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Emerging E-Learning Technologies:

Tools for Developing Innovative
Online Training

By Gary Woodill, Ed.D.

Director, Research and Analysis

Brandon Hall Research

690 W. Fremont Ave. Suite 15
Sunnyvale, CA 94087
Phone: (408) 736-2335
[Link]

© Brandon Hall Research

 Table of Contents
Our Statement of Independence_____________________________________________________ 5
Preface _________________________________________________________________________ 2
Part I: E-Learning Architectures and Frameworks ___________________________________________ 3
Part II: Emerging e-Learning Technologies ________________________________________________10
Affective Computing______________________________________________________________11
Animation Software ______________________________________________________________14
Agents_________________________________________________________________________15
Animation Software ______________________________________________________________20
Artificial Intelligence______________________________________________________________23
Assessment Tools _______________________________________________________________35
Audio and Podcasting Tools _______________________________________________________42
Authoring Tools _________________________________________________________________45
Avatars ________________________________________________________________________52
Blogs __________________________________________________________________________54
Browsers_______________________________________________________________________57
Classroom Response Systems _____________________________________________________59
Collaboration Tools ______________________________________________________________62
Communications Tools ___________________________________________________________74
Competency Tracking Software_____________________________________________________77
Content Management Systems_____________________________________________________80
Data Mining ____________________________________________________________________82
Decision Support Software ________________________________________________________85
Displays _______________________________________________________________________88
E-Portfolio Tools _________________________________________________________________90
Gaming Development Tools _______________________________________________________93
Gesture and Facial Recognition ____________________________________________________97
Graphics Tools ________________________________________________________________ 100
Haptics ______________________________________________________________________ 103
Interface Devices ______________________________________________________________ 106
Learning Management Systems __________________________________________________ 109
Learning Objects and Repositories ________________________________________________ 114
Location Based Technologies ____________________________________________________ 119
Mashups, SOAP and Web Services________________________________________________ 122
Metadata, Ontologies and Taxonomies ____________________________________________ 124
Mobile Devices________________________________________________________________ 127

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 Natural Language Processing ____________________________________________________ 131
Peer to Peer Technologies_______________________________________________________ 134
Personal Learning Environments _________________________________________________ 137
Personalization Software________________________________________________________ 139
Portals_______________________________________________________________________ 145
Presentation Tools _____________________________________________________________ 148
Rapid e-Learning Tools _________________________________________________________ 152
Robotics _____________________________________________________________________ 155
Search Engines _______________________________________________________________ 158
Semantic Web ________________________________________________________________ 165
Simulation Tools_______________________________________________________________ 169
Smart Labels and Tags _________________________________________________________ 174
Social Bookmarking ____________________________________________________________ 176
Social Networking _____________________________________________________________ 180
Telepresence Technologies______________________________________________________ 186
Video and IPTV ________________________________________________________________ 189
Virtual Reality _________________________________________________________________ 193
Visualization Technologies ______________________________________________________ 196
VoIP and Telephony ____________________________________________________________ 203
Wearable Computing ___________________________________________________________ 205
Web Feeds ___________________________________________________________________ 207
Wiki Tools ____________________________________________________________________ 211
Part III: Innovation in E-Learning – Where We Are Heading_________________________________ 214
Part IV: List of Companies and Organizations____________________________________________ 218
Index ____________________________________________________________________________ 259

© Brandon Hall Research

Our Statement of Independence
Brandon Hall Research Is Independent, Unbiased, and Objective

> Brandon Hall Research reports and online services are independently written and edited.
> Brandon Hall Research makes money from publications and online services only by selling
research reports and services to the public. Vendors and featured organizations do not pay to be
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Do not reproduce
 were very supportive team mates who
Preface allowed me to be more productive. Thanks
also to Chad Nolan for checking all the
In a 2000 report on e-learning, Trace Urdan hyperlinks and addresses throughout the
and Cornelia Weggan divided the “corporate report and to Chris Downs for copy-editing
e-learning universe” into the sectors of the manuscript.
content, technology, and services. I use this
tri-part division of the e-learning field to None of this would have been possible if my
structure a series of three inter-related wife, Karen Anderson, had not encouraged
reports for Brandon Hall Research. me to get into the e-learning field way back
in 1992, and had not accompanied me on
The first report, entitled Emerging E- this journey with input, editing, and support
Learning: New Approaches to Delivering at all points of my career. Thanks, Karen.
Engaging Online Learning Content was
published as an e-book in December 2005.
In it I identified 50 new content formats for
e-learning that are now emerging to replace
the “page-turner” models of online
pedagogy so prevalent in the first few years
of online learning.
This report, the second in the series,
focuses on emerging innovative
technologies for e-learning. In it you will find
descriptions of 52 technologies that will
have a major impact on e-learning over the
next five years. I have provided links to
online learning examples, lists of online
resources, and a bibliography for each of
the technologies. A list of companies and
organizations that are developing and using
these technologies is provided at the end of
the report, along with an index.
A third report, which focuses on the
extensive variety of emerging services that
support e-learning, will be available in early
2007.
This series of three inter-related reports
started with Brandon Hall and Richard
Nantel perceiving that the field of e-learning
is currently undergoing significant change.
They asked me to research and report on
these trends and changes, and I thank them
for their support and encouragement.
My colleagues at Operitel Corporation,
where I served as Chief Learning Officer
until recently, have supported this research
from the beginning. A special thanks to
Michael Skinner, Operitel’s CEO, and the
rest of the Operitel management team –
David Fell, Carlos Oliveira, and Jason
Stimers – for making my work environment
such a positive place to produce this kind of
research. Pamela Fragomeli, Lise Bye, Grant
Hamilton, Amy Davey, Pierre Cahorn,
Jennifer McDowell, and Dan Medakovic

2 © Brandon Hall Research

 much wider distribution of knowledge, from
Part I: E-Learning a few literate clergy to a much wider group
of educated readers. The introduction of
Architectures and textbooks as a technology for teaching was
the result of mass education movements in
Frameworks the late 19th century, coupled with faster
printing and binding methods.

A Brief History of Learning Classrooms themselves can be seen as a

form of technology. Schools did not always
Technologies have classrooms that were organized as we
Just what are learning technologies? We know them today. The modern classroom,
tend to think of them as the latest wave of with rows, the raising of hands, class
computer-based technologies that present periods, detentions, and recess, was first
educational materials and online introduced in Prussia (Germany) in the
assessments to learners sitting in front of a 1770s. With these reforms, the classroom
computer. But learning technologies have a became industrialized, similar to the
much longer history. Humans developed organization of the burgeoning factories of
technologies for learning well before the that time. Learning became standardized
advent of writing over 5000 years ago. and linear, with a principal aim of controlling
the learner and the pace of his or her
Technologies are any technique, material, or learning.
device that extends human abilities.
Examples from early humans include tools A full history of learning technologies is
for hunting and fishing, fire for warmth and beyond the scope of this research report.
cooking, marks and other techniques for But I mention it in the context of arguing
signaling direction, and language for that the first versions of e-learning
communication. consisted of putting industrialized, linear
teaching techniques online. Industrial-ized
Educational or learning technologies are schooling is about the teacher presenting
anything that extends our ability to teach materials to the learner who must take
and learn. They are, to quote Donald them and prove that he or she has learned
Norman (1993), “things that make us through the successful passing of
smart.” Some of the earliest learning examinations.
technologies include marks on a path to
indicate directions or danger, oral There are, in fact, many different ways to
techniques that are passed on from learn. Perhaps the first way we learn is by
generation to generation in cultures where imitation. Learning by imitation doesn't
speaking is the primary means of require teaching technologies - just the
transmitting knowledge, early cave drawings ability to follow an example. The second way
that told stories of hunting and warfare, and we learn from an early age is by listening to
clay tablets onto which symbols were stories and repeating them to others.
pressed as the earliest forms of writing. Stories are ways of “depositing” our
thoughts and memories outside of our
We tend to forget, for example, that physical bodies into the larger community. A
lecturing, still used in many institutions of third way to learn is by seeing. Given that 50
higher education, is a 2000 year old percent of our brainpower is devoted to
“technology.” The word comes from the vision, visualization with pictures and
Latin lectura, or “reader.” Starting in the graphics is a powerful tool.
first century AD, various Christian orders
copied manuscripts by hand, making The technologies of writing and reading
multiple copies by having a reader dictate extend our abilities by allowing thoughts to
from a manuscript while others copied it be expressed and received in words, even if
word for word. Medieval universities the originator of the words is not present.
followed the same practice, as books were Writing and reading were first developed in
scarce. Mesopotamia (now Iraq) about 6000 years
ago. This new technology was first used by
The invention of the printing press by accountants to track crops and inventories.
Johannes Gutenberg in 1440 allowed a Schools were started to teach accounting.

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 Students in these schools learned by > High speed computation
reading, memorizing, and reciting.
> Interactivity – especially for games and
Sadly, most of the early examples of online simulations
teaching still follow this 6000-year-old
> Networking with global reach, allowing
model. E-learning for many developers has
worldwide collaboration
been to simply place materials to read and
look at on the screen, followed by > Digital representations/transformations
regurgitating this material through online
multiple choice tests. This “tell-test” > Algorithms – repeatable procedures
approach uses little of the possibilities of > Storage and retrieval – extending our
computer-based learning. memories
E-learning is the latest technology in a long > Individualization/customization/
line of extensions of our ability to teach and flexibility resulting in personalized
learn. Like all new technologies, it has been content
introduced with extravagant claims (“hype”)
of efficacy and efficiency. At the same time, > Constant availability - 24/7
all new technologies have detractors who > Simulation of complex processes
worry that the new technologies will have a
significant negative impact on current To realize these advantages, we need to
practices. Eventually, all new technologies break from the page metaphor that has
become integrated with previous teaching dominated the first decade of Web
and learning tools, changing the practice of development (Alexander, 2006). The Web is
teaching. about producing and distributing a variety of
content formats. Rather than pages, we are
When a new technology is introduced, there beginning to speak about posts or streams
is a tendency to understand it in terms of of content, sometimes gathered from
what is already familiar. Examples include multiple sources, and then integrated into a
the horseless carriage (cars), moving unique online mix of information,
pictures (films), and talking machines sometimes referred to as a mashup (Woodill
(phonographs or record players). Today's and Oliveira, 2006).
wireless networks will likely evolve into
something without reference to wires. This is different from reading a printed book
or presentations on a screen; mashups can
When a new technology first comes into only be done using computer technology.
use, it is common for people misunderstand
its real impact. For example, in 1876 Computers can be programmed and
someone at Western Union, the main organized in many different ways. However,
telegraph company in the world at the time, for one application or data set to work with
stated that “this telephone has too many other applications or data sets, it needs to
shortcomings to be seriously considered as adhere to architectures, frameworks, and
a means of communication.” Similarly, standards. Architectures refer to the overall
Thomas Watson, chairman of IBM, stated in technical design of a computer system.
1943 that he could envision “a world Frameworks are overall design frameworks
market for maybe five computers.” In 1970, for implementing e-learning within a specific
the early days of computer networking, architecture. Standards or protocols refer to
AT&T was given what would become the the design of systems so that they can
Internet. The company returned it to the US communicate with each other.
Department of Defense after a six-month It is beyond the scope of this research
trial saying that it could find “no commercial report to explain the details of computer
use for computer networking.” architectures, as this is a non-technical
The new computer-based learning guide. But e-learning professionals need to
technologies will have their greatest impact be aware that the architecture of a system
when we start to realize their unique can limit or expand the possibilities of what
advantages. Some of these advantages can be done. An emerging architecture that
include the following: is particularly relevant to emerging e-

4 © Brandon Hall Research

learning technologies is Service Oriented > Creates a self-healing infrastructure
Architecture (SOA). that reduces management costs
> Provides truly real-time, decision-
Service Oriented Architectures making applications
Chatarji (2004) suggests that service > Enables the compilation of a unified
oriented architectures offer the following taxonomy of information across an
advantages over traditional approaches to enterprise and its customer and
distributed computing: partners
> They offer business services across > Ability to more quickly meet customer
platforms. demands
> They provide location independence. > Lower costs associated with acquiring
> Services need not be conducted at a and maintaining technology
particular system or particular network. > Managing business functionality closer
> Links are based on loose couplings to the business units
rather than tight a integration of > Leverages existing investments in
programs. technology
> There is authentication and > Reduces reliance on expensive custom
authorization support at every level. development
> The search and connectivity to other The ultimate vision for service oriented
services is dynamic. architecture is to construct e-learning
Short-term benefits of implementing SOA resources in a grid, with access to an
include the following: enormous variety of learning materials and
programs. Grid technologies define a new
> Enhanced reliability computing paradigm by making an analogy
> Reduced hardware acquisition costs to the electric power grid. With applications
and content becoming both distributed and
> Existing development skills leveraged interoperable, a learner should be able to
“plug in” to the grid and remotely start any
> Accelerated movement to standards
application and/or receive access to any
> Provides a data bridge between content on the grid. (For a longer description
incompatible technologies of grid architecture in e-learning, see the
call for papers in Learning Grid, Number 3,
Long-term benefits of implementing SOA
January, 2005. Find it at:
include the following:
[Link]
> Provides the ability to build composite
php).
applications
For example, the Access Grid is an
> Creates a self-healing infrastructure
ensemble of e-learning resources including
that reduces management costs
multimedia large-format displays,
> Provides truly real-time decision-making presentation and interactive environments,
applications and interfaces to grid middleware and
visualization environments (See:
> Enables the compilation of a unified [Link]
taxonomy of information across an
enterprise and its customer and
partners E-Learning Frameworks and
Benefits from a business value perspective
Standards
include the following: Several efforts have been started to
establish a formal framework for producing
> Provides the ability to build composite
e-learning. In particular, the IMS Global
applications
Consortium ([Link] has
a number of published documents that,

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 taken together, could form the basis of a From Push to Pull in E-Learning
formal e-learning framework. In Europe, the
E-Learning Framework (ELF) For those of us who have been in the
([Link] is an business of teaching for a long time (I
international effort to establish a service- started in 1971), perhaps the hardest shift
orientated approach to developing and is to think of teaching as providing
integrating computer systems in the sphere educational resources rather than just
of learning, research, and education instruction. The world is moving away from
administration. the model of a teacher as a container of
valuable information to be disseminated to
Freisen and McGreal (2002) distinguish learners. Instead, the new model of
between e-learning standards and teaching involves facilitation. Teachers
specifications. Standards are formally facilitate learners to find what they need to
accepted definitions while specifications are construct their own answers to problems
less evolved and contain descriptions that and issues in life. This is especially true for
often change over time. Major specifications adult education.
for e-learning, according to both Freisen and
McGreal (2002) and Neuman and Geys This theme is found in two recent
(2004), include the following: publications on the shift in e-learning from
“push” to “pull.” In late 2005, John Hagel
Dublin Core – The most broadly based and John Seely Brown placed a working
metadata specification. paper on the Web entitled From Push to Pull
[Link] -- Emerging Models for Mobilizing
IMS – Serves as a catalyst for developing Resources. They noted that “…in education,
instructional software. we design standard curricula to expose
[Link] students to codified information in a pre-
determined sequence of experiences. In
ARIADNE – This group has created a business, we build highly automated plants
European repository for pedagogical or service platforms supported by
documents called the Knowledge Pool standardized processes seeking to deliver
System. resources to the right place at pre-
[Link] determined times.” The problem with
ADL SCORM – Specifies the behavior and standardized procedures in education and
aggregation of modular, interactive learning training is that they do not work well in
components, and makes extensive use of times of rapid change and uncertainty.
XML. Rather, what is needed to succeed is “the
ability to mobilize appropriate resources
[Link] when the need arises.”
IEEE LOM – For metadata describing David Bollier’s 2005 report for the Aspen
learning objects (LOs), enabling the search Institute, When Push Comes to Pull: The
for content. New Economy and Culture of Networking
[Link] Technology, reinforces this theme. Bollier
says, “[a] pull economy - the kind of
AICC – An older specification from the economy that appears to be materializing in
Aviation Industry CBT Committee (AICC) for online environments - is based on open,
run-time communication between content flexible production platforms that use
and learning environments. networking technologies to orchestrate a
[Link] broad range of resources.”

The above Web sites show how the e- The trend in e-learning is also to move from
learning industry is moving to develop a set push to pull in terms of instructional design
of common viewpoints that will result in a of content. Instead of just providing courses,
greater interoperability within the industry. access to a wide range of documents and
At the same time, relentless change and other online resources needs to be
new innovative technologies make this task facilitated, along with teaching appropriate
difficult. search and evaluation strategies. While
packaged courses still have a place, the

6 © Brandon Hall Research

ability to find both human and information Bibliography
resources at a moment’s notice to resolve
an issue has now become a competitive Abbas, Z., Umer, M., Odeh, M., McClatchey,
advantage. R. Ali, A., Ahmad, F. (2005). A Semantic
Grid-based E-Learning Framework (SELF).
Moreover, the content that arrives after Paper presented at the 5th IEEE
making a request is becoming more International Symposium on Cluster
personalized (Werkhoven, 2004). We are Computing and the Grid, Cardiff, Wales, UK.
now in the era of providing for “the long [Link]
tail,” the infrequent requests and desires of
many individuals. As Anderson (2004, Alexander, Bryan (2006). Web 2.0: a new
2006) has argued, servicing such a large wave of innovation for teaching and
variety of requests is only possible in the learning? EDUCAUSE Review, 41(2),
online environment. March/April 2006.
[Link]
The degree and experience of collaborating [Link]?bhcp=1
and sharing information has also changed
with online learning. For example, I recently Amoretti, M., Bertolazzi, R., Reggiani, M.,
was working on my computer in a hotel in Zanichelli, F. and Conte, G. (2005).
Berlin while simultaneously chatting online Service-oriented Grids for Dynamic E-
with one colleague in Canada and another Learning Environments. Paper presented at
in China. Computing is becoming pervasive Communities and Technologies 2005,
and ubiquitous as we move into a world of Milan, Italy, June 2005.
wireless hotspots, ambient networks, [Link]
mobile devices, and wearable computers. 05/Final/amoretti_ubilearn.pdf
Thus, the world of learning can now revolve
around the individual learner and not the Anderson, Chris (2004). The Long Tail.
instructor. User-created content, often Wired Magazine, 12(10), October.
placed in repositories as open source [Link]
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commonplace. Instead of a central Anderson, Chris (2006). The Long Tail: why
administrative office keeping information the future of business is selling less of
banks on many learners, those learners are more. New York: Hyperion.
now keeping their own records, often in the [Link]
form of e-portfolios (Roberts et al., 2005). 302378/104-7132080-
All this is to say that e-learning is based on a 0775136?v=glance&n=283155
set of emerging technologies. Five years Bailetti, T., Weiss, M. and McGinnis (2004).
ago, perhaps a dozen technologies could be A Service-Oriented Architecture for Creating
identified as producing and supporting e- Customized Learning Environments. Paper
learning materials and experiences. This presented at workshop for the Semantic
report identifies 52 distinct technologies Web Interest Group, Nov. 19, 2004,
that are being used today in online learning. Montreal.
Each technology and its relevance to [Link]
learning is described. Strengths and s/swig/swig04papers/bailetti-weiss-
weaknesses of each technology are then [Link]
presented, along with selected examples,
online resources, and a bibliography. Bogonikolos, N., Chrysostalis, M.,
Because this research report is meant as a Giotopoulos, K., Likothanassis, S., and Votis,
reference work, the reader can approach K. (2002). Adaptive E-Learning GRID
any topic in any order. Platform. Paper presented to the
International Workshop on Educational
In the last chapter, I discuss the meaning of Models for GRID Based Services, Lausanne,
these emerging technologies in e-learning Switzerland, Sept. 16, 2002.
based on both knowledge lifecycles and [Link]
technology innovation cycles. From this, I ege/session1/[Link]
have tried to project what we can expect
over the next five years. I hope you will find Bollier, David (2005). When Push comes to
it useful. Pull: the new economy and culture of

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 networking technology. A Report of the Hagel, J. and Brown, J.S. (2005). From Push
Fourteenth Annual Aspen Institute to Pull-Emerging Models for Mobilizing
Resources. Working paper.
Roundtable on Information Technology.
[Link]
[Link]
pdf
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387&ProductID=283015 He, Hao (2003). What is service-oriented
architecture? O’Reilly Webservices
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Madison, WI, USA, Aug. 6-8, 2001, 13-16. International Workshop on Educational
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Exploratory Learning in Digital Age in a Service-Oriented World.
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Chatarji, Jagadish (2004). Introduction to
Knorr, E., Erlanger, L. and Borck, J. (2005).
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8 © Brandon Hall Research

Neumann, F. and Geys, R. (2004). SCORM Environments in Virtual Communities. In W.
and the Learning Grid. Paper presented at Zhou et al. (Eds.): Proceedings, ICWL 2003,
the 4th International LeGE-WG Workshop: Berlin: Springer-Verlag, pp. 193–205.
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 Part II: Emerging e-
Learning
Technologies
What follows are individual reviews of 52 e-
learning technologies. Included are related
terms, a brief description of the technology
and the issues surrounding it, selected e-
learning related examples, online resources
to learn more about each technology, and a
bibliography for each section.
There are over 2000 hyperlinks in this
section of the report, allowing the reader to
investigate each topic to a much greater
depth.

10 © Brandon Hall Research

 mainstream, computers will be far more
Affective Computing invisible and natural in their interactions
with humans.” Projected benefits include
Related terms the following:
> Making people more comfortable with
Artificial intelligence, emotional design,
their computers
emotions, facial recognition, gestures,
keystroke patterns, posture, privacy, > Detecting whether a person is under
security, speech patterns stress, confused, or sad, then trying to
change the user's emotional state
Description > Improving the safety of public spaces by
Affective computing allows computers to detecting a person's malicious intent
interpret, understand, and react to human before he or she commits a crime
emotions. Given that 80 percent to 90 > Learning about the state of employees’
percent of human-to-human commun- emotions in order to increase
ication is nonverbal, it is not surprising that productivity
researchers are working on software that
can recognize the nonverbal cues that > Assessing the reaction of consumers to
indicate specific human emotional states. product offerings
Without the ability to understand emotions, > Learning about the state of employees’
computers will never be-come human-like or emotions in order to increase
appear “natural.” productivity
Affective computing employs cameras and > Assessing the reaction of consumers to
body sensors to discover clues about what a product offerings
user is feeling. Specific algorithms interpret
these clues and instruct the computer to Major difficulties with using computers for
take appro-priate actions. Affective the above “benefits” are concerns with
computing can detect whether a learner is privacy, accuracy, and legality.
having a problem with a subject and adjust
accordingly by offering tutoring or less Selected Examples
difficult learning materials.
Rosalind Picard, author of the 1997
For example, in Italy, the MYSELF project is groundbreaking book, Affective Computing,
trying to “integrate affective computing into heads the MIT lab on affective computing.
virtual tutors to enhance distance learning The lab’s Web site has many resources to
and training applications. check out at:
Affective computing is aimed at giving [Link]
computers skills of emotional intelligence, The MYSELF project coordinates a number
including the ability to recognize and of researchers in several European
express emotions, and to respond to them countries who are working on affective
effectively.” (Anolli, et al., 2005). In online computing.
therapy, too, affective computing can give [Link]
the therapist more information on a client’s
emotional state. Ditto the Donkey software rates the
niceness or nastiness of messages and
Using emotionally realistic characters in an responds “emotionally.”
online simulation can make e-learning more [Link]
effective (Maldonado et al., 2005). Making
computers more responsive to a learner’s Online Resources
emotions should also enhance learning.
The Cognition and Affect Project at the
SRI Consulting ([Link]
University of Birmingham, UK, maintains a
[Link]/Explorer/[Link]) contends
list of papers and doctoral dissertations on
that “affective computing is an important
the topic of affective computing.
development in computing, because as
[Link]
pervasive or ubiquitous computing becomes
/[Link]

