientation, overall level of disorientation, confidence in navigating the Web site passage, interest in Web site passage topic, accuracy at stating main point of the passage, and number of ideas recalled from content of passage. It was found that preference for sensation-seeking behavior and/or spatial-holistic ability did not influence the participants' perceptions of disorientation. Other results indicated that recalling examples from the text was facilitated when the site had no distracters, but an interaction indicated that participants' conception of the main point of the passage was negatively influenced if the site had no distracters when in the nonlinear navigation mode. (Author/MES)

Viikki is one of the four campuses of the University of Helsinki. The Viikki Virtual Infocenter will be located on the Viikki Campus in Helsinki. It will be a modern learning environment that offers library and information services, study rooms and learning facilities, computer and network services, and administrative campus services to students and researchers. A good guiding system and a clear user interface are essential for the effective use of all these services. Clients will need guidance in the navigation, both in the physical building and in the huge information cyberspace. The Viikki Virtual Infocenter will consist of two interlinked parts: the guiding system of the building and the user interface to the library's networked resources providing users with easy access to a range of systems and services. The Virtual Infocenter integrates electronic information services into a broader electronic learning environment and functions as a facilitator in an information landscape. The Viikki Virtual Infocenter will be available in Finnish, English, and Swedish. This paper describes the electronic guiding system and discusses the challenges and rewards in the development of the virtual learning environment. (AEF)

This paper describes an ongoing experiment at the Swiss Federal Institute of Technology in Lausanne regarding the use of World Wide Web-based document annotations for educational purposes. An annotation tool called Medium was built, merging database and Web technologies, to be used as a companion for classical university courses and collaborative learning experiments. Topics discussed include: (1) the concept of document annotations; (2) annotations versus news groups; (3) examples of other Web-based annotation tools; (4) project design constraints; (5) Medium's architecture; (6) the development process; (7) features and restrictions of Medium; (8) the user interface; (9) the evolution of Medium through three design phases; (10) extending Medium to add new functionalities; and (11) Medium as an education tool. Figures present the document refinement process, design phases, and cross-referencing documents. (Author/AEF)