Design and Development of Web-based Interactive Tutorials For College Chemistry

Few would argue that providing education for all is a viable and worthwhile goal. For years educators have struggled with decisions about how to give students the opportunity to reach their maximum potential. A possible way to equalize educational experiences is to facilitate interactions in a virtual community where identity is masked. In such an environment, the essence of each person’s thoughts can come through and stand on its own merit rather than be judged on the basis of who expressed the ideas. This can be achieved in a synchronous chat room when all people use gender-free, culture-free names. This form of communication has the potential to alleviate some of the problems caused by the struggles for power in the classroom. This presentation will provide an overview of a study that is currently being conducted at a large urban university in the southern United States. Using animation on the Web in teaching plant biology Chong Ho Yu, Arizona State University, USA; Ruvi Wijesuriya, Arizona State University, USA; Angel JannaschPennell, Arizona State University, USA; Samuel DiGangi, Arizona State University, USA; Leslie Towill, Arizona State University, USA This paper describes the design, development, and delivery processes of multimedia modules such as Macromedia Flash, Shockwave movies, and Quicktime movies. These modules were employed to teach a undergraduate plant biology class at a large southwest university. Each medium has different strengths and weaknesses and their proper use resulted from the collaboration among the content experts, instructional designers, and multimedia developers. Web-Based Learning and Instruction Support System (WBLISS) Steve Yuen, University of Southern Mississippi, USA; Patrivan Yuen, William Carey College, USA Web-Based Learning and Instruction Support System is our attempt to apply the performance support system concept to some of the problems of higher education. We wanted WBLISS to augment the initial instruction that the instructional technology students received in the classroom. We also wanted the system to be useful to both new and experienced students who need assistance with specific tasks and procedures while working on projects outside of class. This poster/ demonstration session will show our latest results and developments in WBLISS and demonstrate how our self-paced, Web-based, and interactive learning system can assist users in learning and provide just-in-time training, information, help, and advice to users in different training topics. Beyond Bookmarks: Enriching Web Information. A demonstration of the NESTOR Web Browser and Cartographer Romain Zeiliger, CNRS-GATE, France Web users rely on bookmarks to build personal information spaces consisting of focused subsets of information relevant to their work context. To overcome bookmarks drawbacks we have developed NESTOR a Web browser and cartographer