Do not reproduce 11
 The Emotion Home Page is a listing of Interfaces, CHI 2005 conference, Portland,
various research studies on emotion, Oregon, April 2-7, 2005.
including studies of emotions in computers. [Link]
[Link] e_interfaces/[Link]
html
Chateau, N. and Merisol, M. (2005).
The first international conference on AMUSE: a tool for evaluating affective
Affective Computing and Intelligent interfaces. Paper presented at the
Interaction was held in Beijing, China, workshop on Evaluating Affective Interfaces,
October 22-24, 2005. It is instructive to CHI 2005 conference, Portland, Oregon,
read the list of papers presented and to see April 2-7, 2005.
the advances that have been made in this [Link]
field. Contents of the proceedings of ACII e_interfaces/[Link]
2005 are at:
Diamond, David (2003). The Love Machine:
[Link]
building computers that care. Wired
[Link]/~ley/db/conf/acii/[Link]
Magazine, Issue 11/12, December.
In Germany, Dr. Christoph Bartneck [Link]
maintains an Affective Computing Portal, 2/[Link]
listing many links to interesting resources.
Fallman, D. and Waterworth, J. (2005).
[Link]
Dealing with User Experience and Affective
[Link]
Evaluation in HCI Design: A Repertory Grid
The Geneva Emotion Research Group at the Approach. Paper presented at the workshop
University of Geneva maintains a Web site on Evaluating Affective Interfaces, CHI 2005
on this topic, with many resources. conference, Portland, Oregon, April 2-7.
[Link] [Link]
e_interfaces/[Link]
The Humaine Project has a portal with
reports, bibliographies, and demonstrations Goren-Bar, D., Graziola, I., Pianesi, F.,
on affective computing in Europe. Rocchi, C., Stock, O. and Zancanaro, Z.
[Link] (2005). I Like It - Affective Control of
Information Flow in a Personalized Mobile
The Proceedings of the Symposium on
Museum Guide. Paper presented at the
Agents that Want and Like: Motivational and
workshop on Evaluating Affective Interfaces,
Emotional Roots of Cognition and Action,
CHI 2005 conference, Portland, Oregon,
University of Hertfordshire, Hatfield, UK,
April 2-7, 2005.
April 12-15, 2005, are available online:
[Link]
[Link]
e_interfaces/[Link]
dings/aisb05/2_Agents_Final.pdf
Hook, K., Isbister, K., and Laaksolahti, J.
Bibliography (2005). Sensual Evaluation Instrument.
Paper for Evaluating Affective Interfaces,
Anolli, L., Mantovani, F., Balestra, M., Agliati, CHI 2005, Portland, Oregon, April 2-7.
A., Realdon, O., Zurloni, V., Nortillaro, M. [Link]
Vescovo, A. and Confalonieri (2005). The e_interfaces/[Link]
Potential of Affective Computing in E-
Learning: MYSELF project experience. Paper Kaye, Joseph (2005). Intimate Objects: a
presented to the Workshop on eLearning site for affective evaluation. Paper for
and Human-Computer Interaction: Exploring Evaluating Affective Interfaces, CHI 2005,
Design Synergies for more Effective Portland, Oregon, April 2-7.
Learning Experiences, September 13, 2005 [Link]
[Link] e_interfaces/[Link]

Cahour, B., Salembier, P., Brassac, C., Maldonado, H., Lee, J., Brave, S., Nass, C.,
Bouraoui, J., Pachoud, B., Vermersch, P., Nakajima, H., Yamada, R., Iwamura, K. and
and Zouinar, M. (2005). Methodologies for Morishima, Y. (2005). We Learn Better
Evaluating the Affective Experience of a Together: Enhancing eLearning with
Mediated Interaction. Paper presented at Emotional Characters. In Computer
the workshop on Evaluating Affective Supported Collaborative Learning 2005:

12 © Brandon Hall Research

Next 10 Years! Mahwah, NJ. L. Erlbaum. Steele, M. and Steele, J. (2002). Applying
[Link] affective computing techniques to the field
[Link] of special education. Journal of Research on
Technology in Education, 35(2), Dec. 22,
Mandryk, Regan (2005). Evaluating
2002.
Affective Computing Environments Using
[Link]
Physiological Measures. Paper presented at
nu/Publications/JRTE/Issues/Volume_351/
the workshop on Evaluating Affective
Number_2_Winter_2002_20031/Applying_
Interfaces, CHI 2005 conference, Portland,
Affective_Computing_Techniques_to_the_Fi
Oregon, April 2-7, 2005.
eld_of_Special_Education.htm
[Link]
e_interfaces/[Link] Tao, J., Tan, T. and Picard, R. (2005).
Affective Computing and Intelligent
Masum, S. and Ishizuka, M. (2005). An
Interaction: Proceedings of the First
affective role model of software agent for
International Conference, ACII 2005,
effective agent-based e-learning by
Beijing, China, October 22-24. Berlin:
interplaying between emotions and learning.
Springer.
Paper for WEBIST 2005, Miami, May 26,
[Link]
2005.
296212/sr=8-
[Link]
2/qid=1155436264/ref=sr_1_2/104-
[Link]/papers/mostafa/WEBIST2005_
1348092-4859103?ie=UTF8
Mostafa_Japan_Final.pdf
Wiberg, Charlotte (2005). Affective
Mentis, Helena (2005). Insight into Strong
Computing vs. Usability?: insights of using
Emotional Experiences through Memory.
traditional usability evaluation methods.
Paper for Evaluating Affective Interfaces,
Paper presented at the workshop on
CHI 2005, Portland, Oregon, April 2-7,
Evaluating Affective Interfaces, CHI 2005
2005.
conference, Portland, Oregon, April 2-7,
[Link]
2005.
e_interfaces/[Link]
[Link]
Norman, Donald A. (2004). Emotional e_interfaces/[Link]
Design: Why We Love (or Hate) Everyday
Wright, Ian (1997). Emotional Agents.
Things. New York: Basic.
Doctoral Dissertation, University of
[Link]
Birmingham.
[Link]/topics/human-computer-
[Link]
interaction/usability/2004-norman-
/[Link]
emotional-design/
Picard, Rosalind (1997). Affective
Computing. Cambridge, MA: MIT.
[Link]
661152/sr=8-
1/qid=1152930312/ref=sr_1_1/104-
9851151-1919955?ie=UTF8
Picard, R. and Daily, S. (2005). Evaluating
affective interactions: Alternatives to asking
what users feel. Paper for Evaluating
Affective Interfaces, CHI 2005, Portland,
OR.
[Link]
e_interfaces/[Link]
Ruebenstrunk, Gerd (1998). Emotional
Computers: Computer models of emotions
and their meaning for emotion-psychological
research. E-book
[Link]
[Link]

Do not reproduce 13
 Animation Software

14 © Brandon Hall Research

 program (for example, see the paper by Far
Agents et al., 1999). Sometimes multiple agents
can work together. Luengo (1999) describes
Related terms: students interacting with three agents while
constructing a mathematical proof.
Artificial intelligence, autonomous agents,
Dick Stenmark, of the University of Goteberg
avatars, intelligent agents
in Sweden, has classified intelligent agents
as follows:
Description
> Interface agents
Agents are intelligent software programs
that can act on behalf of an individual or a > System agents
group. Agent-generated content can be > Advisory agents
utilized in several different ways. First,
software agents can retrieve content on the > Filtering agents
Internet for an individual user. Second, > Retrieval agents
software agents can “watch” for new items
of interest to a learner and send an alert > Navigation agents
when one appears. Third, personal agents > Monitoring agents
can negotiate with other agents to produce
a personalized learning environment. > Recommender agents
Fourth, animated agents can be used to > Profiling agents
speak and present learning materials in an
online application. These “pedagogical [Link]
agents” serve as the role of teacher by [Link])
presenting the materials to learners online.
Most online agents in e-learning play the
Software agents act on behalf of users to role of teacher or tutor. However, a
accomplish their goals. Being goal Learning-by-Teaching approach can also be
orientated is a key character of agents (Yan, effective (Leelawong, 2005; Katzlberger,
2004). Agents are autonomous and can act 2005). Viswanath, et al. (2004) report that
independently within the limits their teaching a computer agent can be effective
programming. An intelligent agent is a in terms of learning. A software simulation
computer system capable of flexible for Grade 5 students called Betty’s Brain
autonomous action in some environment “learned” by students teaching her about
(Wooldridge, 1999). In this context, flexible concept maps. She made mistakes, and the
means reactive (responds to its students had to continue to teach her. A
environment), proactive (goal directed), and second agent in the simulation, Mentor, told
social (able to communicate and interact the students when Betty was wrong and
with other agents). Other possible qualities how they could teach her properly. A
of online agents include mobility, veracity, student agent and an environment agent
benevolence, rationality, and, allowed interactivity and change within the
learning/adaptation. environment.
Wright (1997) has even suggested that Agents can be used to model social systems
virtual agents can have emotions, and many (Guessoum, 2004) and are, therefore,
of them can actually learn. For example, useful in educational simulations. Multiple
Ueno (2005) describes an agent that adaptive agents act as a “complex adaptive
learned from the log data of a Web site. system” to reproduce social dynamics with
Learning by computers is sometimes called feedback loops and uncertain outcomes. In
machine learning, which is a sub-field of such situations, agents need to cooperate
artificial intelligence. Intelligent computer with each other to solve collective problems.
aided instruction or tutoring programs often
Sahin (2000) says that “self-organization of
use agent technology.
…intelligent agents is accomplished
An agent can act as a personal assistant for because each agent models other agents by
a teacher and as a personal assistant for a observing their behavior. Agents have
student, and both may be found in the same beliefs, not only about environments, but

Do not reproduce 15
 also about other agents. Therefore, an 2. Skills Manager Agent
agent takes its decisions according to the
3. Student Assistant Agent
model of the environment and the model of
the other agents. Even though each agent 4. Learning Paths Agent
acts independently, they take the other
agents' behaviors into account to make a 5. Content Agent
decision. This permits the agents to 6. Chief Content Officer (CCO)
organize themselves for a common task” Assistant Agent
(Sahin, 2000). Stone (1998) reports on
another study where multiple agents were 7. User Profile Agent.
organized in teams, acting against other For details see:
teams of agents. [Link]/pdf/02/papers/
One issue for further study involves how malceb/[Link]
close to a human being a software agent Animated characters from Extempo Systems
needs to be to comfortably interact with can be used in online teaching and
people. Massaro et al. (1998) developed a coaching. They are available as adaptive
conversational agent, Baldi, which could coaches, expert role-players, and expert
show realistic facial expressions to convey guides.
emotions on a computer screen. The agent [Link]
was successful in language tutoring with
children with hearing loss. Baylor and Kim The simulations from Redwood e-Learning
(2003) applied the same thinking to the Systems make extensive use of pedagogical
interaction effects between student agents.
ethnicity and agent ethnicity. Their study [Link]
revealed that students working with agents CodeBaby Corp. has a virtual studio for
of the same ethnicity perceived the agents programming actions and gestures of a
to be significantly more engaging and variety of online characters.
affable. [Link]
Baylor and Ebbers (2003) examined the
question of whether it is more effective to Online Resources
have one pedagogical agent with combined
expertise and motiva-tional support or two For an online primer on pedagogical agents,
separate agents – one with expertise and go to:
one with motivational support. They found [Link]
that having two separate pedagogical ts/
agents representing the two roles had a Professor Michael Wooldridge of the
significantly more positive impact on both University of Liverpool has written over 200
learning and the perceived value of the articles and 13 books on the behaviors of
agents. software agents and on multi-agent
systems.
Selected Examples [Link]

Nel is an agent based tutoring system that Professor Wooldridge also maintains a large
teaches introductory physics. See the article bibliography on agents,
by Williams et al. (2004): [Link]
[Link] [Link]
n=[Link]&paper_id=11101 For a set of papers on pedagogical agent
A research group in Italy has used XML and research by Dr. Amy Baylor and her
the Java Agent Development Framework to colleagues, go to:
develop a prototype e-learning system using [Link]
multiple agents. MASEL (Multi-Agent System Research on animated agents with
for E-Learning), uses seven different types programmed “social skills” is being carried
of agents: out at the Center for Advanced Research for
1. Chief Learning Officer (CLO) Technology in Education (CARTE) at the
Assistant Agent

16 © Brandon Hall Research

University of Southern California. Garro, A. and Palopoli, L. (2002). An XML
[Link] Multi-Agent System for e-Learning and Skill
Management. Paper presented,
Bibliography International Symposium on Multi-Agent
Systems, Large Complex Systems, and E-
Baylor, A., & Ebbers, S. (2003). The Businesses (MALCEB'2002), Erfurt,
Pedagogical Agent Split-Persona Effect: Germany.
When Two Agents are Better than One. In [Link]
Proceedings of World Conference on apers/malceb/[Link]
Educational Multimedia, Hypermedia, and
Telecommunications 2003, 459-462. Guessoum, Zahia (2004). Adaptive agents
[Link] and multi-agent systems. IEEE Distributed
n=[Link]&paper_id=11122 Systems Online, 5(7), July.
[Link]
Baylor, A., & Kim, Y. (2003). The Role of 004/07/[Link]
Gender and Ethnicity in Pedagogical Agent
Perception. In Proceedings, E-Learning Jafari, Ali (2002). Conceptualizing Intelligent
2003, 1503-1506. Agents for Teaching and Learning.
[Link] Educause Quarterly, No. 3.
n=[Link]&paper_id=12158 [Link]
[Link]
Cao, L., & Bengu, G. (2000). Developing
Web-based Tutoring Agents Using CORBA. In Kao, G., Sun, C., & Lin, S. (2005). A
Proceedings of WEBNET 2000 Conference, Heterogeneous Agent Model for Distributed
75-80. Constructionism. In Richards, G. (Ed.),
[Link] Proceedings, e-Learning 2005, 1353-1356.
n=[Link]&paper_id=6341 [Link]
action=[Link]&paper_id=213
Choy, S., Ng, S. and Tsang, Y. (2005). 82
Software Agents to Assist in Distance
Learning Environments. Educause Quarterly, Katzlberger, Thomas (2005). Learning by
28(2), 2005. Teaching Agents. Doctoral Dissertation,
[Link] Vanderbilt University, Nashville, Tennessee.
[Link] [Link]/papers/ThomasK
[Link]
Clarebout, G., Elan, J., Johnson, W. and
Shaw, E. (2002). Animated Pedagogical Kim, Y. (2003). Things that Make Agent as
Agents: An Opportunity to be Grasped? Learning Companion Effective. In
Journal of Educational Multimedia and Proceedings, E-Learning 2003, 1659-1666.
Hypermedia, 11(3), 267-286 [Link]
[Link] n=[Link]&paper_id=12193
n=[Link]&paper_id=9270 Kutay, C. and Ho, P. (2005). Designing
Elen, J., Clarebout, G., & Johnson, W. Agents for Feedback Using the Documents
(2002). Animated pedagogical agents: Produced in Learning. International Journal
Where do we stand? In Proceedings of on E-Learning, 4(1), 21-38.
World Conference on Educational [Link]
Multimedia, Hypermedia, and Leelawong, Krittaya (2005). Using the
Telecommunications 2002 (pp. 306-311). Learning-by-Teaching Paradigm to design
Norfolk, VA: AACE. intelligent learning environments. Doctoral
[Link] Dissertation, Vanderbilt University,
n=[Link]&paper_id=9288 Nashville, TN.
Far, B., Koono, Z., & El-Khouly, M. (1999). [Link]/papers/krittaya-
Agent-Based Computer Tutorial System: An [Link]
Experiment for Teaching Computer Lin, Fuhua Oscar (2005). Designing
Languages (ATCL). Jrnl. Inter-active Learning Distributed Learning Environments with
Res., 10 (3), 275-285. Intelligent Software Agents. Hershey, PA:
[Link] Information Sciences Publishing.
n=[Link]&paper_id=8843

Do not reproduce 17
 [Link] Dissertation, Virginia Poytechnic and State
405009/sr=8- University.
8/qid=1155437833/ref=sr_1_8/104- [Link]
1348092-4859103?ie=UTF8 td-09202000-00230057/
Luengo, V. (1999). Cooperative Agents to Sheremetov, L., and Núñeza, G. (1999).
Learn Mathematical Proof. In Proceedings, Multi-stage cooperation algorithm and tools
ED-MEDIA, 1999, 1632. for agent-based planning and scheduling in
[Link] [a] virtual learning environment. Paper
n=[Link]&paper_id=7283 presented at the 1st International Workshop
of Central and Eastern Europe on Multi-
Mahmood, A.K., and Ferneley, E. (2006).
Agent Systems (CEEMAS), June 1-4, 1999,
Embodied agents in e-learning
St. Petersburg, Russia.
environments: an exploratory case study.
[Link]
Journal of Interactive Learning Research,
17(2), 143-162. Shim, S., Atreya, S., Wesley, L., & Booth, R.
[Link] (1999). ROADS: An Environment for
n=[Link]&paper_id=6285 Developing Automated Intelligent Agents to
Support Distance Learning. Journal of
Massaro, D., Cohen, M., Beskow, J., Daniel,
Interactive Learning Research. 10 (3), 321-
S., and Cole, R. (1998) Developing and
333.
Evaluating Conversational Agents. Paper
[Link]
presented at WECC'98 conference.
n=[Link]&paper_id=8833
[Link]
ssaroCole_WECC98.pdf Stone, Peter (1998). Layered Learning in
Multi-Agent Systems. Doctoral Dissertation,
Menczer, Filippo (1998) Life-like agents:
Carnegie Mellon University, Pittsburgh, PA.
Internalizing local cues for reinforcement
[Link]
learning and evolution. Doctoral
dissertation, U. of California. Sung, J. & Lim, D. (2005). Intelligent
[Link] Learning System Based on Tutoring Agent
and VR Training Agent (TAVTA). In P.
Padgham, L. and Winikoff, M. (2004)
Kommers & G. Richards (Eds.), Proceedings,
Developing Intelligent Agent Systems. New
ED-MEDIA 2005, 1415-1420.
York: John Wiley & Sons.
[Link]
[Link]
n=[Link]&paper_id=20277
861207/sr=1-
1/qid=1155438530/ref=sr_1_1/104- Ueno, M. (2004). Animated agent to
1348092-4859103?ie=UTF8&s=books maintain learner’s attention in e-learning. In
Proceedings of World Conference on E-
Pankratius, V., Sandel, O. and Stucky, W.
Learning in Corporate, Government,
(2004). Retrieving Content with Agents in
Healthcare, and Higher Education 2004,
Web Service E-Learning. In The Symposium
194-201.
on Professional Practice in AI, IFIP WG12.5 -
[Link]
First IFIP Conference on Artificial
n=[Link]&paper_id=11288
Intelligence Applications and Innovations
(AIAI). Toulouse, France, August. Ueno, M. (2005). Intelligent LMS with an
[Link]/BIK/vpa/[Link] agent that learns from log data. In Richards,
G. (Ed.), Proceedings, ED- Media 2005,
Perez, R. and Solomon, H. (2005). Effect of
3169-3176.
a Socratic Animated Agent on Student
[Link]
Performance in a Computer-Simulated
action=[Link]&paper_id=216
Disassembly Process. Journal of
87
Educational Multimedia and Hypermedia,
14(1), 47-59. Viswanath, K., Adebiyi, B., Biswas, G. &
[Link] Leelawong, K. (2004). A Multi-Agent
Architecture Implementation of Learning by
Sahin, Ferat (2000). A Bayesian Network
Teaching Systems. Paper for Conference on
Approach to the Self-Organization and
Advanced Learning Technologies, Finland,
Learning in Intelligent Agents. Doctoral
61-65.

18 © Brandon Hall Research

[Link]
[Link]
Williams, M., Gilbert, J., & Madsen, N.
(2004). Nel: An Interactive Physics Tutor. In
Proceedings, ED-MEDIA 2004, 3000-3002.
[Link]
n=[Link]&paper_id=11101
Wooldridge, Michael (2002). Introduction to
Multi-Agent Systems. New York: John Wiley
& Sons.
[Link]
[Link]
Yan, Chun. (2004). Agent Mediated Grid
Services in e-Learning. Paper at CLAG2004,
Collaborative Learning Applications of Grid
Technology, Chicago, April 18-21, 2004.
[Link]
goal_grid_service_conference.ppt

Do not reproduce 19
 depiction.” Lowe adds that “in some cases,
Animation Software animations may even prejudice learning.”
This is echoed in research by Hegarty et al.
Related terms (2003), who suggest that stimulating a
learner’s “mental animation” capacity may
Flash, motion graphics
be more important for learning than
watching a moving picture. Hegarty and his
Description co-researchers found no advantage to using
Animation has been a staple of e-learning external animations. Rather, a static
since the start of computer assisted diagram, coupled with imagining how
learning in the 1970s and 1980s. something worked, produced the best
Animations in e-learning range from simple learning results.
swapping of successive images to highly Also, animations can be complex and move
complex 3-D motion graphics. Toth (2003) quickly through showing a process without
identifies three major formats for online real understanding being achieved by the
graphics: learner. Visual cues “such as arrows
> Animated GIFs: A series of still images pointing to relevant parts of an animation,
shown in sequence, like pictures in a improved the understanding of animated
flip book. This is an older animation explan-ations.” (Huk, et. al., 2003)
technique that is not used as much Finally, producing animations can be very
today. costly, with long hours spent to produce
> Flash and Shockwave animations: even a short sequence. Given that, and the
Macromedia’s Flash and Shockwave uncertainty of its effectiveness, animations
have extensive abilities to produce should be used sparingly in e-learning.
sophisticated animation sequences.
Flash animations are perhaps the most Selected Examples
common form of animation used in e-
Based on Toth’s (2003) types of animations
learning.
listed above, animation tools can be divided
> Dynamic 3-D Web graphics: Three- into three groups:
dimensional motion graphics draw on
> Software for Producing GIF Animations
large datasets to visualize dynamic
processes. Software tools for 3-D Web > Software for Producing Flash and
graphics are more expensive and Shockwave Animations
complex to learn.
> Software and Hardware for Producing 3-
In addition to adding “eye candy” to the D Web Graphics
presentation of educational materials,
animation can add real educational value by GIF animations can be constructed with
illustrating a dynamic procedure that is several different shareware or low cost
relevant to understanding. However, programs, including the following:
animation for its own sake can often be Gif Construction Set Professional -
distracting or misleading when implemented [Link]
poorly. [Link]
It is generally thought that adding Real GIF Optimizer 3.05 -
animations to online materials can help as a [Link]
learning aid. However, recently researchers [Link]
have questioned whether animations make
a difference. The results of many Ulead GIF Animator 5.0 -
experiments have been mixed. [Link]
[Link]
Lowe (2004) argues that “despite the
plausibility of cognitively based arguments For a selection of over 400,000 pre-built
for the benefits of animation, research to animated GIFs, go to the Animation Factory:
date has failed to provide unequivocal [Link]
evidence that it is superior to static ns/

20 © Brandon Hall Research

Software for Producing Flash that work in 3ds Max.
[Link]
and Shockwave Animations p?pageID=1
One of the most popular software packages EI Technology Group’s Animation System
on the market is Macro-media Flash and Amorphium, their 3-D character
(Macromedia is now owned by Adobe). It is creation environment, have been used in a
popular because it is easy to number of Academy Award winning films.
use and is cross-browser compatible (Hess [Link]
and Hancock, 2004). Macromedia Flash Enliven - ViewPoint’s Enliven provides a
has based digital animation on traditional simple visual interface for creating 3-D
animation techniques. More sophisticated interactive Web content quickly and easily
procedures in Flash may require the use of without programming.
Action-Script, the built-in programming [Link]
language. To use ActionScript, some [Link]
knowledge of computer programming is
necessary. For information on Flash, go to: Falling Bodies - Falling Bodies is a special
[Link] purpose plug-in for Softimage|3D. It
h/flashpro/ animates fall stunts, using accurate
dynamic simulation techniques. For a free
Shockwave is an older technique from demo, go to:
Macromedia, connected with its Director [Link]
and Authorware content creation packages. [Link]
Shockwave is a program that takes Director
“movies” or Authorware animations and Lightwave 3D is a modeling, animating, and
com-presses and readies them for play-back rendering tool. Version 9 is available:
on the Web. A downloadable “plug-in” is [Link]
required to play Shock-wave, whereas Flash [Link]
plays automat-ically within the latest
Massive software is used to add animated
versions of the most popular Web browsers.
crowds to movies.
For more information on Shockwave, go to:
[Link]
[Link]
Maya is a high-end modeling, animation,
A low cost alternative to authoring in the
effects, and rendering solution from
Flash format is SWISH.
Autodesk (formerly Alias). See why it has
[Link]
won Academy Awards at:
Eighty-five pre-built Flash animations for [Link]
Physics are available under a Creative x?id=6871843&siteID=123112
Commons license from the University of
Motion2 is professional level animation
Toronto.
software from Apple that runs on both
[Link]
Macintosh and Intel platforms. It is part of
nterest/Harrison/Flash/
Final Cut Studio, a high-end editing and
visual effects suite.
Software and Hardware for [Link]
Producing 3-D Web Graphics n/
Numerous 3-D authoring packages range SoftImage|XSI - Softimage Co., a subsidiary
from relatively inexpensive to tens of of Avid Technology, Inc., has one of the
thousands of dollars. Following is a list of world’s most advanced 3-D content creation
leading packages with company Web sites: tools.
[Link]
AfterEffects – An industry standard from
Adobe. Novices at animation can try the HTML and
[Link] Flash templates from Animation Online.
ts/[Link] Their VisionBlazer product is described as
“easy to use.”
CAT - Character Animation Technol-ogies [Link]
(CAT) has a set of advanced animation tools

Do not reproduce 21
 Ascension Technologies has a wide variety individual learner abilities, Proceed-ings of
of motion capture tools that will turn any the ED-Media 2003 Conference.
sequence of movements into an animated [Link]
3-D character with the same moves. [Link]/pub/[Link]/d17506/Huk_E
[Link] [Link]
Online Resources Lowe, R.K. (2004). Animation and learning:
value for money? In R. Atkinson, C.
The ACM SIGGRAPH Industry Directory lists
McBeath, D. Jonas-Dwyer & R. Phillips (Eds.)
hundreds of firms that develop animations
Beyond the comfort zone: Proceedings,
or have animation software.
ASCILITE Conference.
[Link]
[Link]
bin/cgi/[Link]&CategoryID=8
th04/procs/[Link]
For a comprehensive list of animation
Malheiro, T. (2003). Flash Interactive
software, go to [Link]. You will
Session. Paper presented at ED-Media
find a listing of over 60 software packages
2003, (1), 1046-1048.
that can be used to develop animations:
[Link]
[Link]
/graphic-apps/animation-tools/ Mayer, R. and Moreno, R. (2002). Animation
as an aid to multimedia learning,
Hundreds of tools exist for video production
Educational Psychology Review, March
and animation. FreeDownloads [Link]
2002, 14(1), 87-99.
lists almost 700 free tools:
[Link]
[Link]
ndouts/mayer_mmlearn.pdf
media_and_Graphics/Video_and_Animation
_Tools/ Toth, Thomas (2003). Animation – just
enough, never too much, Learning Circuits,
Bibliography July 18, 2003.
[Link]
Castillo, S., Hancock, S. and Hess, G. 003/[Link]
(2004). Using Flash MX to Create e-
Learning. Lehi, Utah: Rapid Intake Press.
[Link]
.htm
Hegarty, M., Kriz, S., and Cate, C. (2003).
The roles of mental animations and external
animations in understanding mechanical
systems. Cognition and Instruction, 21(4),
325–360.
[Link]
[Link]
Hess, G. and Hancock, S. (2004). Using
Macromedia Flash MX 2004 as an E-
Learning Authoring Environment. Learning
Circuits, July 2004.
[Link]
04/[Link]
Hess, G. and Hancock, S. (2004). Using
Macromedia Flash MX 2004 as an E-
Learning Authoring Environment. Learning
Circuits, July.
[Link]
04/[Link]
Huk, T., Steinke, M., and Floto, C. (2003).
The educational value of cues in computer
animations and its dependence on

22 © Brandon Hall Research

 > E-business and E-commerce
Artificial Intelligence > Evolutionary Engineering

Related terms > Expert Systems

Adaptive systems, agents, AI, cognitive > Fuzzy Logic and Systems
informatics, data mining, expert systems, > Game Design
intelligent tutoring, machine learning, multi- Genetic Algorithms and Programs
agent systems, personalization
> Human-centered Computing
Description > Hybrid Systems
Artificial intelligence uses computer > Information Retrieval
programming to simulate reasoning and > Intelligent Control Systems
thought processes similar to those in
human beings. The success of artificial > Intelligent Databases
intelligence is sometimes measured against > Intelligent User Interfaces
the Turing Test, whereby human beings
interact with a computer interface that may > Knowledge Representation
have a human or computer hidden from
> Logic Programming
view. The test is considered successful if
the person is unable to tell whether there is > Machine Learning
a computer or another human being on the
> Man-Machine Interfaces
other end. So far, no computer program has
been able to pass the Turing Test. > Mobile Computing and Systems
Artificial intelligence initiatives encompass a > Model-based Reasoning
wide range of computer programming
techniques and systems. While it is beyond > Multi-agent Systems
the scope of this research report to get into > Neural Networks
the technical details, here is a list of some
of the many applications to which artificial > Neuro-Computing
intelligence is being put: > Probabilistic Reasoning
> Adaptive or Intelligent Tutoring > Simulations
> Affective Computing > Software Tools
> Agents > Temporal Reasoning
> Bayesian Models > User-profiling for personalization
> Bioinformatics > Virtual Reality
> Business Intelligence Systems > Visualization
> Case-based Reasoning Given the high expectations, artificial
> Causal Models intelligence has not lived up to its initial
promise or hype. Nevertheless, there are
> Chaos and Complexity Theories important and useful applications of
> Cognitive Processes artificial intelligence to online learning.

