The development of potentially powerful computer-based tools within rich learning environments is hampered by the constraints of delivery systems (specifically low-resolution, low-real estate displays). In designing a World Wide Web-based tool for manipulating time-based information, the authors have encountered a lack of guidelines or empirical…

This paper describes how the authors use a mixture of World Wide Web (WWW)-based functionalities and new didactics to teach educational technology students at the University of Twente (Netherlands) about the design of WWW-based learning environments. Topics discussed include: (1) the content of courses about the design of educational WWW…

Discusses designers' need to design educational software for subversive use, recognizing that users fit the use of technology-based environments into contextually tuned "situated" learning environments. In this sense, good design is volatile design, or design which changes with contextual use. These ideas are illustrated with reference to a range…

There is a growing number of web-based and web-assisted course development tools and products that can be used to create on-line learning environment. The utility of these products, however, varies greatly depending on their feasibility, prerequisite infrastructure, technical features, interface, and course development and management tools. WebCT…

School classes can be conceptualized as bounded communities of practice made up of teachers and students working together to build knowledge. Teachers make design decisions about physical and virtual spaces supported by information and communications technologies, and about curriculum. Design influences how students go about their work, and their…

This paper describes the design of a Web-based learning environment for leadership facilitators in a United States military organization. The overall aim of this project was to design a prototype of an online learning environment that supports leadership facilitators' knowledge development in the content area of motivation. The learning…

The proliferation of online courses underscores the need to re-examine the foundations upon which courses are grounded. In particular, an emerging perspective in science education requires designers to account for scientific inquiry in student-centered science learning environments. With a focus on open-ended learning environments and grounded…

This paper presents an approach for developing flexible Hypermedia Learning Environments (HMLE) and applies this theoretical framework to the creation of a layered model of a hypermedia system, called HyperDisc, developed at the German Institute for Research on Distance Education. The first section introduces HMLE and suggests that existing…

The American Institute of Architects convened a 1997 conference to explore the issues specific to designing specialties in educational facilities caused by educational reform's emerging methodologies and teaching philosophies. This document discusses the presenter's views of these issues in the following areas: creating engaging learning…

This article focuses on the effectiveness of computer-based instruction (CBI) screen designs, including their benefits and limitations, as well as human constraints in designing effective CBI. The paper begins with an overview of what comprises an effective CBI screen design, including characteristics of human factors, how information must be…

This paper presents the methods and results of a year-long evaluation study, conducted for the purpose of determining disability accessibility barriers and potential solutions for those barriers found in four World Wide Web-based learning environments. The primary questions used to frame the evaluation study were: (1) Are there any features of the…

This paper presents a model for designing computer-based simulation environments within a constructivist framework for the K-12 school setting. The following primary criteria for the development of simulations are proposed: (1) the problem needs to be authentic; (2) the cognitive demand in learning should be authentic; (3) scaffolding supports a…

This paper presents interface guidelines from research at the University of Pittsburgh (Pennsylvania) School of Information Sciences in developing a collaborative, problem-based learning environment for the World Wide Web. The lessons learned are based on student use and evaluation of three interface prototypes over the course of 3 years and…

This paper presents a set of guidelines for the design of computer-supported distance multimedia that enables collaborative distance learning. The first section provides an overview of distance learning and discusses teacher and student roles in a collaborative distance learning environment. Conditions for effective collaborative learning are…

A difficult task in creating rich, exploratory interactive learning environments is building an environment that is truly engaging. Engagement can be defined as the nexus of intrinsic knowledge and/or interest and external stimuli that promote the initial interest in, and continued use of a computer-based learning environment. Complete and total…