> Connectionist Models Many of the topics listed above are included
in this research report, making it clear that
> Context-aware Computing artificial intelligence is having a major
impact on emerging e-learning techniques
> Cooperative AI Systems
and technologies.
> Data Mining and Web Mining
A central topic of artificial intelligence is
> Distributed Artificial Intelligence learning. Having a computer learn is termed
machine learning as opposed to human
> DNA Computing

Do not reproduce 23
 learning, but many of those working in the Johnson and Rizzo (2004), a major issue
field of artificial intelligence see these two was too much “politeness” between the
types of learning as converging and learner and the online tutor.
becoming the same thing. Others are
Emotional Effects – Chaffar and Frasson
skeptical and believe that another kind of
(2004) note that “emotions play an
intelligence will emerge from artificial
important role in cognitive processes and
intelligence, one that is different from the
especially in learning tasks. Moreover,
intelligence of human beings and other
there is some evidence that the emotion-al
intelligent life forms.
state of the learner is correlated with his
To achieve their goals, AI scientists try to performance…it’s important that new
model how experts solve problems in a Intelligent Tutoring Systems involve this
given domain. Once the solutions to emotional aspect; they may be able to
problems are encoded in the computer recognize the emotional state of the learner,
program, algorithms are written to have the and to change it so as to be in the best
computer act as a tutor in that subject area. conditions for learning.” Ochs and Frasson
Intelligent tutoring systems (ITS) that (2004) also discuss how emotions affect
provide direct feedback to learners are part learning with intelligent tutoring systems,
of an emerging and intense area of and Aist et al. (2002) contend that
research in the use of artificial intelligence “provision of human ‘emotional scaffolding’
in educational environments. An ITS may made a positive difference (increased
use a variety of technologies, including persistence and learning) for students using
collaborative filtering, recommender an intelligent tutoring system.”
systems, and data mining. ITS systems
Complexity – According to Thomsen-Gray et
create several different user models -
al. (2003), intelligent tutoring in “non-
profiles of the learner, the subject matter
deterministic and dynamic domains” can be
expert, and the teacher. To seem
very complex and can lead to unexpected
humanlike, ITS systems often use some
results. Whereas human tutors must teach
version of natural language processing.
students how to respond to unexpected
The vision of a computer taking the place of results in a timely and appropriate manner,
a teacher has been around for quite some computer based systems usually have
time. The reality is that, in spite of progress limited ability to do this.
in artificial intelligence, intelligent tutoring
Context – Kinshuk and Patel (1997) suggest
systems are not yet ready to replace human
that one weakness of intelligent tutoring
instructors.
systems is their lack of ability to understand
Some current issues with using artificial the “context” of the learner. “While an ITS
intelligence and education include: inherits powerful functionality at the points
of convergence between its objectives and
“Gaming the System” – Aleven et al. (2004)
the capabilities of the methodology
found that “72% of all student actions
employed, it also inherits a ‘context gap’ at
represented unproductive help- seeking
the points of divergence between the
behavior…[W]e found a proliferation of hint
purpose of the tasks performed within an
abuse (e.g., using hints to find answers
ITS and the purpose of the methodology.”
rather than trying to understand). We also
found that students frequently avoided Degree of Personalization and Use of User
using help when it was likely to be of benefit Profiles – Personalization using artificial
and often acted in a quick, possibly intelligence depends on the set of
undeliberate manner. ” assumptions made about the users and
how user models are constructed.
Hedging and Hostility – Bhatt et al. (2005)
say that “students hedge and apologize While many systems purport to be
often to human tutors but very rarely to personalized, they can be frustratingly
computer tutors. The type of expressions wrong about what a user wants and needs
also differed—overt hostility was not at any given time. There is debate in the
encountered in human tutoring sessions but literature over the use of user profiles vs. a
was a major component in computer- building a system that infers tutoring
tutored sessions.” On the other hand, for suggestions from assessing the user’s

24 © Brandon Hall Research

interactions with the system (see Smid et al, > Connectionist expert systems
2002).
> Integration of rules and cases
Talking Head Tutor vs. Voice Only Tutor –
> Description logics
Craig et al. (2004) show that “while a
talking head displaying facial expressions, > Terminological knowledge
gestures, and gaze during dialog does not
produce a split attention effect and > Assertional knowledge
concomitant decrements in performance, it > Neurules (integration of symbolic rules
also does not enhance performance when with neurocomputing)
compared to a condition that includes only
spoken narration.” The talking head agent As the above list of issues shows, using
metaphor may be more trouble (and artificial intelligence in e-learning is not a
expense) than it is worth. simple matter. A great deal of further
development needs to occur before this
Difficulties in Representing Knowledge – technology becomes mature.
Hatzilygeroudis and Prentzas (2005)
provide a comprehensive review of different Selected Examples
schemes for representing knowledge. They
advocate for a hybrid approach to Artificial intelligence in e-learning has
knowledge representation, rather than using generated a wide range of approaches to
a single type of knowledge. They divide improving computer-based teaching.
knowledge into the following types: Approaches include the following:
Structural knowledge is concerned with Dialogue-Based Intelligent Tutoring Systems
types of entities (i.e. concepts, objects, etc) – Yang (2001) describes a system for taking
and how they are interrelated. turns in a dialogue-based intelligent tutoring
system.
Relational knowledge concerns relations
[Link]
between entities of the domain.
[Link]
Heuristic knowledge is knowledge in the
Reasoning About Actions and Changes –
form of “rules of thumb,” practical
Baldoni et al. (2004) use an agent logic
knowledge about how to solve problems
language (DyLOG) to implement reasoning
based on experience.
capabilities of agents to “dynamically build
Schemes for knowledge representation study plans and to verify the correctness of
from Hatzilygeroudis and Prentzas (2005) user-given study plans with respect to the
include the following: compet-ence that the user wants to
acquire.”
Schemes for knowledge representation [Link]
from Hatzilygeroudis and Prentzas (2005) [Link]
include the following:
Natural Language Processing – Di Eugenio
Single schemes: et al. (2005a, 2005b) develop-ed two
> Semantic nets natural language generators and “... found
that the generator which intuitively
> Conceptual Graphs produces the best language does engender
> Ontologies the most learning.”
[Link]
> Symbolic rules papers/[Link]
> Expert systems Latent Semantic Analysis (LSA) – LSA is a
> Case-based representations technique used for automatic scoring of
essays. Steinhart (2001) used this e for
> Neural networks tutoring writing.
> Belief networks [Link]
[Link]
Hybrid schemes:
> Fuzzy rules

Do not reproduce 25
 For a portal on the latent semantic analysis, intelligent tutoring systems.
see: [Link]
[Link] SUSA20050922-010120/
Bayesian Networks – Butz et al. (2004) Student Log Files – McLaren et al. (2004a)
describe Bayesian networks as a formal argue that “a potentially powerful way to aid
framework that uses probability techniques in the authoring of intelligent tutoring
for uncertainty management. “Web systems is to directly leverage student
intelligence researchers have applied interaction log data.” They propose an
Bayesian net-works to many tasks, including approach called “bootstrapping novice
student monitoring, e-commerce, and data” (BND) in which “a problem-solving tool
multiagents.” is integrated with tutor development
[Link] software through log files and that
s/[Link] integration is then used to create the
beginnings of a tutor for the tool.”
Far (2006) describes the use of Bayesian
[Link]
techniques in the development of a
[Link]
multiagent learning and tutoring system.
[Link] Teaching Metacognitive Strategies by
Computer – Graesser et al. (2005) describe
Precision Teaching/Programmed Learning
some of recent computer systems that were
– Precision teaching is a very systematic
designed to facilitate explanation-centered
approach to teaching based on
learning through strategies of inquiry and
behaviorism. Infrature, describes this in a
metacognition while students learn science
white paper on “learning theories.”
and technology content.
[Link]
[Link]
ers/[Link]
7/s15326985ep4004_4
Ontology Based Systems – Day et al. (2005)
Quantum Intelligent Tutoring Engines
propose an Intelligent Tutoring Agent (ITA)
develop software for others to build
that uses ontology, question answering (QA)
intelligent tutoring applications.
techniques, and INFOMAP, a knowledge
[Link]
representation framework that can be used
to extract important concepts from a natural Founded in 1988, Stottler Henke Assoc-
language text. iates, Inc. applies artificial intelligence and
[Link] other advanced software technologies to
aper-2005-Designing_an_Ontology- solve problems that defy solution using
based_Intelligent_Tutoring_Agent_with_Inst traditional approaches. Stottler Henke’s
ant_Messaging.pdf products include the following:
Oguejiofor et al. (2004) also discuss an > SimBionic - A visual authoring tool and
ontology-based approach to the design of runtime engine for creating complex
intelligent tutoring systems. behaviors in computer-based training
[Link] simulations and games more quickly
[Link] and easily, so that these systems
become more realistic, challenging, and
Hierarchical Graphs – Gutierrez et al.
engaging.
(2004) note that courses tend to have a
high number of learning objects. As a result, > Task Tutor Toolkit - A set of Java
designing a personalized sequencing software libraries and applications for
strategy for each student quickly becomes creating intelligent tutoring system
unmanageable. They propose using an scenarios quickly and easily, without
approach called hierarchical graphs. programming.
[Link]
> Aurora - A sophisticated scheduling
ations/[Link]
system that combines a variety of
Side-By-Side Example Tutoring - Davidovic scheduling techniques, intelligent
(2001) describes and evaluates the conflict resolution, and decision support
Structural Example-based Adaptive Tutoring to make scheduling faster and easier.
System (SEATS) and a number of other

26 © Brandon Hall Research

For more information on Stottler Henke Worcester Polytechnic Institute – Tutor
Associates, see: Research Group
[Link] [Link]
Gemini Performance Systems used artificial The Intelligent Tutoring Systems Conference
intelligence to build the SWIFT adaptive is held every two years. The 2006
learning environment as an intelligent conference is in Taipei, Taiwan.
tutoring system comprised of an adaptive [Link]
learning environment, an adaptive testing
The IEEE International Conference on
algorithm, and an interactive intelligent
Cognitive Informatics is held every year. The
tutor.
2006 ICCI conference was held in July in
[Link]
Bejing, China. For more info:
Virtuel Age International has an artificial [Link]
intelligence-based intelligent tutoring
system that “dynamically adapts the course Online Resources
according to the learner's existing
knowledge base, skill gaps, preferred The International Artificial Intelligence in
cadence, and learning style, taking Education Society (AIED) is an
personalized and adaptive learning to a new interdisciplinary community that organizes
level.” conferences and publishes a journal on AI in
[Link] learning. The AIED conferences are held
every two years, with the next one in 2007.
The Reusable Artificial Intelligence Tutoring [Link]
System Shell (RAITSS) from Knowledge
Engineering allows users to build intelligent The International Journal of Artificial
tutoring systems. Intelligence in Education (IJAIED) is the
[Link] official journal of the International Artificial
Intelligence in Education Society (AIED). It
Carnegie Mellon University is a leading publishes papers on applying artificial
research institution that uses artificial intelligence techniques and concepts to the
intelligence in education. Its Pittsburgh design of systems to support learning.
Advanced Cognitive Tutor Center (PACT) [Link]
develops “cognitive tutors” that have been
used widely in constructing intelligent The American Association for Artificial
tutoring systems in a variety of settings. Intelligence (AAAI) maintains a listing of
[Link] Intelligent Tutoring resources.
[Link]
Carnegie Mellon researchers are also ml
developing a suite of authoring tools called
Cognitive Tutor Authoring Tools (CTAT) to The LICEF Research Centre in Montreal is
make tutor development easier and faster dedicated to cognitive informatics and
for developers and to make it possible for training.
educators without technical expertise to [Link]
develop such systems. [Link]
[Link] For an introduction to intelligent tutoring,
Other universities with research groups in see the article by Ong and Ramachandran
intelligent tutoring and artificial intelligence (2000) in Learning Circuits entitled
include the following: “Intelligent Tutoring Systems: The What and
the How.”
University of Sydney - Intelligent Tutoring [Link]
Systems Research Group 000/[Link]
[Link]
h/current_computer_science_education_re The Robin Good blog has a long list of links
[Link] and articles on artificial intelligence in
distance learning and education.
University of Memphis – Tutoring Research [Link]
Group – (developers of AutoTutor) /25/artificial_intelligence_application_in_di
[Link] stance_learning_and_education.htm

Do not reproduce 27
 Marvin Minsky, a pioneer in artificial approach based on logic agents and
intelligence, recently gave an interview to reasoning about actions. Artificial
Technology Review magazine on the Intelligence Review, 22: 3–39.
promise and limitations of AI. [Link]
[Link] [Link]
riendly_article.aspx?id=17164
Barcena, E. and Read, T. (2004). The Role
of Scaffolding in a Learner-centered
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34 © Brandon Hall Research

 summative assessment that is used as
Assessment Tools criteria for judging people in terms of
awarding a certification or diploma.
Related terms Online assessment can be used to assess
both cognitive and practical abilities.
Computer assisted assessment (CAA),
Cognitive abilities can be assessed by the
computer based assessment (CBA),
right questions—questions that should
computer mediated assessment (CMA), e-
relate to the educational objectives of
assessment, evaluation, online assess-
teaching in formal settings; practical
ment, quizzes, self-evaluation, testing
abilities can be assessed using e-portfolios
or simulation software.
Description
Educational objectives are the key to
Assessment and evaluation are staples of assessing learning. Several different
almost all formal educational environ- taxonomies of educational objectives exist.
ments. While many learning situations do The oldest is the Taxonomy of Educational
not involve formal testing, informal Objectives by Benjamin Bloom and his
evaluations—especially in non-formal colleagues (Bloom, 1956), which was
settings—may take place at any time, developed for three different domains of
making it hard to escape assess-ment. In a learning – cognitive, affective, and
business situation, for example, it is not psychomotor.
uncommon for an individual’s perform-ance
to be informally assessed by both peers and Alternative ways of categorizing educational
superiors. When combined into a “360° objectives include Säljö’s (1979) five
evaluation,” these informal assessments “conceptions of learning,” Bateson’s four
are intended to reveal a particular person’s levels of learning, and Biggs and Collis’
abilities, aptitudes, and output. (1982) five levels of learning described in
their SOLO taxonomy. These various
While assessment in the workplace is often schemes of organizing educational
ubiquitous, online assessments are usually objectives are summarized and compared
part of a formal evaluation plan. Online by James Atherton (2005) at:
assessment data can be derived from [Link]
manual input by assessors or can be the ng/[Link]
results of automatically marked tests,
quizzes, or performance samples. Computer assessment has many
advantages over traditional (“paper-based”)
Assessment software can generate assessment. These advantages include: (1)
templates, samples, rubrics, and lower long-term costs when questions/tests
documents for assessors to use. More are reused, (2) instant feedback to students
sophisticated forms of automated, when desired, (3) tests and exams that can
computer-based assessment tools, ones be taken at any place and time, and (4)
that go well beyond the “tell then test” computer marking, which is usually much
model, are already available. more reliable than human marking.
For example, the automated scoring of However, the initial setting up of an online
essays, once only done by a human assessment system can be expensive, and
assessor, is now possible with a tech-nique not all types of performances can be
called “latent semantic analysis” (see assessed by a computer.
Landauer, 1998 for an introduction to LSA).
We can expect that, in the near future, Selected Examples
latent semantic analysis will become part of
the repertoire of assess-ment tools readily Questionmark is one of the leading
available to teachers and trainers. Other companies that produce online assessment
types of assessment that go well beyond the tools. This company has also been involved
tell-test model include “assessment for in developing interoperability standards for
learning” or formative assessment that is online assessments through the IMS
used as feedback to the learner, and Consortium. The Web site contains a
“assess-ment for credentialing” or

Do not reproduce 35
 Glossary of Testing and Assessment Terms. at the University of Wisconsin-Madison, has
[Link] developed a Web site for FLAG – the Field-
tested Learning Assessment Guide.
The Evaluator, from Resources
Assessment tools are listed by discipline or
Management Services in the U.K., offers a
technique.
one-month free trial of their assessment
[Link]
product.
[Link] ETS, the Educational Testing Service is
dedicated to “serve higher education with
Testcraft, a Web-based assessment
an array of tests, learning tools, surveys,
authoring system from Ingenious Group, has
and services useful for outcomes
recently won awards for its performance.
assessment, institutional evaluation, and
Review it at:
self-study.”
[Link]
[Link]
Hurix Systems has developed Red inQ, an
Latent Semantic Analysis is a computer-
online assessment system with support for
based technique used automatically mark
high stakes testing, a completely
essays. For information on latent semantic
customizable report engine, multilingual
analysis, see:
support, a customizable look and feel,
[Link]
preview pages for all question types, and
adaptive question branching. Vantage Learning performs automatic
[Link] computer-based assessments using its
html IntelliMetric and MY Access automatic
scoring software.
Brainbench Employment Testing provides
[Link]
assessments of knowledge, skills, abilities,
personality, and past work behaviors. Find Pedagogue Solutions has developed
them at: PedagogueTesting, an assessment
[Link] management system with extensive
authoring, reporting, and adminis-tration
Horizon Wimba has acquired Brownstone
features.
Software and its assessment product,
[Link]
Diploma. For details, see:
[Link] Respondus is a powerful tool for creating
ownstone/ and managing exams that can be printed to
paper or published directly to many learning
XStream Software has produced
management systems.
Performance Analyzer, a 100 percent
[Link]
programming-free simulation-based
assessment authoring technology. For an online assessment of your foreign
[Link] language ability, check out the Dialang web
formance_analyzer2.[Link] site.
[Link]
Easyquizz allows for media-rich quizzes and
questionnaires without programming. You
can also build adaptive quizzes depending Online Resources on
on a user’s answers. See more at: Assessments
[Link]
tema_Easyquizz_productsheet_2006.pdf The University of Cincinnati lists many
“Exemplar Rubrics and Supplemental
LearnFlex Evaluator is a new assessment Assessment Tools,” organized by academic
engine with over a dozen question types discipline, on its Web site.
that integrates seamlessly with the [Link]
LearnFlex learning management system. /[Link]
(Full disclosure: I helped develop this
software). WWWTools for Education is a resource site
[Link] with articles on assessment and education.
Access the evaluation resources at:
The National Institute for Science [Link]
Education's College Level One Team, based cfm?x=0&currentMagazineItemCategory=1

36 © Brandon Hall Research

Kathy Schrock is a librarian with many database.
online resources for teachers, including a [Link]
useful listing of assessments and rubrics.
To improve your skills in question design
[Link]
and test construction, go to the University of
[Link]
Illinois’ Office of Instructional Resources.
The Rubric Machine from Thinking Gear The Web page is entitled “Improving Your
allows users to build performance-based Test Questions.”
rubrics for assessment use. [Link]
[Link] ml
cfm
The 10th International Computer Assisted
The University of Ulster maintains a listing of Assessment Conference took place in
tools and resources on Computer Assisted Scotland in July 2006.
Assessment. [Link]
[Link] events/eventsbox/10icaac/view
The Economics Network has placed a The University of Maryland University
Computer Assisted Assessment handbook College (UMUC) has a long list of
online. assessment tools for the post-secondary
[Link] level on its Web site.
ook/caa/ [Link]
/arc/[Link]
A comprehensive study of computer-based
assessments in Canadian and American The Texas Center for Educational
schools (K-12) is found at: Technology lists five categories of
[Link] assessment resources on its Web site.
[Link]
The University of Melbourne’s Centre for the
Study of Higher Education has a guide to Quintessential Careers' Web site lists Career
online assessments, with a list of 34 assessment resources.
strategies. [Link]
[Link] [Link]
learning/03/[Link]
Online Resources for Assessment is a Web Bibliography
site developed by the Star Center in Texas. Alfonseca, E., Carro, R. M., Freire, M.,
Explore the links at: Ortigosa, A., Pérez, D., & Rodríguez, P.
[Link] (2005). Authoring of Adaptive Computer
ssme/[Link] Assisted Assessment of Free-text Answers.
Nesta FutureLab in the UK has published a Educational Technology & Society, 8 (3), 53-
detailed literature review of all aspects of e- 65.
assessment. Obtain a copy at: [Link]
[Link] Atherton, James (2005). Learning and
views/10_01.htm Teaching: SOLO taxonomy. Online paper.
A paper I wrote on the computer-based [Link]
assessments of speaking and writing is at: ng/[Link]
[Link] Atkinson, T. and Davies, G. (2004).
A major bibliography on computer-based Computer Aided Assessment (CAA) and
assessments, with over 1,200 references, is Language Learning. Information and
available from: Communications Technology for Language
[Link] Teachers (ICT4LT) Course Module 4.1:
/[Link] Information and Communications
Technology for Language Teachers.
The Wolverhampton University “Computer- [Link]
Based Assessment Project” can generate [Link]#2.3
over 80,000 different tests from its
Bateson, Gregory (1973). Steps to an
Ecology of Mind. London: Paladin.

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 [Link] 1/qid=1156363927/ref=pd_bbs_1/104-
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Epistemology/dp/0226039056/sr=8-
Burke, Kay (1999). How to Assess Authentic
1/qid=1157466914/ref=pd_bbs_1/002-
Learning. 3rd Edition. Arlington Heights, IL:
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Skylight.
Bernstein, J. and Hirschman, L. (2001). [Link]
Evolution of Performance Measures for 171511/103-2496940-
Language Technologies. Paper presented at 8161425?v=glance&n=283155&n=50784
the 23rd Annual Language Testing 6&s=books&v=glance
Research Colloquium, St. Louis, Missouri.
Burstein, Jill. (2003). The E-rater Scoring
[Link]
Engine: Automated Essay Scoring With
[Link]
Natural Language Processing. In M. Shermis
Biggs, J. and Collis, K. (1982). Evaluating and J. Burstein (Eds.) Automated essay
the Quality of Learning: The SOLO scoring: A cross-disciplinary perspec-tive.
taxonomy. New York: Academic Press. Hillsdale, NJ: Lawrence Erlbaum.
[Link] [Link]
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Psychology/dp/0120975521/sr=8-
Burstein, Jill, Marcu, Daniel, and Knight,
1/qid=1160618428/ref=sr_1_1/104-
Kevin (2003). Finding the WRITE Stuff:
8608784-5591139?ie=UTF8&s=books
Automatic Identification of Discourse
Bloom, B. S. (1956). Taxonomy of Structure in Student Essays. In S. Harabagiu
Educational Objectives, the classif-ication of and F. Ciravegna (Eds.) Special Issue on
educational goals –Cognitive Domain. New Advances in Natural Language Processing,
York: McKay. IEEE Intelligent Systems.
[Link] [Link]/intelligent/[Link].
Educational-Objectives-Handbook-
Burstein, Jill C. and Chodorow, Martin.
Cognitive/dp/0582280109/sr=8-
(2002). Directions in Automated Essay
1/qid=1160618496/ref=pd_bbs_1/104-
Analysis, In the R. Kaplan (Ed.) Oxford
8608784-5591139?ie=UTF8
Handbook of Applied Linguistics. New York:
Brown, A., Iwashita, N., McNamara, T. and Oxford.
O'Hagan, S. (2001). Investigating Raters' [Link]
Orientation in Specific-pur-pose Task-based 187911/sr=8-
Oral Assessment. Online paper. 1/qid=1156364470/ref=pd_bbs_1/104-
[Link] 7132080-0775136?ie=UTF8
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Burstein, J., Chodorow, M., & Leacock, C.
Brown J. (1997). "Computers in language (2003). CriterionSM: Online essay
testing: present research and some future evaluation: An application for automated
predictions", Langu-age Learning and evaluation of student essays. Proceedings
Technology, 1. of the Fifteenth Annual Conference on
[Link] Innovative Applications of Artificial
Intelligence, Acapulco, Mexico, August
Brumfield, Robert (2005). Rethink testing
2003.
for future success. eSchool News, June 22,
[Link]
2005.
[Link].
[Link]
[Link]?ArticleID=5735 Burstein, Jill. and Marcu, Daniel. (2003).
Developing Technology for Automated
Bunderson, C. V., Inouye, D. K., & Olsen, J.
Evaluation of Discourse Structure in Student
B. (1989). The four generat-ions of
Essays. In M. Shermis and J. Burstein (Eds.)
computerized educational measurement. In
Automated essay scoring: A cross-
R. L. Linn (Ed.), Educational Measurement.
disciplinary perspective. Hillsdale, NJ:
New York, NY: Macmillan.
Lawrence Erlbaum.
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38 © Brandon Hall Research

Carr, Nathan. (2001). Construct Validation Dunn, L., Morgan, C., O’Reilly, M. and Parry,
of an Integrated Communicative Language S. (2004). The Student Assess-ment
Test. Paper presented at the 23rd Annual Handbook. London: Falmer.
Language Testing Research Colloquium, St. [Link]
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Conference on College Composition and Flexible Education Unit, University of
Communication (CCCC) (2004). Writing Tasmania. (2004). Assessment and online
assessment: a position statement. College discussion: Eight ways to incorporate online
Composition and Communication Online. discussion into assessment. Online
Online newsletter. newsletter, March 9.
[Link] [Link]
category/write/[Link] velop/webct_tools/communications/assess
_online_discussion.doc.
Cebrian, B. and Grellett, P. (1998). Using
and integrating CALL and multiple media for Foltz, P. W., Laham, D. & Landauer, T. K.
specific purposes in the teaching and (1999). Automated Essay Scoring:
learning process. Paper presented at the Applications to Educational Technology. In
Inaugural WorldCALL Conference. Proceedings, EdMedia '99.
[Link]/worldcall/[Link] [Link]
l [Link]/~pfoltz/reprints/Edmedia9
[Link]
Center for Education (CFE) (2002).
Technology and Assessment: Thinking Frase, Lawrence. (2002). Seven
Ahead -- Proceedings from a Workshop. technologies for assessment. Online paper.
Board on Testing and Assessment, National [Link]
Research Council. 0Fall%2002/[Link].
[Link]
Gardner, Howard (1993). Frames of Mind:
html/[Link]
the theory of multiple intelligences. New
York: Basic Books.
Chalhoub-Deville, Micheline. (Ed.) (1999). [Link]
Issues in Computer-Adaptive Testing of 025102/103-2496940-
Reading Proficiency. Cambridge: University 8161425?v=glance&n=283155&s=books&
of Cambridge. v=glance
Chalhoub-Deville, Micheline. (2001). Goodwin-Jones, Robert. (2001). Emerging
Language testing and technology: past and technologies: language testing tools and
future. Language Learning and Technology, technologies. Language Learning and
v. 5, n. 2, May. Technology, v. 5, n. 2, May.
[Link] [Link]
[Link] [Link].
Davies, W. M., Howard, Y., Millard, D. E., Howell, Scott (2003) E-Learning and Paper
Davis, H. C. and Sclater, N. (2005). Testing: why the gap? Educause Quarterly,
Aggregating Assessment Tools in a Service No. 4.
Oriented Architecture. In Proceedings of 9th [Link]
International CAA Conference, [Link]
Loughborough.
Hricko, M. and Howell, S. (Eds.) (2005).
[Link]
Online Assessment and Measurement:
ggregating_assessment_tools_in_a_SOA.pdf
foundations and [Link], PA:
Dunkel P. (1999). "Considerations in Information Science.
developing or using second / foreign [Link]
language proficiency computer-adaptive 404983/002-8867327-
tests", Language Learning & Technology 2, 3277647?v=glance&n=283155&n=50784
2: 77-93. 6&s=books&v=glance
[Link]

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 Jones, Patrick (2000). Advanced 2/qid=1155438114/ref=sr_1_2/104-
Measurement Models and Test Designs for 1348092-4859103?ie=UTF8&s=books
Computer-Based Assessments.
Säljö, R. (1979). Learning in the Learner's
Presentation to the Seminar on Innovations
Perspective: 1: some commonplace
in Computer Based Assessment.
misconceptions. Reports from the Institute
[Link]
of Education, University of Gothenburg.
ESENTATIONS/Presentations%[Link]
[Link]
Kenyon, D. and Malabonga, V. (2001). rtal?_nfpb=true&_pageLabel=RecordDetail
Comparing examinee attitudes toward s&ERICExtSearch_SearchValue_0=ED1733
computer-assisted and other oral 69&ERICExtSearch_SearchType_0=eric_ac
proficiency assessments. Language cno&objectId=0900000b8011c857
Learning and Technology, 5(2), May.
Scalise, K. and Gifford, B. (2006).
[Link]
Computer-Based Assessment in E-Learning:
[Link]
A Framework for Construct-ing
Khan, J., Hardas, M. and Ma, Y. (2005). A “Intermediate Constraint” Questions and
study of problem difficulty evaluation for Tasks for Technology Platforms. Journal of
semantic network ontology based intelli- Technol. Learning, and Assessment, 4(6).
gent courseware sharing. Proceedings of [Link]
the International Conference on Web .cgi?article=1036&context=jtla
Intelligence, Compiegne, France.
Shermis, M. D., Burstein, J., & Leacock, C.
[Link]
(2006). Applications of computers in
/[Link]
assessment and analysis of writing. In C. A.
Landauer, T. K., Foltz, P. W., & Laham, D. McArthur, S. Graham, & J. Fitzgerald,
(1998). Introduction to Latent Semantic Handbook of writing research. New York,
Analysis. Discourse Processes, 25, 259- NY: Guilford Press, pp. 403-416.
284. [Link]
[Link] 851901
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United States Department of Education,
MacDonlad, J., Weller, M. & Mason, R National Center for Education Statistics.
(2002). Meeting the assessment demands (2000). The NPEC Sourcebook on
of networked courses. International Journal Assessment, Volume 1: Definitions and
on E-Learning. Assessment Methods for Critical Thinking,
[Link] Problem Solving, and Writing, Washington,
/B0008FG3V2/qid%3D1131404585/sr%3 DC: U.S. Government.
D11-1/ref%3Dsr%5F11%5F1/103- [Link]
2496940-8161425 f
Mills, C., Potenza, M., Fremer, J., and Ward, Weiner, Howard. (Ed.) (2000). Computerized
W. (Eds.) (2002). Computer-Based Testing: Adaptive Testing: a primer. Mahwah, NJ:
building the foundation for future Lawrence Erlbaum.
assessments. Hillsdale, NJ: Lawrence [Link]
Erlbaum. 835113/sr=1-
[Link] 1/qid=1155440128/ref=sr_1_1/104-
837590/002-8867327- 1348092-4859103?ie=UTF8&s=books
3277647?v=glance&n=283155&n=50784
Williams, D., Howell, S., and Hricko, M.
6&s=books&v=glance
(Eds.) (2005). Online Assessment,
Mogey, N. and Watt, H. (1999). The use of Measurement and Evaluations. Information
computers in the assessment of Roberts, Science Publishing.
Tim (2006). Self, Peer and Group [Link]
Assessment in e-Learning. Hershey, PA: 407486/002-8867327-
Information Science. 3277647?v=glance&n=283155&n=50784
[Link] 6&s=books&v=glanc
409667/sr=1-
Woodill, G. and Skinner, M. (2005). The
Design of LearnFlex Evaluator™:

40 © Brandon Hall Research

a Web-based adaptable assessment and
evaluation application. Operitel white paper.
[Link]

Do not reproduce 41
 sharing audio files designed for devices like
Audio and Podcasting the iPod. It is another way of distributing
content online that is now being used in
Tools many educational settings.
Audio that is designed for iPods can be
Related terms played on a variety of audio devices,
iPod, podcasting, radio including desktop computers fitted with a
sound card and speakers. The file format for
Description podcasting is usually MP3, which can be
downloading from many sources on the
Audio is an important component of many Internet.
learning experiences. Using sound to convey
According to Crofts et al. (2005), the growth
understanding and knowledge has a long
of podcasting is being shaped by a number
history, being the main form of
of social factors, including the following:
communication in pre-literate societies.
> Podcasting allows listeners to engage in
Audio in e-learning must reach an
time-shifting while providing space
acceptable level of quality while maintaining
independence, (i.e., to listen to media
file sizes that allow audio files to be rapidly
at a time and place that is convenient).
sent via the Internet. With the advent of
“broadband” or “high-speed” networks, the > Consumers view traditional radio as
quality of online audio has been greatly having too much advertising.
improved, compared with even a few years
ago. > Listeners are frustrated with the
homogeneous nature of traditional
Distributing audio on the Internet is done radio programming.
either by downloading files (which can take
considerable time, depending on the file > We are seeing a fragmentation of
size), or by “streaming,” whereby a portion traditional media — from mass
of the audio file is fed into the Internet broadcasting to media that is tailored to
application as a “buffer” and, while it is individual needs, (i.e., to personalized
playing, the rest of the file has time to media). This frag-mentation is being
arrive. fueled, in part, by podcasting — a
technology that allows individuals to
The quality of online audio depends on share their expertise and interests with
many factors, including the following: others.
> Connection speed But there are also limitations to the
exclusive use of audio as an educa-tional
> Sampling Rate
medium. It is almost impossible to “skim” or
> Bit Depth “speed-hear” an audio file. You can’t add
your own notes, and you can’t put
> Number of Channels
hyperlinks in the middle of an audio stream
> Digital Audio Format the way you can with text.
> Compression Techniques Kaplan-Leiserson (2005) suggests that
using audio files, such as those for iPods,
> Amount of Available Disk Storage helps learning in the following ways:
For example, one minute of high quality > Assists auditory learners.
stereo audio sampled often and digitized
using 16 bits at a time can require as much > Provides another channel for material
as 10 megabytes, while one minute of review.
recognizable but very low quality mono
> Assists non-native speakers.
audio can be stored in as little as .5
megabytes. > Provides feedback to learners.
One audio application of interest to > Enables instructors to review training or
educators, which is gaining in popularity, is lectures.
podcasting. Podcasting is the name for

42 © Brandon Hall Research

> Replaces full classroom or online Dozens of tips on how to use audio and
sessions when content simply requires other media in an online classroom can be
delivery. found on Pink Flamingo’s resource lists.
[Link]
> Can provide supplementary content or
htm
be part of a blended solution.
RECAP Ltd. in the UK provides an online
Meng (2005) adds that “the ability to time-
directory of educational podcasts and other
shift content versus traditional broadcast
podcasting resources.
distribution models expands student
[Link]
teaching and learning opportunities
significantly.” Over 700 tools for digital audio are found at
the Audio Tools Direct Web site. Audio and
Selected Examples video software, shareware, freeware, tools,
and utilities for conversion, playback, DJ
Apple’s iTunes site is a major distributor of mixing, CD audio extraction, sound editing,
downloadable music tracks and other audio enhancing, recording, and broadcasting are
for playback on an iPod or a computer. all found on this site.
[Link] [Link]
Audacity is free, open source software for SearchSync software allows you to search
recording and editing sounds. It is available for specific words, phrases, or sentences
to download for Mac OS X, Microsoft from audio Web sites.
Windows, GNU/Linux, and other operating [Link]
systems. [Link]
[Link]
AVS Audio Tools is a suite of software
A downloadable business textbook using utilities that can help with audio production
audio only has been developed by David and distribution.
Sturges at the University of Texas. [Link]
[Link] [Link]
/archives/2004/11/02/the-textbook-is-
audio/ Everything you wanted to know about
podcasting can be found at [Link].
A huge selection of educational and other [Link]
content in audio format is available at the
Podcast Network. Robin Good has posted a list on his blog of
[Link] sites that accept educational podcast
materials.
Sound Sense is an article by Ray Girvan in [Link]
Scientific American on the sense of hearing. 05/05/20/where_to_submit_your_podcast
[Link] [Link]
[Link]/scwmarapr05sonification.h
tml For a list of podcasting tools, including
software to record and play podcasts, go to:
The Envison Center at Purdue University [Link]
allows discovery learning through the use of
visualization and audio technologies. The Education Podcast Network (EPN) tries
[Link] to bring together educational podcasts in a
wide range of subjects that may be useful to
teachers in a classroom.
Online Resources on Audio and [Link]
Podcasting
Check out the many helpful articles on using
Teresa A. D’Eca in Portugal maintains a sound in e-learning, listed on the Sound
fantastic list of Web resources on all Resources page at the E-Learning Centre in
aspects of learning online, including the UK.
podcasting. [Link]
[Link] [Link]/eclipse/Resources/so
[Link]#Teaching [Link]

Do not reproduce 43
 A number of audio editors are available on Girvan, Ray (2005). Sound Sense. Scientific
the Web. Following is a list of the Web Computing World, April 2005.
addresses of some well-known sound [Link]
editing software: [Link]/scwmarapr05sonification.h
tml
Adobe Audition
[Link] Canali De Rossi, Luigi (2005). Where To
[Link] Submit Your Podcasts: Best Podcast Search
Engines And Directories. Robin Good’s Blog,
Bias Audio Peak Pro
May 20, 2005.
[Link]
[Link]
Bremmers Multitrack Studio 05/05/20/where_to_submit_your_podcast
[Link] [Link]
Cakewalk SONAR Jobbings, Dave (2005). Exploiting the
[Link] educational potential of podcasting. RECAP
(Russell Educational Consultancy and
Sonic Foundry Mediasite Productions), July 2005.
[Link] [Link]
AudioLink employees are considered Kaplan-Leiserson, Eva (2005). Trend:
“narrative sound specialists,” providing Podcasting in Academic and Corporate
narration for Web sites in a variety of Learning. Learning Circuits, June 2005.
languages. [Link]
[Link] 005/0506_trends

Bibliography Meng, Peter (2005). Podcasting and

Vodcasting. White paper prepared for the
Buhman, Dion Cory (1999). Exploring the University of Missouri.
Use of Data Sonification to Convey Relative [Link]
Spatial Information. Doctoral Dissertation, wp-
University of Nebraska. content/Missouri_Podcasting_White_Paper.
[Link] pdf
s/AAI9929186
Noakes, N. and Lomas, C. (2005)
Crofts, S., Dilley, J., Fox, M., Retsema, A. and Narrowcasting 101: Using Blogs, Podcasts,
Williams, B. (2005). Podcasting: A new and Videoblogs in Higher Education. Live
technology in search of viable business Educause online presentation (PowerPoint
models. First Monday, 10(9), September. slides).
[Link] [Link]
rofts/[Link] e/666?ID=LIVE0514
Curtis, L. and Swenson, P. (2003).
Video/Audio Production for Internet-Based
Courses: An Overview of Technologies for
Use on both Desktop and Handheld
Devices. In G. Richards (Ed.) Proceedings of
World Conference on E-Learning in
Corporate, Government, Healthcare, and
Higher Education 2003 (pp. 417-419).
Chesapeake, VA: AACE.
[Link]
n=[Link]&paper_id=14966
Gerth, Brenda (2001). Audio on the Web:
enhance on-line instruction with digital
audio. Society for Information Technology
and Teacher Education International
Conference 2001(1), 45-50.
[Link]

44 © Brandon Hall Research

 Selected Examples
Authoring Tools
Microsoft Corporation produces content
development tools that can be converted to
Related terms Web content, either directly or with third
Assessments, content development, rapid e- party tools. Further, many of their products
learning, simulations, form the basis for the infrastructure used by
e-learning applications. The Microsoft
products most commonly used for
Description developing e-learning (aside from
Great online learning content is created programming languages) include the
using sound educational principles coupled following:
with robust content authoring tools.
> FrontPage
Learning content is a bit like the food
served at an outstanding restaurant – > Live Communications Server
creating it depends on having a great chef
> PowerPoint
and a well-equipped kitchen. In this vein,
Reuban Tozman (2005) warns that simply > Project
having tools for creating e-learning content
(a well-equipped kitchen) does not > SharePoint
necessarily lead to great instructional > SQL Server
design (outstanding food). Tozman argues
for a Structured Content Development > Visio
Model (Tozman, 2004) a systematic team- > Windows Server
based approach to content development
based on Instructional Systems Design (ISD) > Word
and ADDIE (Analysis, Design, Development, For details on each Microsoft product, see:
Implementation, and Evaluation) processes. [Link]
There are other formal approaches to Since its acquisition of Macromedia, Adobe
authoring great content, most of which I Corporation is probably the leading source
cover in my first book for Brandon Hall of software tools for creating online content.
Research (Woodill, 2005), entitled Emerging Current Adobe offerings that are useful in
E-Learning: new approaches to delivering creating online content include the
engaging online learning content. (For following:
details, please see [Link]
[Link]/publications/emerging/emerging.s > Acrobat
html). > After Effects
There are as many types of authoring tools > Audition
as there are types of media. No authoring
tool does everything, and, in the end, all > Authorware
content needs to be combined with other > Breeze
content to produce a rich learning
experience. > Captivate
The list of authoring tools below includes > ColdFusion
those tools that produce general Web-based > Dreamweaver
courses or learning objects. Please also see
the sections of this report on assessments > Director
and simulations for a list of authoring tools
> Fireworks
developed for those specific content
formats. As well, many learning > Flash
management systems (LMSs) and learning
> Flex
content management systems (LCMSs)
have built-in proprietary authoring systems > FrameMaker
that are not listed below.
> FreeHand

Do not reproduce 45
 > GoLive Atlantic Link - Content Point - Allows non-
programmers to generate complex, Web-
> Illustrator
based e-learning content quickly and easily,
> InDesign as well as to integrate Flash and PowerPoint
content.
> PageMaker [Link]
> Photoshop [Link]/[Link]
> Premiere Bernard D&G - TurboDemo – Create demos
in a few minutes with screen capture and
> RoboHelp assembly.
For details on each Adobe product, go to: [Link]
[Link] Brainshark Inc. - Brainshark
There are hundreds of other content Communications Platform – Upload
creation and conversion tools used in e- PowerPoint slides and narrate them with
learning today. Following is a master list of this software.
Web content authoring systems other than [Link]
Adobe or Microsoft products: [Link]
Accordent Technologies - Capture Station Bridge People and Technology - CourseWare
2.0 – This device records and synchronizes – Guild linear HTML pages with FlowHow
audio, video, and data output and instantly and simulations using screen shots with
turns it into an online rich media production. ShowHow.
[Link] [Link]
Acroservices - AcroTrain – Author e-learning Business Performance Technology - Intiva
courses using PowerPoint. Adds Flash animations and interactivity to e-
[Link] learning courses without programming.
products/[Link] [Link]
htm
[Link] – Active Slide – Obtain help
creating Flash movies. Composica - Composica Enterprise - A Web-
[Link] based e-learning authoring system that
offers real-time collaboration among team
Agile - Thinkcap Studio - A team-oriented members and provides a powerful
authoring environment that uses a programming-free WYSIWYG environment to
Structured Content Development Model to create high-quality interactive e-learning
efficiently create consistent SCORM- content.
compliant courseware that may be exported [Link]
to any LMS.
[Link] CopyCat – Studio One – Has a Simulation
wizard (MiMiC) to create realistic
Allen Communications - Designer’s Edge, simulations. Integrates various media,
Quest – A visual authoring environment with including the following: Drag-and-drop
reusable templates. images, video, Flash, rich text, pop-up
[Link] messages, pointers, buttons, hotspots, and
Anark - Media – Import 3-D Models, XML, PowerPoint slides. Builds quizzes.
video, music, and images and turn them [Link]
into Counterpoint - iLessons – Capture and use
3-D training, visualization, and marketing Web sites to build online courses within a
applications. browser.
[Link] [Link]
Articulate - Presenter – Create Flash DELFI Software – LERSUS – A rapid
presentations and e-learning content from development authoring tool that requires no
PowerPoint slides. programming skills.
[Link]/[Link] [Link]
n-solutions/authoring-system/

46 © Brandon Hall Research

Digital Workshop - Opus Pro – Rapid Experience Builders LLC – Experience
development tool. Finished Opus work can Builder – Build online role-playing
be published in a number of different simulations with this tool, without
formats, such as the following: Web, CD programming knowledge.
Rom, stand alone .exe files, DVD-video, or [Link]
Macromedia Flash media presentations.
Generation21 Learning Systems -
[Link]
Knowledge Assembler – A colorful graphical
[Link]
user interface and "drag-and-drop" design
Dynamic Media - Dynamic Power Trainer – A makes assembling and modifying courses a
rapid development authoring environ-ment breeze. Powerful Object Sharing and
with WYSIWYG real-time preview . Versioning tools eliminate duplicitous work.
[Link] [Link]
x_eng.php
Harbinger Knowledge Products - Elicitus
e2train - Kallidus Authoring System – A Content Publisher – Part of a suite of
WYSIWYG authoring tool with built-in products for rapid online content
support for graphics, audio, video, and development.
animation. [Link]
[Link]
Horizon Wimba – CourseGenie – Create
Eclipsys Corporation - EasyAuthor - content using Microsoft Word, and then
Publishes newly developed courseware in convert it to a SCORM-compliant course
one step through the One Button Publishing with this software.
feature, creating a CD of courseware [Link]
exercises that include all related files,
Hunter Stone - Thesis – Thesis takes
graphics, and installation files.
Microsoft Office produced content and
[Link]
converts it to SCORM-conformant packages.
[Link]
[Link]
Eedo Knowledgeware - Eedo ForceTen –
Imaira Digital Media - Sculptoris Voices
Rapid content authoring with drag-and-drop
Studio – Create 2-D and 3-D characters that
tools. Has templates for authoring
speak in lip synch with this tool set. Post the
simulations without programming.
characters on any Web site.
[Link]
[Link]
ml
imc AG - LECTURNITY – A rapid
E-Learning Consulting - Development Kits –
development tool that includes the ability to
Create Flash courses, HTML courses,
record and quickly publish lectures online.
and/or tests and quizzes with these
[Link]
authoring tools.
[Link] Impatica - Impatica for PowerPoint – A
PowerPoint converter that enables content
Element K - KnowledgeHub Authoring
to be projected using a Blackberry PDA.
Services – Web-based tool using templates
[Link]
that facilitates rapid e-learning content
development and deployment. Designed for Information Transfer - Seminar Author – A
subject matter experts – not instructional rapid development tool that produces
designers or programmers – with wizard-like SCORM-conformant e-learning modules.
functionality and graphical templates. [Link]
[Link]
=22&storyTypeID=&sid=&menuID=127& INTEC - WTDS-Web Training Development
System - Enables courseware developers to
(e)pistema - Epistudio – Import PowerPoint create and publish interactive, multimedia
files and easily synch narration with slides. training content without any prior
Import rich media and customize graphics. programming knowledge.
[Link] [Link]
tema_Epistudio_productsheet_2006.pdf
Integrated Performance Systems - iPerform
Course Builder – A rapid and easy to use

Do not reproduce 47
 authoring tool based on Flash templates. MaxIT Corporation - DazzlerMax – A
[Link] template based authoring tool for rapid
[Link]/downloads/IPS_CourseBuilder_Bro development that allows the user to embed
[Link] multiple media types. Ready-made button
and navigation aids.
Intuition - Intuition Publisher – A rapid
[Link]
development tool that allows users to
import Flash, Word, and PowerPoint into a MaxIT Corporation – Visual Course Builder –
set of templates. A template based authoring tool for rapid
[Link] development without the need for any
shtml programming skills.
Itaca - EasyProf - Used to create [Link]
presentations without programming skills,
McKinnon-Mulherin Inc. - Banshee – Rapid
combining multimedia content like video,
development authoring tool with templates
audio, and animations with tests and
for multiple kinds of screens typically used
interactivity.
in e-learning.
[Link]
[Link]
Knowledge Planet - Firefly Publisher – [Link]/[Link]
Includes simulation authoring and drag-and-
MediaMaker - LEARNERLand – Text,
drop importing of rich media. Built-in testing
graphics, and assessment content is input
engine.
and uploaded into the course by the client
[Link]
administrator via the easy-to-use browser-
[Link]
based admin system.
Knowledge Quest - ExpertAuthor – With the [Link]
built-in software simulation tool, create
MindIQ - Design-a-Course – A PowerPoint to
courses specifically on how to use computer
e-learning courses converter, with a built-in
software.
learning management system.
[Link]
[Link]
KnowledgeXtensions - E-Learning in a Box –
MindOnSite - Integral Coaching – MOS Solo
Use this system to author in MS Word or
– A multilingual rapid development tool that
PowerPoint. Has its own built-in learning
requires no programming. Works with SAP
management system.
Learning Solution.
[Link]
[Link]
KnowledgeXtensions – Kbridge – A tool that [Link]
allows maximum reuse of content and
Mohive – Enterprise e-Learning Publishing
scalability from an XML-based, centralized
System – An authoring environment with
knowledge base.
advanced workflow support and the ability
[Link]
to be integrated with a variety of learning
[Link]
management systems.
Kookaburra Studios - KnowledgePresenter [Link]
– Tool to create fully interactive SCORM-
MyKnowledgeMap - Custom Learning Studio
compliant e-learning lessons, from software
– Rapid development tool set with a hotspot
simulations and multiple choice quizzes to
editor and storytelling templates.
fully synchronized multimedia
[Link]
presentations, with no programming and no
plugins. NetPlay Software - NetPlay Instant Demo –
[Link] Screen recording software for developing
online presentations and demos.
[Link] - CourseMaker Studio – Multi-
[Link]
featured authoring environment that
synchronizes text to audio and integrates OPTX International - ScreenWatch Producer
with many other learning technologies. – Records lectures, PowerPoint slides, and
[Link] other online presentations for play back to
178410&page=4&mode=show

48 © Brandon Hall Research

students. [Link]
[Link] [Link]?id=17558
Percepsys - SNAP! Studio – A course Sensa – Sensa Presenter – Rich media
builder, course publisher, and course player course development software using
all in one software package. comprehensive online development
[Link] templates and tools.
[Link]
podia - podiaOnDemand - Create and
[Link]
publish multimedia presentations on the
Internet using Video, Audio, Microsoft Serco (technical) - E-Learning Objects - An
PowerPoint, JPEGs, GIFs, and Flash. intuitive environment embedded within
[Link] Microsoft Word for easily creatiing
interactive learning materials.
PointeCast - Publisher Professional - In
[Link]
minutes, turn PowerPoint presentations into
g_objects.htm
high-quality, interactive Flash presentations
and online training. Suddenly Smart - SmartBuilder – Authoring
[Link] tool that incorporates the capabilities of
Flash into a visual working environment.
Qarbon - ViewletBuilder – Screen
[Link]
sequencing capture software that allows
er-web/sb_author.htm
users to easily add narration to produce
online demos. SoftChalk – LessonBuilder – A Web-based
[Link] lesson editor with interactive learning
games, customizable flashcards, image
Rapid Intake - Flash Companion eLearning
labeling, image hotspot activities, matching
Studio – Create interactive Flash based
games, popups, crosswords, and
courseware that is AICC- or SCORM-
assessments.
compliant, without knowing code.
[Link]
[Link]
SumTotal - ToolBook Assistant – A rapid
ReadyGo - ReadyGo! – A PowerPoint to
development authoring tool that requires no
Flash converter.
programming knowledge.
[Link]
[Link]
Respondus - StudyMate – Author ten Flash- hp?from=menu
based activities and games using three
SumTotal - ToolBook Instructor – A full
simple templates.
featured authoring tool for creating
[Link]
simulations, kiosks, and highly interactive e-
[Link]
learning content.
Reusable Objects - CONSTRUCT Author –A [Link]
tool that allows people without any HTML hp?from=menu
programming skills to rapidly develop
SyberWorks - Web Author – A rapid
SCORM-compliant e-learning courses and
development environment that produces
assessments, either from scratch or by
learning objects. Develop AICC-compliant
converting existing MS Office documents.
WBT or CD-Rom courses in English, French,
[Link]
or Spanish. Provides a course design
Savvica - Nuvvo - A free rapid development template using Microsoft Word.
tool that is designed for authoring single [Link]
courses. Courses can be posted. m
[Link]
Techsmith - Camstasia Studio – Record
Scribe Studio - Scribe Studio – A rapid screens and inputs from Web cams.
development tool for the Web. When [Link]
content is developed, a customizable,
TEDS - Learning Composer – A tool used to
password-protected Web site is
easily author learning objects with a
automatically created for this content at the
repository for SCORM-compliant content.
Web address of the user's choice.
[Link]

Do not reproduce 49
 time4you GmbH - IBT Content Solution – A browser with no additional software
set of tools that allows for Web authoring, required.
content conversion, and rapid simulation. [Link]
[Link]
ime4you/ibt/en/[Link]?pos=ibtAuthorin Online Resources
g
Brandon Hall Research (publishers of this
Trainersoft – Desktop Author - A rapid report) has an Authoring Tool Knowledge
development package that produces e- Base that compares 100 of the best e-
learning content and assessments for Quick learning content development applications.
Delivery on the Web, CD, or Network. [Link]
[Link] [Link]/publications/atkb/atkb_firms.sht
inersoft/[Link] ml
TrainVision - AuthoLearn – An authoring tool
that produces SCORM 1.2-conformant Bibliography
objects and assessments.
[Link] Holohan, E. Melia, M. McMullen, D. and
l Pahl, C. (2005). Adaptive E-Learning
Content Generation based on Semantic
Travantis – Lectora – A full featured Web Technology. Proceedings of the SW-
authoring system that includes drag-and- EL/AIED 2005 Conference.
drop authoring, templates, and wizards. [Link]/SW-EL/2005/swel05-
[Link] aied05/proceedings/[Link]
US Government - Workforce Connections – Murray, T., Blessing, S. and Ainsworth, S.
Free content development software that is (2003). Authoring Tools for Advanced
available to individuals. Technology: towards cost-effective adaptive,
[Link] interactive and intelligent educational
Webex - Presentation Studio - Built-in software. Berlin: Springer.
authoring tools allow you to instantly create [Link]
dynamic multimedia presentations by easily 017723/sr=8-
integrating PowerPoint slides, video, audio, 7/qid=1155437833/ref=sr_1_7/104-
images, and text. 1348092-4859103?ie=UTF8
[Link] Qiu, Lin (2005). A Web-based Architecture
[Link] and Incremental Authoring Model for
Westcliff – SCObuilder, SCORMxt – Take Interactive Learning Environments for
content developed in other software Diagnostic Reasoning. Doctoral
packages and convert them to SCORM Dissertation, Northwestern University,
packages. Evanston, Illinois.
[Link] [Link]
ontent=products/scobuilder
Qiu, L. and Riesbeck, C. (2005). The Design
Xplana - XplanaWorkbook – A homework for Authoring and Deploying Web-based
management system that allows teachers to Interactive Learning Environments.
create assignments and online courses Proceedings of World Conference on
without any technical knowledge. Educational Multimedia, Hypermedia &
[Link] Telecommunications (ED-MEDIA), Montreal,
_xwb.php June 2005.
XStream Software – RapidBuilder – [Link]/~lqiu/indie/publication
Completely (100 percent) programming-free s/[Link]
simulation authoring tool. Ramp, E., De Bra, P., and Brusilovsky, P.,
[Link] (2005). Authoring and Delivery of Adaptive
_rb40eval.htm Electronic Textbooks made Easy.
Zapatec - Bloki – Bloki is a Web site where Proceedings of the World Conference on E-
users can create Web pages, publish blogs, Learning in Corporate, Government,
and host online discussions, right in their Healthcare, and Higher Education (E-Learn

50 © Brandon Hall Research

2005), Vancouver, BC, Canada, October 24-
28, 2005, AACE.
[Link]
n=[Link]&paper_id=21157
Ramp, E. W. A. (2005). Authoring through
Concept Structure Level Translation of
Adaptive Hypermedia Systems. Masters
Thesis, Technical Univ., Eindhoven, NL.
[Link]
[Link]
Tozman, Reuben (2005). The myth about
tools. Learning Circuits, June 2005.
[Link]
005/[Link]
Tozman, Reuben (2004). Another new
paradigm for instructional design. Learning
Circuits, Nov. 2004.
[Link]
004/[Link]
Woodill, Gary (2005). Emerging e-Learning:
new approaches to delivering engaging
online learning content. Sunnyvale, CA:
Brandon Hall Research.
[Link]
[Link]/publications/emerging/emerging.s
html

Do not reproduce 51
 of psychotherapy, for example, learners
Avatars could enter the world of a sufferer of anxiety
and panic. Similarly, a great deal could be
Related terms learnt by observing psychotherapy patients
as they project an image, expose their
Agents, games, simulations weaknesses in this image and confront
unpleasant situations to build confidence. It
Description is a safe way to practice to reduce social
and physiological anxieties.”
The term “avatar” comes from a Sanskrit
word meaning an incarnation in human Maldonado et al. (2005) experimented with
form. An avatar is a virtual character that the use of avatars as “emotional
represents (or stands in for) a person in an companions.” Results from their study of 76
online environment. In the context of e- Japanese college students showed that
learning, avatars are most commonly used “cooperative co-learners have a positive
as teachers and coaches but are also used impact on students’ performance and
to represent learners, especially in game- experience, as well as increasing
based learning activities. perceptions of the character’s intelligence
and credibility.” This indicates that
Seth (2003) says that “an avatar, in the emotionally realistic avatars may be
broadest sense, is an image that represents important in the near future as companions
one party in an interactive exchange. In who can support positive learning
some situations, the avatar may represent outcomes.
an actual human being, but in e-learning,
the avatar almost always operates as an Selected Examples
agent of the e-learning application, and
generally simulates human activity.” CodeBaby is software that creates online
Deuchar and Nodder (2004) are more talking avatars that can be used in
precise in describing an avatar as “a educational settings. See a case study and
computer generated graphic representation a presentation on how to create an online
of a user within a 3Dimension (3-D) Virtual avatar at:
Reality (VR) environment therefore enabling [Link]
the user to take on a visible persona.” ing/
Technologies used to make avatars seem With Sculptoris Voices Studio you can
believable and socially aware include the create 2-D and 3-D characters that speak in
following: lip synch and post the characters on any
Web site.
> • Human-like face and body-generation
[Link]
and animation
Second Life is a virtual environment where
> • Speech-recognition or at least textual
you can create avatars to represent
or multi-choice input
yourself. Pick a character at:
> • Speech-generation with text-to- [Link]
speech (TTS) systems with lip-synch
Some aspects of Second Life have been
speech synthesis
used for education and training. Mark
> • Emotion-simulation where Oelhert provides a list of the top 20
appropriate and feasible educational destinations within Second Life.
[Link]
> • Chat and story telling capabilities 2006/07/top_20_educatio.html
Using avatars in educational 3-D NOAH is a Flash-based system that enables
environments allows individuals to immerse you to use a NOAH avatar for Web-based or
themselves in role-playing for the purpose of CD-based projects. NOAH can be used as a
learning. Deuchar and Nodder (2004) give coach in an e-learning applications or to add
these examples: “Educators in various life to your Web page.
disciplines may offer their students the [Link]
ability to assume a different persona to
experience the world of another. In the area

52 © Brandon Hall Research

Redwood e-Learning uses coaching avatars 2005 - Training Education & Education
for online teaching. International Conference, Nexus Media,
[Link] 2005.
[Link]
Knowledge Avatars are intelligent tutors
[Link]
that emulate the knowledge of experts.
Ideally they contain content knowledge as Maldonado, H., Lee, J., Brave, S., Nass, C.,
well as teaching expertise. Nakajima, H., Yamada, R., Iwamura, K., and
[Link] Morishima, Y. (2005). We Learn Better
Together: Enhancing eLearning with
Advance Chatbot Solutions allows you to try
Emotional Characters. In T. Koschmann, D.
talking to different avatars. Their Surveybots
Suthers, and T.W. Chan (Eds.) Computer
have been shown to be twice as effective in
Supported Collaborative Learning 2005: the
getting people to answer survey questions
next 10 years! Mahwah, NJ: Lawrence
online. Try them at:
Erlbaum Associates.
[Link]
[Link]/~kiky/CSCL2005Maldon
An avatar that signs in ASL has been [Link]
developed by Vcom3D, Inc. in cooper-ation
Seth, Raj (2003). Avatar Technology: giving
with a number of groups.
a face to the e-learning interface. eLearning
[Link]
Developers’ Journal, Aug. 25, 2003.
New York-based Oddcast Inc. has designed [Link]
software that enables businesses to set up [Link]
marketing programs with avatars that talk
to customers.
[Link]
The DA Group in the UK has a set of “e-
Learning Mentors,” which are avatars that
teach.
[Link]
2_solutions/1-2-1_ementor.html

Online Resources
In Europe, the AVATAR-Conference project
aims to develop a toolkit to set up and
administer virtual online confer-ences. In
the toolkit, users are represent-ed as
avatars. The system will be design-ed as a
scalable, modular application, offering a
large number of supportive functions.
[Link]

Bibliography
Deuchar, S. and Nodder, C. (2004). The
Impact of Avatars and 3D Virtual World
Creation on Learning. Paper presented to
the National Advisory Committee on
Computing Qualifications (NACCQ) 2004
Conference, New Zealand.
[Link]
edings_03/pdf/[Link]
Jung, B., Ahad, A., and Weber, M. (2005).
The Affective Virtual Patient: An E-Learning
Tool for Social Interaction Training within
the Medical Field. In Proceedings of TESI

Do not reproduce 53
 first few pages. Coursey (2005) quotes
Blogs reader Curt Gowan, who wrote, “Blogging is
this decade's citizens' band radio, a fad
Related terms which booms insanely then drops back to a
much, much lower level of activity that is
Crunkies, screencasting, video blogging, sustainable and actually useful.”
Weblogs
The Catalyst Group, in a 2005 study entitled
“Net Rage”: A Study of Blogs and Usability,
Description cite the following as problems with blogs:
Weblogs or blogs are online journals that > Visitors may not recognize they are on a
invite readers to add comments, thereby blog.
participating in an ongoing online
conversation. Blogs are proliferating at a > Blogs do not always identify themselves
great rate in educational environments as blogs.
because they are so easy to use. A form of > The core purpose of submitting
online publishing, blogs can be used within comments to a blog is not universally
a classroom or a community, or they can be understood.
open to the general public.
> Few, if any, blogs declare exactly what
For teachers, one issue with Weblogs will happen when a post is submitted.
involves how to evaluate their impact on
learners. However, there are many who > Mainstream consumer expectations for
think the use of blogs is changing the very assistance, education, and context far
fabric of formal education. outstrip implementing the blog interface
and feature elements.
Similarly, blogs are changing corporate
training in profound ways. Some of the Nevertheless, as the following examples
benefits of “Enterprise Blogging” as show, the use of blogs in education is here
identified by Clyde (2005) include the to stay.
following:
> Blogs can be useful sources of
Selected Examples
information. A crunkie is a new type of blog posting that
> Blogs are used for communication. is linked to a certain geographical location.
When someone the user knows arrives, if
> Blogs can be used as a project they have subscribed to the blog, their PDA
management tool. will send them a message about the place
they are visiting. Crunkies are the brainchild
> Blogs can be used as a competitive
of Wavemarket, an applications company.
intelligence tool.
[Link]
> Blogs are used for marketing.
Sony Ericsson has developed a 3.2-
> Blogs are a tool for knowledge megapixel blogging phone. These new
management and knowledge sharing. phones are integrated with Google's Blogger
application.
> Customer service is an area in which
[Link]
the potential of blogging is being
a&lc=en&ver=4000&template=pc3_1_1&z
explored.
one=pc&lm=pc3&prid=4870
> A blog can be used as a newsletter or
Most blogs are personal journals of
can take the place of a newsletter as a
individuals, although occasionally there can
form of online publishing.
be multiple contributors to a blog. Most blog
However, in a note of caution, Clyde adds, writing is unstructured, with a wide range of
“A potential problem is that blogging does writing styles. This makes it difficult for
not fit with the corporate culture of many search engines to sort out the content of
organisations.” As well, hundreds of blogs, other than simple word searching.
thousands of people have started a blog but One attempt to change this is called
have not added material to it beyond the structured blogging. In this approach, the

54 © Brandon Hall Research

structure of blog entries depends on the Postgenomic (life sciences blogs)
type of content – e.g; movie reviews look [Link]
different than recipes. For more
information, see: Online Resources
> [Link] Teresa A. D’Eca in Portugal maintains a
> [Link] fantastic list of Web resources on all
[Link] aspects of learning online, including
educational blogging. Find her work at:
> [Link] [Link]
ories/2003/03/13/towardsStructured [Link]#Teaching
[Link]
There are hundreds of blogs on educational
James Farmer is a frequent and critical computing. A comprehensive listing is
contributor to the online debates on the maintained by the e-Learning Centre in the
future of technology and education. His blog UK.
is at: [Link]
[Link] [Link]/eclipse/Resources/elb
education/ [Link]
Jay Cross has at least two blogs about e- The Pew Internet and American Life Project
learning – Internet Time and InformL, both has published a report entitled Bloggers: a
worth reading for the latest developments in portrait of the Internet’s new storytellers.
thinking about e-learning (Jay coined the [Link]
term “e-learning” back in 1997). oggers%20Report%20July%2019%202006.
[Link] pdf
[Link] BlogCatalog is a listing of blogs of all types.
Jenna Sweeny, President of an instructional In March 2006, there were 891 educational
design firm, has a blog on Corporate blogs listed.
Training and e-Learning. [Link]
[Link] ation_and_training
ningblog/ Susan Herzog, a librarian, has compiled a
George Siemens of Winnipeg, Canada, is a large bibliography on the topic of blogs. You
prolific source on many aspects of e- can scan the entries in BlogBib at:
learning. His blog, elearnspace, is a great [Link]
resource. Michael Bergman has written a very
[Link] comprehensive guide to setting up a blog,
Scott Leslie is another prolific blogger in the based on his four-month diary of setting up
education space. His matrix of uses of blogs his own blog with WordPress. Get the guide
in education is particularly interesting. at:
[Link] [Link]
f content/themes/ai3/files/BlogGuide/BlogG
[Link]
BlogBurst – market a blog to mainstream
media through the BlogBurst network. Shawn Callahan in Australia has written a
[Link] white paper on building a “technician’s
blog” to help technicians share information
Track the blogsphere with Blogpulse, which with each other and with the company’s
analyzes trends in blog site topics. sales force and customers.
[Link] [Link]
Listings of subject area specific blogs are [Link]
emerging in academic disciplines. These Danny Maas has produced a set of online
include the following: videos on educational blogging that cover
MetaxuCafe (literary blogs) all the basics. View them at:
[Link] [Link]
54633740168105430&q=tilt

Do not reproduce 55
 According to eighth graders, “blogs are Coursey, David (2005). Blogs Really Aren’t
cool.” For a huge list of educational blogs So Unique. [Link], July 14.
that relate to social studies, check out this [Link]
site: 37604,[Link]
[Link]
Davis, Anne (2004). Ways to use Weblogs in
[Link]
education. EduBlog Insights, Oct. 5.
WWWTools collects interesting links on a [Link]
number of topics related to online /ways-to-use-weblogs-in-education/
education. To see their list of interesting
Downes, Stephen (2004). Educational
links on educational blogging, go to:
Blogging. EDUCAUSE Review, 39(5),
[Link]
September/October, 14-26.
cfm?x=0&rid=10171
[Link]
Stephen Downes, a senior researcher with [Link]
the National Research Council of Canada,
Lenhart, A. and Fox, S. (2006). Bloggers: a
has written a guide on how to be noticed
portrait of the Internet’s new storytellers.
and attract readers to your blog.
Pew Internet and American Life Project, July
[Link]
19, 2006.
bin/[Link]?db=post&q=crdate=1122588
[Link]
384&format=full
oggers%20Report%20July%2019%202006.
Waypath is a Blog Discovery Engine that pdf
helps users find new blogs to read from the
Pierce, Dennis (2006). Panelists: blogs are
millions in the blogosphere.
changing education. eSchool News Online,
[Link]
March 24, 2006.
[Link]
Bibliography [Link]?ArticleID=6208
Bergman, Michael (2005). Comprehensive Torio, James (2005). Blogs: a global
Guide to a Professional Blog Site: A conversation. Master’s Thesis, Syracuse
WordPress Example. AI3 White Paper, University, Syracuse, New York.
September 2005. [Link]/work/[Link]
[Link] [Link]
content/themes/ai3/files/BlogGuide/BlogG
[Link]
Canali De Rossi, Luigi (2004). Blogging
Communities and the Knowledge
Enterprise. Robin Good Blog, Sept. 29.
[Link]
04/09/29/blogging_communities_and_the
_knowledge.htm
Canali De Rossi, Luigi (2005). Group And
Multi-User Blog Platforms Compared. Robin
Good Blog, May 16, 2005.
[Link]
05/05/16/group_and_multiuser_blog_platf
[Link]
Catalyst Group (2005). “Net Rage”: A Study
of Blogs and Usability. July 11.
[Link]
ors/upload/Blog_usability_report.pdf
Clyde, Laurel (2005). Enterprise blogging.
FreePint Newsletter, January 13, No.174.
[Link]
m#feature

56 © Brandon Hall Research

 browser. The Internet is treated as a virtual
Browsers space, allowing users to move through it
using 3-D tools.
Related terms [Link]
The Mozilla Project set out to develop open
FireFox, Internet Explorer, Netscape, thin
source standards for Web browsers and
clients, Webtops
mail clients. Their efforts have resulted in
the FireFox Web browser and the
Description Thunderbirds mail client.
For many, using a browser is synonymous [Link]
with the World Wide Web. Like all FireFox allows many “add-ons.” These
technology innovation curves, the history of include extensions (programs that add
browsers shows a “winner” and a number of functionality to FireFox), plugins (programs
“losers.” The browser wars of the late that convert or play content within a
1990s resulted in the demise of the Mos-aic browser), search engines, and “themes.”
browser, the defeat of the Netscape Themes allow the user to change the look
browser, and the rise to supremacy of and feel of the browser. For a complete
Microsoft's Internet Explorer browser. Once listing of FireFox “add-ons” see:
it was clear that the Netscape browser was [Link]
on the way out, America Online, which efox
owned the rights to Netscape, turned it into
an open source project – the Mozilla Firefox Flock is an open source browser built on the
browser. ([Link] FireFox code base. It integrates next-
generation Web technologies such as RSS
What most people don't realize is that there content feeds, blogs, bookmarking, and
are hundreds of smaller browsers out there photo sharing. Flock was launched in
with very small market share. For example, October 2005.
while Opera, a browser that has been [Link]
around for a long time, has a small
following, it has never been much of a Mark Oelhert has been floating an idea on
threat to Internet Explorer. his blog for an alternative to browsers,
([Link] called “Webtops.” Read two entries on this
topic at:
The truth is that browsers themselves may
be disappearing, or at least their influence > [Link]
is decreasing. Based on the metaphor of the ngs/2006/05/an_evaluation_o.html
World Wide Web as a book, they may not be > [Link]
necessary as navigational devices, as more ngs/2006/07/continuing_to_p.html
and more applications become directly
available through the Internet. This is
especially true for business-to-business
Online Resources
commerce, where many applications Wikipedia has the most coverage of
interact with each other automatically. browsers, across several articles. These
Already there is talk of a "browserless Web” articles include the following:
(Cox, 2001).
> List of Web Browsers:
[Link]
Selected Examples b_browsers
OmniWeb is a powerful browser with > Comparison of Web Browsers:
advanced features that is specifically [Link]
designed to work with Macintosh n_of_web_browsers
computers.
[Link] > Web Browser:
mniweb/ [Link]
ser
Active Worlds is an example of how to
navigate the Web without a traditional

Do not reproduce 57
 Well over 100 browsers for the World Wide
Web have been developed. Most of these
are archived at:
[Link]
Another comprehensive list of browsers is
found at the Web Developers Notes site.
[Link]
n/browsers_list.php3

Bibliography
Cox, John (2001). Make way for the
‘browserless Web’. Network World, Jan. 29,
2001.
[Link]
[Link]
Engst, Adam (2004). OmniWeb 5.0: The
Powerful Web Browser. TidBits, No. 742,
Aug. 16, 2004.
[Link]
775
Horton, W. and Horton, K. (2002). Picking
the Right Browser: issues in specifying a
browser for e-learning and knowledge
management. William Horton Consulting,
Boulder, CO, May 16, 2002.
[Link]
ers/pdf/edu722_PickingBrowser.pdf
LeMay, Renai (2005). Advanced browser
gives taste of Web 2.0, ZDNet Australia, Oct.
21, 2005.
[Link]
oa/Advanced_browser_gives_taste_of_Web
_2_0/0,2000061733,39218173,[Link]
Schonfeld, E., Malik, O. and Copeland, M.
(2006) The Webtop. CNN [Link].
[Link]
siness/business2_nextnet_webtop/[Link]
m
Tedeschi, Michael (2006). Opera Browser,
Still Perfecting its Pitch.
[Link], July 30, 2006.
[Link]
dyn/content/article/2006/07/29/AR2006
[Link]?referrer=email

58 © Brandon Hall Research

 > The devices give students feedback
Classroom Response about the limitations of their
knowledge, increasing their motivation
Systems to learn.
With this technology it is possible to do the
Related terms following:
Audience response systems, classroom
> Associate an individual with his/her
communication systems, clickers, voting
answer
systems
> Map the classroom and display student
Description answers seat by seat

The advent of e-learning has clearly put > Allow or require students to answer in
traditional classroom teaching on the small groups
defensive. This is especially true for > Support the creation, management,
postsecondary education where a lecture display, and archiving of questions
delivered to hundreds of students in a large
classroom often results in alienation The use of clickers can become an in-class
between the lecturer and the students. One Web application, integrated with other types
response is to try to make the traditional of learning technologies.
classroom and the large lecture hall more However, costs can be an issue, as Stone
responsive and interactive, as is the case (2004) points out:
with a technology called classroom
response systems, or clickers. “…these systems come with many hidden
costs, both for students and for those
Resembling remote controls used for home supporting their use in the classroom. There
entertainment equipment, classroom are time-consuming issues (and therefore
response systems with clickers use either costs) in terms of installing the receivers
infrared rays or radio signals to and software in a classroom, training the
communicate with a hub that is connected faculty member to use the software, and
to an instructor's computer. Students can supporting students who have trouble
“click in” at the beginning of a class to ‘activating’ or ‘reactivating’ their clicker. As
register their attendance and can click multiple brands (typically not interoperable)
again to answer questions the instructor yoked to different textbooks are adopted on
poses during the lecture. a single campus, the costs and headaches
The use of clickers has several advantages, multiply.”
including the following (summarized from In spite of the costs, many faculty members
Cassidy, 2006; Beatty, 2004): who use this technology are enthusiastic
> Students answer multiple-choice about it, suggesting that it transforms the
questions anonymously without fear of traditional lecture in many positive ways.
failure. This includes the fact that faculty are also
more involved and may enjoy the higher
> Student answers are available level of challenge an interactive class can
immediately to the instructor, giving produce.
almost instant feedback.
> The devices keep students alert and Selected Examples
involved.
The following are vendors of Classroom
> The devices can instantly construct Response Systems:
histograms of class-wide answers for
eInstruction’s Classroom Performance
the instructor and display the histogram
System is used in K-12, higher education,
to students using an overhead
corporate, and military settings.
projector.
[Link]
> Clickers permit question types other
H-ITT Classroom Response System is a low
than multiple-choice.
cost system that is integrated with Pearson

Do not reproduce 59
 Publishing textbook. The University of Texas has a useful Web
[Link] site of Frequently Asked Questions (FAQs)
on the use of clickers in the classroom.
InterWrite Personal Response System
[Link]
(formerly EduCue PRS) is used in over 300
o/labinstructions/[Link]
universities.
[Link] The Community Learning Resource Web site
[Link] supports adult and community learning. The
site contains reviews of classroom and
LearnStar is an interactive system where
online voting systems.
each student gets a QWERTY keyboard,
[Link]
allowing questions beyond the simple
966
multiple-choice type.
[Link]
Bibliography
Option Technologies Interactive has a
classroom response system. Beatty, Ian (2004). Transforming Student
[Link] Learning with Classroom Communications
ce-response-systems/[Link] Systems. EDUCAUSE Center for Applied
Research, Research Bulletin, Volume 2004,
Pearson Education Australia has its own No. 3, Feb. 3.
unique KEEPAD. [Link]
[Link] es/cps/[Link]
udienceResponseSystems/[Link]
Burnstein, R. and Lederman, (2003).
Pearson USA adds a “challenge board” to Comparison of different commercial
its interactive clicker software. wireless keypad systems. The Physics
[Link] Teacher, 41(5), 272-275.
Qwizdom provides a well-designed set of [Link]
keypads that younger students will likely CRS/pdf%20files/keypad%20comparisons.
find to be “cool.” pdf
[Link] Cassidy, Anne (2006). This class clicks!
SmartRoom Learning Solutions provides Wireless devices promote interactive
classroom response technology that is learning. Inside CUA, March 3, 2006.
integrated with Microsoft PowerPoint [Link]
software. e=/051103/[Link]
[Link] EDUCAUSE (2005). 7 things you should
know about…Clickers. Educause Learning
Online Resources Initiative.
[Link]
University of Massachusetts’ Physics [Link]
Education Research Group’s Assessing
Student Knowledge with Instructional Mazur, Eric (1997). Peer Instruction: a
Technology (ASK-IT) project has a list of user’s manual. Upper Saddle River, NJ:
resources on classroom response systems. Prentice Hall.
[Link] [Link]
ASKIT 654416/102-1432436-
8908931?v=glance&n=283155
The Active Learning Web site lists many
resources for active learning, including Stone, Tom (2004). Beware publishing reps
material on the use of classroom response bearing “free” gifts that click. E-Learning
systems. Dialogue, July 7, 2004.
[Link] [Link]
[Link]/news_issue.asp?id=154&I
The University of British Columbia maintains ssueDate=7/7/2004#view
a Wiki with a section on clickers. See
“Clicker Links” at: Su, Q. (2002) Teaching innovation using a
[Link] computerized audience response system.
Paper presesented at the AUPEC 2002

60 © Brandon Hall Research

Conference, Melbourne, Australia.
[Link]
2/Final-Papers/[Link]

Do not reproduce 61
 building. Facilitating collaboration is not an
Collaboration Tools easy task; it requires skill and experience.

Related terms Selected Examples

Cooperation, social bookmarking, social Hundreds of vendors are producing and
networking selling collaboration software products.
These products can be divided into the
Description following categories:
> Collaborative Working Spaces and
The big news for emerging e-learning is the
Resources Sharing Software
shift to collaboration tools and social
software. This represents a fundamental > Communities of Practice Management
shift in how learning takes place, as we Software
move from a model of instructor-led
teaching of individuals to one of learner-led > Project and Team Management
finding, doing, and collaborating. Software

The Institute for the Future, in its 2005 > Virtual Classrooms with Collaboration
report Technologies of Cooperation, Features
identifies “eight key clusters” of > Web Conferencing Software with
collaboration tools: Collaboration Features
> Self-Organizing Mesh Networks Following is a list of the best known in each
> Community Computing Grids of the above categories:

> Peer Production Networks Collaborative Working Spaces and

> Social Mobile Computing Resources Sharing Software
> Group-Forming Networks 5 Point – Teamspace - Teamspace is a
groupware system for international Web-
> Social Software based collaboration and virtual teamwork.
> Social Accounting Tools Create your own team and work together
with colleagues all over the world.
> Knowledge Collectives [Link]
There are many different ways to Advanced Reality – Jybe - Advanced Reality
collaborate. Timothy Butler and David has a set of P2P collaboration products that
Coleman (2003) suggest five fundamental allow users to work directly together on
models of working together: various applications.
> Library (a few people place material in a [Link]
repository, many draw on it) [Link]

> Solicitation (a few people place AdventNet – Zoho Virtual Office is

requests, many respond, e.g., a groupware that provides a virtual
Request for Proposal system) collaboration platform where individuals
and groups can communicate, collaborate,
> Team (a small group working together organize, and share information seamlessly
on a project) using a number of useful applications.
> Community (e.g., a Community of [Link]
Practice) office/[Link]?ad-main

> Process Support (systems that support Annotea - Annotea is a World Wide Web
repetitive workflows) Consortium (W3C) LEAD (Live Early Adoption
and Demonstration) project under Semantic
Processes supporting collaboration can Web Advanced Development (SWAD).
include generation (e.g., through Annotea enhances collaboration via shared
brainstorming), reduction, clarification, metadata-based Web annotations, and
organization, evaluation, and consensus

62 © Brandon Hall Research

bookmarks. Cisco - Unified MeetingPlace - An integral
[Link] component of the Cisco IP Communic-ations
system, Cisco MeetingPlace is a complete
Atinav – aveComm - This technology adds to
rich-media conferencing solution.
a software/hardware application or product
[Link]
with Web-based video, voice and data
ps5664/ps5669/[Link]
collaboration, and communication.
[Link] Citrix Systems – GoToMeeting - Online
meeting solution for sharing desktop
BackPack – An organizational tool that
resources, Web conferencing, and
allows collaboration with others. A Web-
collaboration.
based service lets users make to-do lists, jot
[Link]
down notes, share files, and upload photos.
s/[Link]?contentID=13976
Users can share Backpack pages with
others by e-mailing the page address to the [Link]
other person. It also provides Short
Comotiv Systems – Comotiv Collaboration –
Message Service (SMS) alerts.
Allows the sharing of files, markup of data,
[Link]
recordable conferencing, and instant access
Bantu – Bantu Messenger - Bantu is a to the group workspace.
powerful communication and collaboration [Link]
platform. Bantu's secure Instant Messaging t/[Link]
(real-time text communication), Presence
courseforum technologies – Projectforum -
(see who’s online), and Alerts (time-
Web-based collaboration software that is
sensitive notifications) offer rich
easy to set up and use.
communications.
[Link]
[Link]
.php Croquet – Croquet – A combination of open
source computer software and network
BlueTie – Business Class Collaboration –
architecture that supports deep
Integrates e-mail, contacts, calendar,
collaboration and resource sharing among
collaborative file management, and instant
large numbers of users.
messaging.
[Link]
[Link]
Digi-Net Technologies – DigiChat - Web
Blenks – In-team - Offers tools and modules
conferencing software to address the needs
to support teams in a variety of
of business, education, non-profit, and
environments. Their virtual “meeting room”
individual users.
can be embedded in existing infrastructures
[Link]
and customized in terms of look and feel.
[Link] Digite – Digite Enterprise - Offers real-time
collaboration through Web access, instant
Bright Idea – On-Demand Innovation
messaging, discussion forum, alerts, flexible
Management Suite – Software that assists
workflow, robust document management,
managers in all areas of innovation, with
and meeting manager.
templates and workflows for product
[Link]
development, intellectual property
management, expert location, and EMC² - Documentum eRoom - Web-based
information technology adoption. collaborative workspace that enables
[Link] distributed teams to work together more
efficiently. Features include IM; project
Central Desktop – Central Desktop - Web-
planning and reporting; search; version
based collaboration tool for business teams
control; office, desktop and e-mail integ-
to manage projects, share information, and
ration (Microsoft Office and Outlook);
communicate with others. Includes
integrates with SharePoint and WebLogic.
document organization and sharing,
[Link]
document versioning, and searchable
m/[Link]
discussion threads.
[Link] [Link] – Collaboration Suite – A
collaboration suite for engineers that

Do not reproduce 63
 features a project navigator; resource [Link]
information sharing; mechanical CAD Viewer /projectspaces/
to compress and send CAD files over
Gliffy – Gliffy – Provides the ability to
Internet; desktop sharing and remote
diagramming in a Web browser, with
desktop control, recording and playback;
collaborators able to add to and change the
and document management.
diagrams.
[Link]
[Link]
EPAM Systems – EPAM Project
Google – Google Groups – Create, search,
Management Center (EPAM PMC ) - A Web-
and browse groups to discuss and share
based collaboration environment for
ideas.
software development. The system
[Link]
streamlines project planning, require-ment
and risk management, software Gordano – Gordano Messaging Suite
construction, product quality assurance, Collaboration - GMS Collaboration Server
quantitative project management, and provides a fully functional cross-platform
organizational process performance. alternative to Microsoft Exchange.
[Link] [Link]
[Link]
Exact Software – e-Synergy - The e-Synergy
platform integrates and consolidates Grapevine Software – On Demand –
corporate data into a single database. Document management and collaboration
Features include the following: Accessing software – share files, invite workspace
documents, scheduling and using members, assign file editing rights and
calendars, tracking the status of completion dates, attach threaded
assignments, and sending workflow tasks. discussions to files, allow members to
[Link] update and edit files.
[Link]
eZmeeting - Live meetings and Web
conferencing. Features include interactive Groove Networks – Groove Virtual Office -
data collaboration; universal file viewer for File sharing, meeting, project management,
MS office documents; drawing tools; data and process tracking, and team
presentation tools, including whiteboards, management. Soon to be integrated with
snapshots, and images; interactive Microsoft Office.
whiteboard; desktop sharing; and corporate [Link]
instant messaging.
[Link] GroupSystems – GroupSystems II -
GroupSystems II includes several tools for
Facilitate – FacilitatePro – Supports online group interactions – from brainstorming to
meetings and collaboration with a set of voting. The interactions can happen both in
tools for brainstorming, categorizing, voting, face-to-face meetings and in remote
conducting surveys, and creating action meetings run over the Internet.
plans. [Link]
[Link] /[Link]
Flypaper – Teamspace – Simple, easy to Hewlett Packard - Halo Collaboration Studio
use online collaboration system. The - A system of carefully placed plasma
company also has the Flypaper Enterprise televisions, cameras, and microphones that
Collaboration Platform. allows two groups of up to six people to hold
[Link] a live meeting in two separate locations.
Conceived by Dreamworks as a response to
Forum One – ProjectSpaces - ProjectSpaces
travel concerns after the terrorist attacks of
is a password-protected, Web-based
September 11, 2001, Halo allows meeting
extranet tool. It provides working groups
participants to make eye contact, share files
with simple, powerful, secure, and reliable
and documents, and shout over each other
tools for collaborating more effectively
in an attempt to be heard – just like a real
across organizational and geographic
meeting.
boundaries. It has tools for managing
[Link]
multiple teams.

64 © Brandon Hall Research

hotComm - A peer-to-peer collaboration JDH Technologies – Web-4M - A
platform that is designed to leverage the collaboration suite for business or
1stWorks Network, a powerful, scalable, training/education. Integrated suite of multi-
and secure peer networking architecture. user, peer-to-peer, and groupware tools for
hotComm is the desktop client that provides synchronous course delivery and
fast, efficient, private interactive access or instructor/student interaction.
exchange of text, voice, video, data, and [Link]
applications between participating
JotSpot - Jotspot Live- A live group note-
hotComm users on the Web.
taking application for people collaborating
[Link]
on the Web.
HyperOffice – HyperOffice Collaboration [Link]
Suite – A hosted collaboration solution.
kGroups – UWC kGroups Collaborative
Features include the following: Business e-
Workspace - kGroups provides a number of
mail, online document management, online
tools, including file sharing, discussion
calendar, online contact management, task
forums, blogs (Weblogs), podcasting, a
manager, and shared documents.
Wiki, realtime chat, instant messaging and
[Link]
presence indication, an interface to a
IBM - Lotus QuickPlace - A Web-based mailing list server, image libraries,
solution for creating team workspaces for bookmarks and bookmark sharing
collaboration. (kBookmarks, link sharing), and more.
[Link] [Link]
[Link]/servers/eserver/iseries/quickp e=splashscreen
lace/
L&W Interlab – Web Office Point - An online
IceWEB – IceMAIL – An enterprise class e- groupware with integrated collaborative
mail and collaboration system for small environment for Web-based business. A
businesses. Features include the following: suite of integrated Web-based software for
Shared calendars, contacts, folders, and managing commercial resources.
Microsoft Outlook integration. Customizable Web directory, online editor,
[Link] and role-based access control provide the
capability to share information with
iLinc Communications - iLincSuite -
employees, partners, and customers on the
Provides hosted Web conferencing and
Web.
audio conferencing software. Learnlinc is an
[Link]
electronic classroom from iLinc.
[Link]
[Link]
Mayetic – Collaborative Workspaces –
Interwoven - WorkSite and WorkSite MP
Teamwork collaboration tool. Functions
Collaborative Document Management -
include the following: Share documents,
Document management and team
calendars, Web resources, and photos.
collaboration software that stores all
Using Mayetic collaborative workspaces,
project-related documents; integrates with
any workgroup belonging to an internal or
MS Office, Outlook, and Lotus Notes; and
external organization can publish and share
provides search, versioning control, and
information and documents in a
extensibility.
collaborative, structured, and secured
[Link]
fashion – up to 399 users.
ment_management/[Link]
[Link]
InQuest Technologies – InQuest IQ9 -
Microsoft – Live Meeting - Live Meeting
Document management and collaboration
enables users to collaborate online with
software. Features include the following:
colleagues, customers, and partners in real
Document management, including
time between either individuals or large
versioning, security levels, search archiving,
groups—with just a PC and an Internet
and file commenting.
connection.
[Link]
[Link]
[Link]
eting/[Link]

Do not reproduce 65
 Microsoft – SharePoint - Microsoft Windows combines collaboration and performance
SharePoint Services technology in Windows management.
Server 2003 is an integrated portfolio of [Link]
collaboration and communication services
Raissa Publishing – MyWorldChat,
designed to connect people, information,
MyWorldChat Communicator - Corporate
processes, and systems both within and
quality communications center. Features
beyond the organizational firewall.
include the following: Interactive
[Link]
whiteboard, real-time application sharing,
003/technologies/sharepoint/[Link]
text chat, audio and Webcam, file transfer,
Near-Time – Flow - Near-Time integrates a moderator functions, and MP3 audio
group Weblog with wiki pages, team events, recording.
and shared files in a hosted and secure [Link]
collaborative environment. Create a Near-
Rallypoint - Rallypoint - Combines the
Time space to share ideas, resources, and
powerful features of a desktop word
files; author and review pages individually
processor with the collaborative abilities of
and across the group; schedule and track
a secure hosted wiki, providing the best of
events and activities; organize and discover
both worlds.
content through categories and tags; and
[Link]
publish and broadcast your content to the
Web. Ramius - Community Zero - CommunityZero
[Link] is an interactive Web site that allows a
group of people to communicate and
Novell – Groupwise - Novell GroupWise is a
exchange information over the Internet in
collaboration software solution that
their own private and secure area. Within
provides information workers with e-mail,
each area, called an online community,
calendaring, instant messaging, task
participants are provided access to a suite
management, and contact and document
of powerful tools that enable a group to
management functions.
effectively get organized, share knowledge,
[Link]
and communicate.
/
[Link]
Open Text – Livelink EMC Collaboration -
[Link] – eStudio - eStudio is a
Open Text provides Enterprise Content
hybrid solution that offers over 30 software
Management (ECM) that allow managers to
features needed for effective collaboration.
tightly control the project lifecycle by
eStudio does not require an IT department
monitoring due dates, milestones, tasks,
to maintain it. The administration of an
and priorities and by receiving on-the-spot
eStudio tightly controls user access. Staff
status reports.
members can access the components they
[Link]
require to work effectively while customers
Oracle - Oracle Collaboration Suite – Oracle view only the data that is relevant to their
Collaboration Suite 10g provides the tools company interaction.
an enterprise needs to seamlessly [Link]
collaborate from within any application or
Santa Cruz Networks - Solutions to help
device. Enables individuals, teams, and
people communicate in new ways on the
entire organizations to detect presence and
Internet. Allows people to talk to each other,
collaborate instantly.
see each other in real time using cameras,
[Link]
and share data or applications while they
ml
are online.
Parlano – MindAlign - A suite of persistent [Link]
group messaging, instant messaging, and
Selden Integrated Systems – iKE - iKE is a
presence management solutions. Integrates
ready-to-use application of personalized
with Microsoft SharePoint.
online workspaces and interactive solutions.
[Link]
The iKE Office software includes Secure
Performance Solutions Technology – Portals, Workflow Automation, Document
MproWeb – A browser-based tool that Management, and Remote Access

66 © Brandon Hall Research

solutions. hardware or software.
[Link] [Link]
ShareMethods – ShareMethods - On- VIACK – VIA3 – Provides secure
demand (ASP) product that combines collaboration meetings over the Internet –
document management, collaboration, and see and hear all participants; view and edit
Customer Relationship Management (CRM) documents or images together; store files;
integration in a single solution. and use live audio, video, instant
[Link] messaging, and information sharing.
[Link]
SiteScape - Forum ZX - Collaboration
software that includes document Vignette - Vignette Collaboration – Web-
management, threaded discussions, based, shared workspaces that blend
calendar sharing, search, workflow and task seamlessly with your current and familiar
management, and real-time com- productivity tools such as e-mail, desktop
munications such as presence confirm- document folders, productivity applications,
ation, voice and Web conferencing, Web- and calendaring tools.
based whiteboarding, and instant [Link]
messaging. ent/0,2097,1-1-1928-4149-1968-
[Link] 4491,[Link]
SpiderWeb Communications - Web-based Web Crossing – WebCrossing Core -
solutions to enable face-to-face interaction WebCrossing Core includes a Multi-domain
with remote employees, partners, and Web server, newsgroup server, e-mail
prospects – without leaving their server, chat server, XML-RPC server, FTP
desks. Includes VoIP, live video, application server, and more. Use it out of the box, or
sharing, and breakout groups. use it to build a Web application.
[Link] [Link]
Stalker Software – CommuniGate Pro – This WebAsyst – WebAsyst Suite - WebAsyst
is claimed to be the most scalable and enables users to implement customer,
modern Internet communications project, and document management in a
application server on the market today. Web Web browser without downloading
conferencing server (in-house). additional software.
[Link] [Link]
ml
Writely is an online word processor that
SumTotal Systems – SumTotal Enterprise allows real time collaboration with others.
Suite, with Total VCS and Total [Link]
Collaboration - TotalVCS delivers online
Yahoo Groups – Yahoo groups give Yahoo!
training and enables live and "on-demand"
users a place to meet, interact, and share.
communication, collaboration, and learning
[Link]
over the Web for the delivery of real-time
online training. Total Collaboration provides
an easy way for employees to get Communities of Practice Management
information from company experts and an Software
easy way for organizations to capture the Tacit Networks – ActiveNet3 - Processes e-
knowledge transfer for future reference. mail, documents, and other business
[Link] communications, and auto-matically
/[Link] discovers each employee's work focus,
Trichys – WorkZone - WorkZone is the easy- expertise, and business relationships.
to-use extranet for organizing and sharing [Link]
work with clients, project teams, and /[Link]
business partners. Designed specifically for Tomoye – Tomoye Ecco - Communities of
the non-technical user, WorkZone can be practice software that have received great
accessed from any Web-enabled computer reviews. Tomoye Ecco rapidly creates an
(Mac or PC) and requires no additional environment that supports context creation
around new knowledge, stimulates idea

Do not reproduce 67
 generation, connects peers, and promotes a applications.
culture of sharing across functional units. [Link]
[Link]
Nagarro - Projistics - In-house tool
developed to assist in project management.
Project and Team Management Access to the tool is also given to clients,
Software fostering the spirit of a team working
Axista – Xcolla - Intuitive project towards a single goal.
management software for work teams. [Link]
Works with Microsoft Project. software_development_project_manageme
[Link] [Link]

Brevient – Brevient Project – Flexible online TeamDynamix – TDNEXT V4.0Project Suite

project management software with a – TDNext is focused on helping managers
dashboard management system. and project team members work more
[Link] effectively. Project managers have all of the
tools necessary to monitor team progress,
Informative Graphics – ProjectDox - Easy-to- identify and resolve potential problems, and
use database that neatly stores and communicate with their project teams.
organizes project files, giving all team Project team members have instant access
members constant online access to needed to all project information that is relevant to
information. their work, and the system tells them
[Link] exactly where their time should be focused.
NexPrise – NexPrise Collaboration - [Link]
Centralizes all project-related documents, nProducts/[Link]
files, and data into a single storage area.
Users can store information and control Virtual Classrooms with Collaboration
where it goes and who can access it. Features
[Link]
CaucusCare – Team - Industrial-strength
onProject – myonProject - myonProject is software package for hosting Web-based
an online team collaboration and project "online conferencing," virtual collabor-ation,
management solution that offers practical, and asynchronous group meetings
affordable, online management for projects [Link]
of any size and scope.
Centra – Centra 7 – Centra Live for Virtual
[Link]
Classes replicates typical classroom
OPM Creator – OPMCreator - Instant set-up, interaction with voice, video, data, and
simple, scaleable, pay-as-you-go Web-based graphics in a structured online learning
project management software. Share environment.
multiple projects with multiple users, set [Link]
user permissions, assign tasks, and share
Elluminate – Elluminate Live! Academic
documents, calendars, discussions,
Edition 7.0 - A real-time virtual classroom
feedback, and e-mails.
environment designed for distance
[Link]
education and collaboration in academic
Project/Open – Project/Consulting - An institutions.
integrated Web-based project management [Link]
and PSA (Professional Services Automation)
HP - HP Virtual Classroom - Features include
that helps a company to run its business by
Hands up, applaud and meter, attendee list,
taking care of everything from CRM, project
private/group chat, content button, review
planning, project tracking, and collaboration
button, exit and help, print icon, and save to
to timesheet management, invoicing, and
disk icon. Tools include PowerPoint drag-
payments.
and-drop, content, navigation, annotation
[Link]
tools, custom stamps, form to submit
PeopleCube – WebEvent Team - Web event questions, whiteboard pages, and Web
calendaring, scheduling solutions, and pages.
human performance management [Link]

68 © Brandon Hall Research

Photon Infotech – SPARK - Synchronous messaging, session reports, and phone use.
virtual classroom – Audio, visual, and text [Link]
chat; shared whiteboard and present-ation; [Link]
shared desktop; integrated content
Horizon Wimba – Live Classroom – A fully
management system; breakout rooms;
featured live virtual classroom supporting
private whiteboards for each participant;
audio, video, application sharing, and
URL sharing.
content display. Allows holding live, online
[Link]
classes, office hours, guest lectures,
ew/16/108/
Webcasts, and meetings.
[Link]
Web Conferencing Software with eclassroom/
Collaboration Features
Interwise – Interwise Connect - Delivers
Adobe – Macromedia Breeze - Breeze unlimited voice, Web, and videoconfer-
delivers rich Web experiences for online encing. Share and collaborate on any
teaching, learning, and collaboration that application or document in real time. Lead
everyone can access instantly. For example, or attend virtual classes with full moderator
Purdue University has extended learning control and participant interaction. Record
with Breeze through blended learning classes or Webcasts.
activities, synchronous online lectures, [Link]
virtual office hours, and collaborative
content-building sessions. Intralinks - IntraLinks On-Demand
[Link] Workspaces - A secure, virtual environment
where business communities can exchange
Batipi – Batipi - Synchronous Web- high-value information across enterprise
conferencing software. boundaries. Real-time reporting shows
[Link] which information has been accessed, how
Brevient – Mix Meeting – Web conferencing often, and by whom.
software with scheduling, meeting [Link]
management, and collaboration features. iVocalize - iVocalize Web Conference -
[Link] Enables interactive Web conference
Communique – Audioconferencing with meetings, online seminars, e-learning
PowerSlides, and Web conferencing with classrooms, and presentations to audiences
WebEx. spanning the globe. Multilingual.
[Link] [Link]
internet_conferencing.asp Linktivity Division, Inter-Tel – WebDemo -
Convenos – Virtual meeting spaces and Features include multipoint videoconfer-
collaborative tools. encing, desktop sharing, pre-recorded
[Link] broadcasts, polling and quizzes, record and
playback, live demos, annotations, notes,
Elluminate – Elluminate Live! Enterprise broadcasts files, keyboard and voice chat,
Edition 7.0 - A real-time virtual classroom transparency tools, attendee lists, hand
environment designed for distance raising, remote control, and a change
education and collaboration in academic presenter ability.
institutions. [Link]
[Link]
LiveOffice – IMConferencing - LiveOffice
Genesys Conferencing – Genesys Meeting provides Web-based, compliance manage-
Center – Audio, video, and Web- ment solutions and conferencing collab-
conferencing specialists. oration technologies, including Web
[Link] conferencing, teleconferencing, toll-free
Glance Networks – Glance Corporate - conference calling, instant messaging, and
Glance is a simple, quick desktop sharing real-time videoconferencing.
tool for hosting live Web demos, sales [Link]
presentations, and more. Features include _imc.asp
shared documents, e-mail invites, instant

Do not reproduce 69
 Meeting One – Click&Share; Click&Meet - [Link]
Click&Share is a powerful, easy-to-use Web l
conferencing solution that allows users to
Voxwire – Meeting Room - An unlimited
share and present any printable document,
computer-to-computer Web conferencing
any application, or an entire desktop.
application that allows people to talk to
Click&Meet is an interface that allows users
each other, send text messages, and see
to visually manage a personal audio
the same Web site or other presentation on
conference room.
their screens – from anywhere in the world.
[Link]
It can be used for private communication or
_en/page=homepage
with large groups of participants.
NetSpoke - Web and audio conferencing [Link]
services.
WaveThree – Sessions IP Communications
[Link]
– A conferencing service that allows users
Radvision – Click to Meet - To support large to conduct business meetings right on their
deployments, Click to Meet creates computers. Users can have face-to-face
conferences across multiple servers and meetings with quality audio and video, text
routes and connects conference messaging, and document collaboration.
participants to the server most applicable to [Link]
their application and network configuration.
WebEx – WebEx Meeting Center - Powers
[Link]
online meetings, Web conferencing,
Raindance Communications – Switch Tower teleconferencing, conference calling, and
- Raindance's SwitchTower multimedia videoconferencing services created for
network is the foundation of the company's today's enterprise. Solutions include Web
collaborative Web, audio, and desktop meetings, Webinars, e-learning, remote
videoconferencing services. SwitchTower is support, and system management. Requires
a distributed network design allowing only a browser and a phone.
Raindance to deliver interactive online [Link]
meetings and events throughout their
WebTrain – Communicator 4 - Web
network, the Internet, and into the
conferencing and collaboration solutions
enterprise.
and a virtual classroom. Present courseware
[Link]
in a synchronous online environment, set up
[Link]
labs and conduct quizzes, present
TelNetZ – BridgePoint - Combining audio PowerPoint slideshows, share other
and Web conferencing components, applications; tour Web sites, show rich
BridgePoint allows companies to meet multimedia content and documents, and
virtually anywhere to accomplish their goals. provide effective distance education at a
With the convenience of online access fraction of the cost of traditional classroom
through an individual account, BridgePoint courses. Training can be conducted in
users can establish conferences at a multiple simultaneous languages in the
second’s notice from an Internet same training session, course, or meeting.
connection. [Link]
[Link]
Terra Dotta – Edufolio – An online teaching Online Resources
environment with conferences, discussion One of the oldest environments for
forums, surveys, and instant messaging networked collaboration was the CSILE
capabilities. project at the Ontario Institute for Studies in
[Link] Education (OISE), a graduate school of the
Vodium – Media Publishing Suite - VMPS is University of Toronto. It was started by
a robust software suite used to manage the Marlene Scardamalia and Carl Bereiter in
workflow of a live or on-demand Webcast. the early 1980s. A 1994 article by
The suite manages the creation, editing, Scardamalia and Bereiter explains the
publishing, and moderation of Webcasts. philosophy behind this project.
[Link]
[Link]

70 © Brandon Hall Research

The 2006 Collaborative Technologies The Usability First Web site has built a
Conference was held in June in Boston. comprehensive list on Computer Supported
[Link] Collaborative Work (CSCW), also known as
“groupware.”
The second international conference on
[Link]
Collaboration Technologies (CollabTech
[Link]
2006) was held in Tsukuba, Japan on July
13-14, 2006. Computer Supported Cooperative Work is a
[Link] journal on collaboration in the workplace
published by Springer.
Global SchoolNet Foundation (GSN)
[Link]
partners with schools, communities, and
gieqpokgy3tzh)/app/home/[Link]?refe
businesses to provide collaborative
rrer=parent&backto=linkingpublicationresul
educational, scientific, and cultural learning
ts,1:100250,1
activities that prepare students for the
workforce and help them become literate
and responsible global citizens. Bibliography
[Link] Alexander, Bryan (2006). Web 2.0: a new
Athabasca University provides a list of wave of innovation for teaching and
“Collaborative Learning Activities Using learning? EDUCAUSE Review, 41(2),
Social Software Tools” authored by Donna March/April 2006.
Cameron and Terry Anderson. [Link]
[Link] [Link]?bhcp=1
g9j97p7pg73_ahh5gqp63qx4 Bachler, M., Buckingham Shum, S., Chen-
The Collaboration Loop is a Web site Burger, J., Dalton, J., De Roure, D.,
containing newsletters and articles on all Eisenstadt, M., Komzak, J., Michaelides, D.,
aspects of collaboration in corporate Page, K., Potter, S., Shadbolt, N. and Tate,
environments. Sign up for free at: A. (2004). Collaboration in the Semantic
[Link] Grid: a Basis for e-Learning. In Proceedings
of Grid Learning Services Workshop (GLS
Kolabora is a news site for the rapidly 2004), Maceió, Brazil.
growing corporate collaboration community. [Link]
Its reviews of collaboration tools are also
useful. Beshears, Fred (2002). E-Learning and the
[Link] Digital Library: Opportunities for
Collaboration. Presentation to the DLF Fall
The Collaborative Learning Environments Forum, Nov. 4, 2002.
Sourcebook is a free e-book describing the [Link]
entire domain of collaboration in e-learning. [Link]
[Link]
[Link] Bonk, Curtis (2002). Collaborative Tools for
e-Learning. Chief Learning Officer, Nov.
Athabasca University maintains a Web site 2002.
of reviews of online collaborative tools. [Link]
[Link] es/clo_feature.asp?articleid=41&zoneid=3
David Wooley maintains a very 0
comprehensive list of Web-based Bruck, Bill (2004). Creating an eCommunity.
collaborative work environments. Q2Learning White Paper.
[Link] [Link]
[Link]
Butler, T. and Coleman, D. (2003). Models
Mitre Corporation, a not-for-profit of collaboration. Collaborative Strategies,
organization chartered to work in the public September, 2003.
interest, also has a great list of [Link]
collaboration tools. wsletter/publications_newsletter_septembe
[Link] [Link]

Do not reproduce 71
 Canali De Rossi, Luigi (2003a). Best Online Education International Conference 2002
Resources For Web Conferencing, Live E- (pp. 827-829). Chesapeake, VA: AACE.
Learning, Real-Time Collaboration and Live [Link]
Presentation Tools: a mini-guide. Robin n=[Link]&paper_id=10622
Good Blog, May 2, 2003.
Ewing, J. and Miller, D. (2002). A framework
[Link]
for evaluating computer supported
/02/best_online_resources_for_web_confer
collaborative learning. Educational
encing_live_elearning_realtime_collaboratio
Technology & Society, 5(1).
n_and_live_presentation_tools.htm
[Link]
Canali De Rossi, Luigi (2003b). Best New /[Link]
Tools For Web Conferencing and Live
Hurst, D. and Thomas, J. (2004). Developing
Collaboration. Robin Good Blog, Sept. 3.
team skills and accomplishing team
[Link]
projects online. In Terry Anderson and Fathi
/03/best_new_tools_for_web_conferencing
Elloumi (Eds.) Theory and Practice of Online
_and_live_collaboration.htm
Learning. e-Book, University of Athabasca.
Canali De Rossi, Luigi (2004a). The State Of [Link]
Collaboration Technologies. Robin Good .html
Blog, January 21.
Institute for the Future (2005).
[Link]
Technologies of Cooperation. Institute for
/21/the_state_of_collaboration_technologi
the Future White Paper, Palo Alto, CA,
[Link]
January 2005.
Canali De Rossi, Luigi (2004b). [Link]
Collaboration Technologies Empower the hnology_of_cooperation.pdf
Enterprise. Robin Good Blog, June 5.
Kaplan, Soren (2002). Building
[Link]
Communities--Strategies for Collaborative
04/06/05/collaboration_technologies_emp
Learning. Learning Circuits, August 2002.
ower_the_enterprise.htm
[Link]
Canali De Rossi, Luigi (2005). The Future of 002/[Link]
Collaboration Technologies At CTC2005.
Kreijns, K., Kirschner, P. and Jochems, W.
Robin Good Blog, June 22.
(2002). The Sociability of Computer-
[Link]
Supported Collaborative Learning
ion_technologies/collaboration_technologie
Environments. Educational Technology &
s_conference_2005_Kolabora_reports.htm
Society, 5(1).
#
[Link]
Clapp, Matthew (2004). Collaboration First, /[Link]
Then Knowledge Management. CMS Watch,
Munkvold, Bjorn (Ed.) (2003). Implementing
June 30, 2004.
collaboration technologies in industry: case
[Link]
examples and lessons learned. London:
Elliot, A., Findlay, J., Fitzgerald, R.N. and Springer-Verlag.
Forster, A. (2004). Transforming pedagogies [Link]
using collaborative tools. Proceedings, 334185/102-1432436-
World Conference on Educational 8908931?v=glance&n=283155
Multimedia, Hypermedia and
Sadeghi, J., Aavani, A., and Sharifi, M.
Telecommunications 2004, 2565-2569.
(2005). CyberSession: A New Proposition
[Link]
for E-Learning in Collaborative Virtual
r_12386.pdf?fuseaction=[Link]
Environments. Paper presented to WSCG
FullText&paper_id=12386
2005 Conference.
Elliott, A. (2002). Scaffolding knowledge [Link]
building strategies in teacher education 5/Poster/[Link]
settings. In Crawford, C., Willis, D., Carlsen,
Strijbos, J., Kirschner, P., and Martens, R.
R., Gibson, I., McFerrin, K., Price, J., &
(Eds.) (2004). What we know about CSCL
Weber, R. (Eds.), Proceedings of Society for
and implementing it in higher education.
Information Technology and Teacher

72 © Brandon Hall Research

Norwell, MA: Kluwer Academic Publishers.
[Link]
077793/102-1432436-
8908931?v=glance&n=283155
Whymark, G., Callan, J., & Purnell, K.
(2004). Online learning predicates
teamwork: Collaboration underscores
student engagement. Studies in Learning,
Evaluation, Innovation and Development,
1(2). Nov. 24.
[Link]
?id=84&article=40&mode=pdf

Do not reproduce 73
 simple text-based instant messages to live
Communications Tools videoconferencing. These tools can add to
the conversational aspects of teaching.
Related terms
Selected Examples
Computer mediated communication,
messaging, telephony, telepresence, VoIP In Buckinghamshire, UK, students send text
messages to their teachers using cell
Description phones and receive helpful messages in
return, a process referred to as “text
The use of various online communications mentoring.”
technologies such as instant messaging, [Link]
discussion forums, chat, VoIP, whiteboards, t-mentoring-is-here-or-at-least-at-
and e-mail has become part of the “new buckinghamshire/
learning landscape.”
AcademicTalk is a tool used for synchronous
Laurillard argues that learning can be seen collaborative argumentation. It is being
as a series of teacher-learner conversations developed into a transportable, re-usable,
at multiple levels of abstraction. Her and adaptable tool that can be used in a
influential Conversational Framework theory range of educational contexts to realize
(Laurillard, 1993) has been used as the structured, and yet tailored and flexible,
basis of course design in a number of pedagogical approaches to dialogical
educational settings. The theory learning.
distinguishes between the level of [Link]
description where the teacher describes a ml
concept then hears it back from the
The Learning Place in Queensland, Australia
student, and the level of action where the
is a Web site for creating e-mail, instant
teacher sets out a task and the student
messaging, discussion groups, blogs, and
responds with a specific performance of
videoconferencing in an educational
that task. For Laurillard, teaching involves
context:
both levels and the interaction between
[Link]
them. For example, Hegarty et al. (2000)
use Laurillard’s work to design a course AMANDA is an intelligent system for
using seven different teaching-learning threaded discussion, developed in Brazil.
activities that involve a combination of See research on how well AMANDA works:
discussion and tasks: [Link]
n=[Link]&paper_id=4312
> Delivery – student reception of
conceptual materials If a cell phone has a Web browser, the user
can send a query to the Google Short
> Discussion of concepts – all interaction
Message Service (SMS) and receive an
with the teacher and feedback on
answer on via phone.
assessments
[Link]
> Task goals – performance to achieve,
Create instant online discussion spaces with
including criteria for assessments
Conversate. The discussions are also RSS
> Interaction with the world – practice in enabled to syndicate the content.
the real world, labs, and computer [Link]
simulations
> Reflection – on performance to enrich Online Resources
concepts Teresa A. D’Eca in Portugal maintains a
> Adaptation – of concepts to improve fantastic list of Web resources on all
performance aspects of learning online, including
communications tools. Find her work at:
> Collaboration – among students [Link]
Many forms of communication are made [Link]#Teaching
possible by the computer, ranging from

74 © Brandon Hall Research

The eLearning Centre in the UK maintains Garner, I., Francis, J. and Wales, J. (2002).
an extensive list of instant messaging, chat, An Evaluation of the Implementation of a
and telephony tools. Short Message System (SMS) to Support
[Link] Undergraduate Student Learning.
[Link]/eclipse/vendors/chat. Proceedings of the European Workshop on
htm Mobile and Contextual Learning, (Mlearn
2002), University of Birmingham, UK, June,
The eLearning Centre also maintains a list
20-21.
resources on using instant messaging and
chat in education and another Web page on Hegarty, J., Bostock, S. and Collins, D.
the educational use of e-mail. (2000). Staff development in information
technology for special needs: a new,
> [Link]
distance-learning course at Keele University,
[Link]/eclipse/Resource
British Journal of Educational Technology,
s/[Link]
31 (3), 199-212.
> [Link] [Link]
[Link]/eclipse/Resource /sb%20cf%[Link]
s/[Link]
Kadirire, James (2005). The short message
A huge list of software for setting up and service (SMS) for schools/conferences.
maintaining discussion forums has been Recent Research Developments in Learning
compiled by David Wooley. He also has an Technologies (2005)
extensive list on hosting services: [Link]
[Link]
LaCroix, Pattie (2005). Developing a
[Link]
successful e-mail campaign.
WWWTools for Education has gathered [Link] Library, Jan. 31, 2005
dozens of resources for online [Link]
communications in education. [Link]
[Link]
Laurik, Sven (2002). E-Learning 1.0: Using
m?x=0&rid=2645
HTML Email to Deliver High-Impact Episodic
The Department of Education and Skills in Training. Learning Circuits, Aug. 19, 2002.
the UK has an article online on the safe use [Link]
of e-mail within schools. 002/[Link]
[Link]
Laurillard, Diana (1993). Rethinking
.php3?D=d54
University Teaching: a framework for the
effective use of educational technology.
Bibliography London: Routledge.
Childs, Mark (2004). Computer Mediated [Link]
Communication. CAP e-Guide, University of 256798/ref=pd_rvi_gw_2/002-9253176-
Warwick. 3276022?ie=UTF8
[Link] McGreal, R. and Elliott, M. (2004).
esources/pubs/eguides/cmc/ Technologies of Online Learning. In Terry
Eisenstadt, M., Komzak, J. and Cerri, S. Anderson and Fathi Elloumi (Eds.) Theory
(2005). Peer Conversations for e-Learning and Practice of Online Learning. e-Book,
in the Grid. Paper presented at the ELeGI University of Athabasca.
Conference. [Link]
[Link] .html
elegi/session1/[Link] Morgan, Nick (2002). The Eleven
Eleuterio, M. and Bortolozzi, F. (2004). Commandments for controlling your e-mail.
AMANDA: an intelligent system for Working Knowledge Newsletter, September
mediating threaded discussions. 23, 2002.
International Journal on E-Learning, July- [Link]
Sept. 2004, 13-20. &t=technology
[Link]
n=[Link]&paper_id=4312

Do not reproduce 75
 Stone, A. and Briggs, J. (2002). ITZ GD 2
TXT – How To Use SMS Effectively in M-
Learning. Proceedings of the European
Workshop on Mobile and Contextual
Learning (MLEARN 2002). June, 20-21,
2002.
[Link]
2002_412104/stone_briggs_post_peer_re
[Link]

76 © Brandon Hall Research

 coordinate system for skills verification nor
Competency Tracking methods for tracking competencies.
Competency-based systems can also be
Software overly elaborate and bureaucratic and
unresponsive to changing workplaces
Related terms (Parkin, 2005).
Competencies, competency-based training, The main benefits of a competency-based
performance appraisal, skills inventory, system are that employees have a clear set
skills verification, talent management of objectives and expectations for job
performance, hiring and appraisal systems
Description are more fair and open, organizational and
personal goals are tied together, and work
According to Sanders (2001), a competency processes are measurable and
“is an area of knowledge or skill that is standardized across organizational and
critical for producing key outputs.” Many geographical boundaries.
training departments track employee
performance by breaking tasks into required Selected Examples
competencies and then testing for each
one. Organizations and individuals can have The IMS Global Learning Consortium has
identifiable competencies (Cooper, 2000). developed a Reusable Definition of
Competency or Educational Objective
The idea of measuring and tracking (RDCEO). Download the documentation on
competencies in the workplace is a legacy this definition at:
of the command and control experience of [Link]
World War II and became an important [Link]
management focus after the war ended.
Known in the early days as the “quality The IMS definition of a competency was
movement,” it started in 1950 with Dr. W. developed as the IEEE Competency
Edwards Deming, who developed modern Definition Standard. Rigorous application of
quality control methods for Japanese this competency definition in Singapore
industries. In 1973, David McClelland, a resulted in a Competency Definition
Harvard psychologist, advocated using Information Model with the following
competencies rather than IQ as criteria in elements:
hiring.
> Identifier
Competency tracking involves developing a
> Title
competency model, entering defined
competencies into a matrix, and then having > Description
a mechanism to check off when
> Definition
competencies are achieved. Wagner (2000)
defines a competency model as “a > Metadata
collection of related descriptions of the
For more on this model, go to:
knowledge, skills, abilities and behaviors of
[Link]/events/lstc_seminar_Oct04
an excellent performer.”
/[Link]
Competency tracking allows a system to
CanDo is an open source student
build an inventory of skills, which can be
competency tracking system. CanDo is built
used to identify gaps in competencies and
on the SchoolTool platform. SchoolTool is a
recommend the necessary steps for
project to develop a common global school
remedial action. Competency tracking and
administration infrastructure freely available
gap analysis are features of more advanced
under an Open Source license.
learning management systems (for
[Link]
examples of LMSs that do this, see below)
and performance or talent management Physicians need to be able to gather data,
systems. diagnose symptoms, and carry out proper
The major problem with competency procedures. For a large list of competencies
tracking is that there is no uniform or for physicians, see the competencies

Do not reproduce 77
 matrices from the Physician Assistant SyberWorks LMS – Competency
Department at the University of Western Management Module
Michigan. [Link]
[Link]
htm Online Resources
Many companies have their own HRSG, a Canadian company, has a
competency models. For example, the Carr Comprehensive Competencies Dictionary
Performance Group uses these headings to that lists “41 competencies included in this
describe each competency: purpose, dictionary are required of most employees,
objectives, activities, measurement, and regardless of industry or sector.”
development interventions. Read their white [Link]
paper at: y=55#1
[Link]
For a comprehensive list of the Bibliography
competencies needed to be an e-learning Bersin, Josh (2006). Competency-Based
professional, see the 2001 article by Ethan Learning: The Resurrection of a Classical
Sanders at: Approach. Chief Learning Officer, April.
[Link] [Link]
001/[Link] es/clo_article.asp?articleid=1320&zoneid=
The U.S. Departments of Labor and 187
Education formed the Secretary's Bloom, Benjamin (1956). Taxonomy of
Commission on Achieving Necessary Skills Educational Objectives, Handbook I: The
(SCANS) to study the kinds of competencies Cognitive Domain. New York: David McKay.
and skills that workers must have to [Link]
succeed in today's workplace. See the list of 280109/104-7132080-
competencies at: 0775136?v=glance&n=283155
[Link]
ethods/assment/[Link] Boyatzis, R.E. (1982). The competent
manager: a model for effective
Learning Management Systems with performance. London: Wiley.
Competency Tracking [Link]
09031X/sr=8-
A number of learning management systems 1/qid=1156366415/ref=sr_1_1/104-
have built-in modules for tracking 7132080-0775136?ie=UTF8
competencies and tying verification of a
competency to an assessment engine. Cooper, Ken (2000). Effective Competency
Learning management systems that have Modeling and Reporting: a step-by-step
this functionality include the following (Full guide for improving individual and
disclosure: I work for Operitel Corp., the organizational performance. New York:
company that develops the LearnFlex LMS): AMACOM.
[Link]
Desire2Learn (D2L) Learning Management 405487/sr=1-
System. 1/qid=1156366446/ref=pd_bbs_1/104-
[Link] 7132080-0775136?ie=UTF8&s=books
IBM Workplace Collaborative Learning Dev, Sudipta (2005). Building a skills
Management System inventory. Express Computer, April 25,
[Link] 2005.
[Link]/developerworks/lotus/library [Link]
/lms-iwcl/ 050425/[Link]
LearnFlex Learning Management System Hogg, Clare (2005). Competency and
[Link] competency frameworks. Factsheet
published online by the Chartered Institute
Oracle Learning Management System
of Personnel and Development.
[Link]
[Link]
n_resources/[Link]

78 © Brandon Hall Research

t/competnces/[Link]?IsSrchRes 809886/sr=1-
=1 1/qid=1156366692/ref=sr_1_1/104-
7132080-0775136?ie=UTF8&s=books
Incomes Data Services. (2001).
Competency Frameworks. Study 706. Wagner, Ellen (2000). Emerging technology
London: IDS. trends in e-learning. LineZine: Learning in
[Link] the New Economy, Fall 2000.
452448/sr=1- [Link]
5/qid=1156366474/ref=sr_1_5/104- [Link]
7132080-0775136?ie=UTF8&s=books
Whiddett, S. and Hollyforde, S. (2003). A
McClelland, David. (1973). Testing for practical guide to competencies: how to
competence rather than intelligence. enhance individual and organisational
American Psychologist, v.28, pp. 1-14. performance. 2nd ed. London: Chartered
Institute of Personnel and Development.
Miller, L., Rankin, N. and Neathy, F. (2001).
[Link]
Competency frameworks in UK
980126/sr=1-
organisations: key issues in employers’ use
3/qid=1156366723/ref=sr_1_3/104-
of competencies. London: Chartered
7132080-0775136?ie=UTF8&s=books
Institute of Personnel and Development.
[Link] Woodill, Gary (2004). Courses vs
t/competnces/[Link] Competencies: a comparative analysis.
White paper from Operitel Corporation.
Parkin, Godfrey (2005). Competency based
[Link]
learning management. Parkin’s Lot, April
30, 2005. Woodill, G. and Cahorn, P. (2005). Tracking
[Link] Comptencies and Developing Skills
ompetency-based-learning- Inventories with LearnFlex™. White paper,
[Link] Operitel Corporation.
[Link]
Radsma, Johanna. (1999). Competency-
/[Link]?ID=15&Source=http%3A%
based Initiatives and their Users: an
2F%2Fwww%2Eoperitel%2Ecom%2FLists%2
exploration of competency modeling from
FPublications%2FAllItems%2Easpx
the perspective of employees and their
supervisors in three Canadian Zwell, Michael. (2000). Creating a Culture of
organizations. Master's thesis, University of Competence. New York: John Wiley.
Toronto. [Link]
[Link] 350745/sr=1-
/dsk1/tape10/PQDD_0021/[Link] 1/qid=1156366788/ref=sr_1_1/104-
7132080-0775136?ie=UTF8&s=books
Rankin, N. (2004). The new prescription for
performance: the eleventh competency
benchmarking survey. Competency &
Emotional Intelligence Benchmarking
Supplement 2004/2005. London: IRS.
Rankin, N. and Epstein, P. (2001). The IRS
handbook on competencies: law and
practice. London: IRS.
Sanders, Ethan (2001). E-Learning
Competencies. Learning Circuits, March
2001.
[Link]
001/[Link]
Sternberg, R. and Grigorenko, E. (Eds.)
(2003). The Psychology of Abilities,
Competencies, and Expertise. Cambridge,
UK: Cambridge University Press.
[Link]

Do not reproduce 79
 services (see Woodill and Oliveira, 2006),
Content Management and “topic maps.”
Systems Imagine the early years in the development
of railroads. If you could afford it, you could
hire a company to build a private, non-
Related terms standard gauge railway line and have the
Learning content management systems, rolling stock and engines specially built to
LCMS, Learning objects, Repositories, Topic run on it. Or you could build a railway line
maps that connected to the standard gauge grid
that was being laid down everywhere and
Description buy your rolling stock from the same factory
as everyone else. As more and more
Computer-based content management railroaders built standard gauge lines and
systems (CMS) that develop, manage, and connected them, the matrix of lines became
deliver content via the Internet have been a continent-wide grid, and railway cars (like
available for quite a long time. Learning packets) could be sent anywhere on the
management systems (LMS) organize the network. Today, the standardized railway
administration of learning activities, such as system still works while private, non-
registering users, displaying a course standard gauge lines have mostly
catalogue, launching courses, and reporting. disappeared or now serve as tourist
With the advent of learning objects, it attractions.
seemed a natural fit to put CMS and LMS
Ed Cohen (2005) comments that “learning
systems together. This hybrid has been
content management systems (LCMSs) are
called learning content management
akin to the Swiss Army Knife, whereas
systems (LCMS), which are mainly
enterprise content management (ECM)
distinguished from learning management
systems are analogous to the corresponding
systems by having built-in authoring
industrial-strength solution. Both are
systems and repositories for learning
excellent tools if applied to the right
objects.
business challenge.
I feel that closed, stand-alone learning
Unfortunately, to date, most LCMS vendors
content management systems (LCMS) will
have failed to recognize this fact. They have
disappear over the next few years. These
designed competitive, rather than
systems usually contain a proprietary
complementary, functionality to an ECM,
authoring system that builds “courses” by
suggesting that companies use the “handy
stringing together “learning objects” stored
tool” to perform “industrial strength” tasks.
in a central database. Sold on the basis of
This is a major reason why few companies
being “easy to use,” such self-contained
have deployed an LCMS.” He adds that
systems have been described as being, in
“vendors such as Macromedia, Microsoft
fact, too complex and are likely to fail for
and Trivantis offer authoring tools far
several reasons. First, simply linking a group
superior to any authoring tools contained
of de-contextual-ized objects into a course
within an LCMS.”
based on “gaps” in knowledge is poor
instructional design because learning is a
flow activity, not one based on memorizing Selected Examples
discrete “chunks of knowledge.” ATutor is an open source content manage-
As well, there is usually a trade-off for “easy- ment system that has been especially
of-use” in that it is often accompanied by an designed for accessibility and adaptability.
inability to produce complex and original [Link]
learning experiences. But perhaps most Drupal is an open source content manage-
important is the fact that the emerging ment system. According to its official Web
product design in e-learning is moving away site, “Drupal can support a variety of Web
from the LCMS model to the management sites ranging from personal Weblogs to
of diverse and widely distributed
large community-driven Web sites.”
educational content using “mashups,” Web
[Link]

80 © Brandon Hall Research

Plone is a user-friendly content manage- Leslie, Scott (2005). “Monoliths,” APIs and
ment system with strong multilingual Extensibility – a presentation on the past
support. and future directions of CMS. EdTechPost
[Link] blog, June 9, 2005.
[Link]
Sakai is an open source learning content
[Link]
management system designed by a
consortium of universities. McGee, P., Jafari, A. and Carmean, C. (Eds.)
[Link] (2005). Course Management Systems for
Learning: beyond accidental pedagogy.
AuthorIT is a CMS that allows publishing in
Hershey, PA: Idea Group.
multiple formats from one source. It allows
training and e-learning providers to author McGovern, Gerry (2003). Why content
once, reuse in many places, and publish to management software hasn’t worked. New
multiple outputs. Thinking Blog, March 3, 2003.
[Link] [Link]
t_2003_03_03_cms.htm
Topic maps are an alternative to the present
day LCMSs. They map the distribution of Siemens, George (2003). Content
resources on a topic as it is spread across a Management: our organized future.
network. elearnspace blog, January 23, 2003.
[Link]
> [Link]
[Link]
> [Link]
Simon, B., Retalis, S. and Brantner, S.
(2003). Building Interoperability among
Online Resources
Learning Content Management Systems.
Compare the features of up to ten different Proceedings of the 12th World Wide Web
content management systems with the CMS
Matrix. Conference. Budapest, 2003.
[Link] [Link]
onferences/www2003/Interoperability_post
The e-Learning Centre in the UK has three [Link]
different Web pages to learn about content
management systems and learning content Weigel, Van (2005). From Course
management systems. Management to Curricular Capabilities: a
[Link] capabilities approach for the next-
generation CMS. Educause Review, 40(3),
May/June, 2005.
Bibliography [Link]
Bonk, Curtis (2005). The So Sad and Silly [Link]
State of the CMS. TravelinEdMan blog, Dec. Woodill, G. and Oliveira, C. (2006).
18, 2005. Mashups, SOAP and Services: welcome to
[Link] Web hybrid e-learning applications.
2/[Link] Learning Solutions, May 15, 2006.
Cisco Corp. (2004). Integrating Rich Media [Link]
Communications with Learning and Content
Management Systems. San Jose, Cisco
Corporation White Paper.
[Link]
atwork/pdf/Integrating_Rich_Media_White_
[Link]
Cohen, Ed. (2005). Strategies for managing
scalable content. Chief Learning Officer
Magazine, March 2005.
[Link]
es/clo_article.asp?articleid=881&

Do not reproduce 81
 methods, delivery models and infrastructure
Data Mining investment.
Data mining can be used to map patterns
Related Terms and answer questions about group behavior
that allow educational and training
Adaptive software, knowledge discovery,
organizations to predict and plan for the
personalization
future. Ueno (2004) lists the following as
unique functions of data or text mining in e-
Description learning:
Data mining is a set of techniques and > Summarization of learners’ knowledge
methodologies designed to extract useful states
knowledge from large amounts of data and
to reveal patterns and relationships in large > Summarization of learners’ learning
and complex data sets (De Veaux, 2000; processes
Luan and Willett, 2001). > Summarization of learners’ discussion
De Veaux (2000) lists five data mining processes
models: > Prediction of learner’s knowledge states
> Descriptions in the future

> Classifications > Detection of the learners who need

teacher’s help
> Regressions
> Analyses of e-learning contents
> Clustering
> Analysis of each learner’s
> Associations characteristics in discussion
Some data mining techniques touch on Pahl (2004) has a different but overlapping
more than one model. As data mining tools list of the functions of data mining in
and techniques evolve, more sophisticated education and training:
knowledge can be gleaned. This emerging
field is also known as knowledge discovery > Usage Statistics – see what parts of the
in databases (KDD). e-learning application are used

How can data mining be used in e-learning? > Classification and Prediction – see
Monk (2005) provides an example of trying where learners fall in preset categories
to understand learner behavior in taking an > Clustering – pattern recognition and
online course: grouping
The initial investigation aimed to examine > Association rules – interesting
the paths learners followed…However, it relationships
quickly became clear that students were
spending little time with the course > Sequential patterns – order of events
materials online and the time spent with > Time Series – variance of patterns and
each page was usually less than 20 rules over time
seconds. Consequently, a better
understanding of how learners accessed the The major concerns with data mining in
electronic course materials was needed to education revolve around issues of privacy.
evaluate the effectiveness of developing
and delivering courses in this way. By Selected Examples
combining data on the activity with content
with user profiles it was possible to exam- Reel Two and GeneEd have launched a
ine alternate information per-spectives and powerful new text-mining tool for life
reveal patterns in large volume data sets. sciences research. The Gene Ontology
Mining data in this way provides ways to Knowledge Discovery System (GO KDS) is
learn about learners in order to make the first application designed to classify
effective decisions regard-ing teaching unstructured documents according to the
widely used Gene Ontology. GO KDS has

82 © Brandon Hall Research

classified the full set of more than 12 Convera.
million MEDLINE documents classified [Link]
against the Gene Ontology terms.
[Link] Online Resources
ews&article=2002100101
The KDnuggets Web site lists resources for
TADA-Ed (Tool for Advanced Data Analysis in data mining, knowledge discovery, text
Education) is a data mining platform mining, and Web mining.
dedicated to teachers, allowing them to [Link]
visualize and mine students' online exercise
work with the aim of discovering Dr Kalina Yacef is an Educational Data
Mining Specialist at the University of
pedagogically relevant patterns. Data stored Sydney, Australia. See a list of her research
in a database often needs some in this area at:
transformation. TADA-Ed contains pre- [Link]
processing facilities so that users can [Link]
transform the database tables to a format
that, when used with a particular data
mining algorithm, can generate meaningful Bibliography
results for the teacher. De Veaux, R. (2000). Data Mining: What’s
[Link] New, What’s Not. Presentation at the Data
[Link] Mining Workshop, Long Beach, California.
Icosystem creates customized tools that (cited in Luan and Willett, 2001)
replicate the detailed behavior of real [Link]
systems whose complexity pushes them [Link]/sections/qp/qpr/QPRC2001/invi
beyond the reach of traditional analytical ted/[Link]
approaches. Fayyad, U., Piatetsky, G. and Smyth, P.
[Link] (1996). From Data Mining to Knowledge
Hammouda and Kamel (2006) have written Discovery in Databases. In Advances in
a chapter in a new book that presents an Knowledge Discovery and Data Mining,
innovative approach for performing data edited U. M Fayyad, G. Piatetsky-Shapiro, P.
mining on documents, which serves as a Smyth, and R. Uthurusamy, AAAI Press/MIT
basis for knowledge extraction in e-learning Press, pp. 1--34, 1996.
environments. [Link]
[Link] -[Link]
[Link] Freitas, Alex (2002). Data Mining and
SmartTutor is an innovative online learning Knowledge Discovery Using Evolutionary
platform for deploying e-courses. One of the Algorithms. New York: Springer.
functionalities that differentiates [Link]
SmartTutor from other online learning [Link]
platforms is that, by applying fuzzy logic, Hammouda, K. and Kamel, M. (2006). Data
rule-based inferencing and data mining Mining in e-Learning. In Pierre, Samuel (Ed.)
technologies, SmartTutor can identify the E-Learning Networked Environments and
weaknesses of a learner in an e-course and Architectures: A Knowledge Processing
advise the learner on how to make efficient Perspective. New York: Springer.
revisions. [Link]
[Link] [Link]
roducts/product_profile/[Link]
Iskander, Robert (2002). Data mining: a
Excalibur is a deep search engine that great opportunity for schools. School
organizes the Web into millions of Business Affairs, 68(8), Feb., 13-16
categories and then uses a data mining [Link]
approach to find information. RetrievalWare entdocfilename000805705546SBA_Feb_2
is a knowledge discovery engine for 002_pages.pdf
unstructured data. Both products are from
Jantke, K., Lange, S., Grieser, G., Grigoriev,
P., Thalheim, B. and Tschiedel, B. (2004).

Do not reproduce 83
 Learning by doing and learning when doing - [Link]
dovetailing e-learning and decision support [Link]
with a data mining tutor. In Proceedings,
Merceron, A. and K. Yacef (2004). Train,
International Conference on Enterprise
store, analyze for more adaptive teaching.
Information Systems (ICEIS'2004), Porto,
Proceedings of International Symposium
Portugal, 238-241.
Information and Knowledge Technologies in
[Link]
Higher Education and Industry (TICE2004),
[Link]/~thalheim/psfiles/[Link]
52-59.
Loo, K. and Cheung, B. (2006). Fuzzy logic [Link]
and data mining for e-learning. Paper [Link]/docs/00/02/75/12/P
presented at the IASTED Conference on DF/Merceron_Yacef.pdf
Artificial Intelligence and Applications,
Monk, David (2005). Using Data Mining for
Innsbruck, Austria, Feb. 13-16, 2006.
e-Learning Decision Making. Elect-ronic
[Link]
Journal of e-Learning, 3(1), 41-54.
PaperID=15069
[Link]
Luan, J. and Willett, T. (2001). Data Mining [Link]
And Knowledge Management: A System
Mor, E. and Minguillon, J. (2004). E-learning
Analysis for Establishing a Tiered
Personalization based on Itineraries and
Knowledge Management Model (TKMM). RP
Long-term Navigational Behavior. Paper for
Conference Presentation.
International World Wide Web Conference,
[Link]
NYC, May 17-22.
ports/[Link]
[Link]
McCalla, Gord (2004). The Ecological [Link]
Approach to the Design of E-Learning
Pahl, Claus (2004). Data Mining Technology
Environments: Purpose-based Capture and
for the Evaluation of Learning Content
Use of Information About Learners. Journal
Interaction. International Journal on E-
of Interactive Media in Education, 2004 (7).
Learning, 3(4), Oct.-Dec., 47-55.
Special Issue on the Education-al Semantic
[Link]
Web.
[Link] Romero, C. and Ventura, S. (2006). Data
[Link]/2004/7/mccalla-2004- Mining in e-Learning. Advances in
[Link] Management Information, Vol 4. Billerica,
MA: WIT Press.
Merceron, A., Oliveira, C., Scholl, M. and
[Link]
Ullrich, C. (2004). Mining for Content Re-Use
[Link]
and Exchange: solutions and problems. In
Proceedings of the 3rd International Ueno, Maomi (2004). Data mining and text
Semantic Web Conference (ISWC2004), mining technologies for collaborative
Hiroshima, Japan, 39-40. learning in an ILMS “Samurai”. Paper
[Link] presented at ICALT 2004 Conference.
[Link]/~cullrich/publications/Merceronetal- [Link]
[Link] gs/icalt/2004/2181/00/[Link]
Merceron, A. and Yacef, K. (2004). Mining
student data captured from a Web-based
tutoring tool: initial exploration and results.
Journal of Interactive Learning Research,
15(4), 319-346.
[Link]
n=[Link]&paper_id=6569
Merceron, A. and K. Yacef (2005). TADA-Ed
for Educational Data Mining. Interactive
Multimedia Electronic Journal of Computer-
Enhanced Learning, 7(1).

84 © Brandon Hall Research

 > Duplicate Programs That Run Effectively
Decision Support
Software Selected Examples
GrassGro is a commercial computer
Related Terms software package developed by the
Commonwealth Scientific and Industrial
Artificial intelligence Research Organisation (CSIRO), which
provides predictive outcomes (both
Description biological and economic) for agricultural
systems in a wide diversity of environments.
In education and training we make choices GrassGro is being used at the University of
all the time, such as deciding which New England to explore interactions within
resources to deploy in a given situation. grazed ecosystems over time.
New software has recently emerged to help [Link]
us make such decisions. The software is .html
also useful in teaching about decision-
making processes. For example, in their Decisionarium is a site for interactive multi-
case study of medical education, Frize and criteria decision support, with tools for
Frasson (2000) point out that teaching individual decision making and for group
decision making processes can be collaboration and negotiation. It has been
supported using decision support tools. used for e-learning content in negotiation
analysis.
Decision-support systems include the [Link]
following:
BNH Expert Software is a Canadian
> Scoring systems (to add up weighted company that produces decision support
scores to guide decision making) software for e-learning.
> Bayesian models (recommendations [Link]
based on probabilities) [Link] is a Web site featuring online
> Heuristic reasoning (expert systems collaboration software for decision making.
based on empirical rules-of-thumb) The activities supported are 1) brainstorm,
2) categorize, 3) vote/prior-itize, 4) develop
> Case-based reasoning (looking at the an action plan, 5) carry out a survey, and 6)
evidence for a decision) document results.
> Artificial neural networks (using parallel [Link]
processing to work through a mass of Which Book asks you to make a set of
data) choices based on up to four criteria. The
> Cognitive agents (artificial intelligence software then recommends books that you
routines that “think” about decisions) might like to read.
[Link]
> Intelligent tutoring (watching for
patterns and errors, and recommending The Joint Gains software has been
remedial action) successfully applied as an interactive
training tool in the e-learning of negotiation
According to Bahlis (2004), the using analysis.
decision support software in corporate [Link]
training can have the following benefits for a files/[Link]
business:
The Adaptive Technology Resource Centre
> Align Training with Organizational Goals at the University of Toronto has an online
> Improve Human Performance Decision Support Tool.
[Link]
> Reduce Time to Competency sion_support_tool/[Link]
> Select the Right Blend of Delivery Meetingworks for Windows is a local area
Options network (LAN) based group decision support
> Consider Internal vs. External Solutions system (GDSS) used when decision makers

Do not reproduce 85
 are located in different places and have dovetailing e-learning and decision support
incompatible schedules. with a data mining tutor. In Proceedings,
[Link] International Conference on Enterprise
Information Systems (ICEIS'2004), Porto,
Online Resources Portugal, 238-241.
[Link]
DSS Resources is a Web site devoted to all [Link]/~thalheim/psfiles/[Link]
aspects of decision support systems. For
newsletters, books, and information on this Jantke, K., Memmel, M., Rostanin, O.,
area, see: Thalheim, B. and Tschiedel, B. (2003).
[Link] Decision Support by Learning-On-Demand.
DSE'2003 Workshops Proceedings,
The Open Directory Project lists over 30 Information Systems for a Connected
companies under “Decisions Support Society, Aachen, Germany, 317-328.
Tools.” [Link]
[Link] [Link]
bases/Data_Warehousing/Decision_Suppor
t_Tools/ Knolmayer, Gerhard (2003). Decision
Support Models for Composing and
Bibliography Navigating through e-Learning Objects.
Paper presented at the 36th Hawaii
Bahlis, Jay (2004). From Classroom to International Conference on Systems
Boardroom: six strategies to maximize Sciences, Hawaii, Jan. 6-9.
impact of training budgets and resources. [Link]
White paper from BNH Expert Software. SSpapers/[Link]
[Link]
ducts/advent/[Link] Ounapuu, Enn (2004). Decision Support
Component in Intelligent E-Learning
Chakrabarty, Kankana (2005). Decision Systems. In Vladimir Uskov (Ed.):
analysis under uncertainty for e-learning Proceedings of the 7th IASTED International
environment. UniServe Science Blended Conference on Computers and Advanced
Learning Symposium Proceedings. Technology in Education, August 16-18,
[Link] 2004, Kauai, Hawaii, USA.
/wshop10/[Link] [Link]
Ehtamo, H., Hamalainen, R. and Koskinen, PaperID=17096
V. (2004). An e-learning approach for Ounapuu, Enn (2005). Decision Support
teaching mathematical models of Systems in e-Learning. Paper presented at
negotiation analysis. Online manuscript. the European University Information
[Link] Systems (EUNIS) Conference, Manchester,
files/[Link] June 20-24, 2005.
Frize, M. and Frasson, C. (2000). Decision- [Link]
support and intelligent tutoring systems in 5/medialibrary/papers/paper_118.pdf
medical education. Clinical and Power, Dan (2003). A Brief History of
Investigative Medicine, 23(4), August. Decision Support Systems. Paper by the
[Link] editor of DSS Resources Web site.
[Link] [Link]
Hamalainen, Raimo (2003). Decisionarium .html
– Aiding Decisions, Negotiating and Rhyne, Theresa (1998). Collaborative
Collecting Opinions on the Web. Journal of Computing & Integrated Decision Support
Multi-Criteria Decision Analysis, 12(2-3), Tools for Scientific Visualization. SIGGRAPH
101-110. publication.
[Link] [Link]
files/[Link] ls/HyperVis/misc_topics/[Link]
Jantke, K., Lange, S., Grieser, G., Grigoriev, Scott, Jim (2002). Enhancing student
P., Thalheim, B. and Tschiedel, B. (2004). learning using decision support tools across
Learning by doing and learning when doing -

86 © Brandon Hall Research

the curriculum. CAL-laborate, Vol. 9, Oct.
2002.
[Link]
/vol9/[Link]
Shimizu, T., de Carvaho, M. and Laurindo, F.
(2006). Strategic Alignment Process and
Decision Support Systems: Theory and Case
Studies. Hershey, PA: Idea Publishing.
[Link]
[Link]/books/[Link]?id=5390

Do not reproduce 87
 Digital whiteboards can accept input from a
Displays number of devices, including the human
hand that which can draw or print directly
Related terms onto the whiteboard. Finally, digital ink and
paper allow for large displays of information
Digital ink, digital paper, electronic paper, on flexible media. In regards to digital
head mounted displays, projectors, paper, eSchool News suggested in 2003
monitors, whiteboards that “one possibility is electronic textbooks
that can be refreshed with new content
Description instantly, saving schools on the cost of
textbook purchases. A common complaint
Given that a great deal of e-learning is about the current generation of eBook
visual, display technologies are critical in reader devices is they don't replicate the
delivering an outstanding educational experience of reading from an actual book.
experience online. For some applications Electronic paper could change that some
this means a much larger and clearer day.”
screen. New high definition computer
displays are getting larger while the price is Selected Examples
decreasing. This is good news for those who
want to create highly immersive virtual Samsung, in cooperation with Sony, has
environments using extremely large developed the world’s largest plasma
screens. monitor screen (102 inches) and the largest
LCD display (an 82 inch screen).
But getting larger is not the only change in
emerging display technologies. In the near > [Link]
future, a whole variety of display /16/samsung_monster_telly/
technologies will be available to the e-
> [Link]
learning practitioners, including the
/08/samsung_82in_lcd/
following:
Silicon Light Machines holds a number of
> Head-mounted displays
patents on devices that allow for laser-
> Monitors based projectors that project over a wide
area. See their Grating Light Valve (GLV)
> Portable screens
technology on display at:
> Projectors [Link]
set/[Link]
> Wall displays
IO2 Technology features its “heliodisplay”
> Air displays that shows images hovering in mid-air.
> Digital whiteboards [Link]
overview
> Digital ink and paper
NTERA, Inc. is the leading enabler of
Head-mounted displays and heads-up electronic displays, intelligent interfaces,
displays are increasingly being used in and solid state optics using proprietary
educational simulations and games. electrochromic materials featuring uniquely
Screens in portable devices are becoming transparent and natural colors.
clearer and less susceptible to light [Link]
pollution. Projectors can pump out images
that are over 4000x4000 pixels, lighting up Promera is a hand-held computer,
theater size screens. By stacking a second still/video camera, and projector developed
projector, resolution can be increased to at Carnegie Mellon University. It can display
8000x8000 pixels, big enough to be and send data out through its wireless
projected on large walls. components.
[Link]
For air displays, viewers see a floating mid- [Link]
air image or video. This can be a
holographic image,or a rear projection into a The FogScreen is a new invention that
specially treated stream of air or fog. makes objects seem to appear and move in

88 © Brandon Hall Research

thin air! It is a screen you can walk through! writing surface without cluttered toolboxes:
[Link] Shifting the focus back to content delivery.
In G. Richards (Ed.), Proceedings of the
ProVision 3D display technology shows 3-D
World Conference on E-Learning in
images that seem to jump right out of the
Corporate, Government, Healthcare, and
screen. See a demo at:
Higher Education (E-Learn 2005), pages
[Link]
3053-3068, Vancouver, Canada, Oct. 2005.
[Link]
Online Resources [Link]/mitarbeiter/khaireel/authorsCo
The Technorati Web site contains numerous py/[Link]
references and links to articles on digital Wang, Tim (2005). Largest LCD and video
paper. projection. Tim Wang’s e-Learning Blog,
[Link] Dec. 3, 2005.
paper?start=0 [Link]
T.H.E. Journal has a list of the latest in 005/03/12/largest_lcd_and_video_projecti
advanced digital display technologies. on
[Link]
First Monday is a journal on new
technologies. In 2005, it published a special
issue on “Urban Screens,” those giant
electronic billboards that are becoming
pervasive in our society. To access the
articles, see:
[Link]
11_2/
Khaireel Mohamed is a leading researcher
in the area of digital ink and paper. He is
programming computers to recognize and
interpret gestures on whiteboards made
using a digital pen. For a list of his
publications, see:
[Link]
[Link]/mitarbeiter/khaireel/publication
[Link]

Bibliography
Advanced Display Technologies. JISC
Technology Watch White Paper.
[Link]
hwatch_ic_reports2005_published
Fuchs, H., State, A., Pisano, E., Garrett, W.,
Hirota, G., Livingston, M., Whitton, M. and
Pizer, S. (1996). Towards Performing
Ultrasound-Guided Needle Biopsies from
within a Head-Mounted Display.
Proceedings of the 4th International
Conference on Visualization in Biomedical
Computing Conference, Hamburg, Germany.
London: Springer.
[Link]
DE&dl=GUIDE&id=718981
Mohamed, K. and Ottmann, T. (2005).
Controlling the electronic whiteboard’s

Do not reproduce 89
 Penchina Web Design – Pupil Pages – An
E-Portfolio Tools ePortfolio designed for students K-12.
[Link]
Related terms ISLE stands for Individualised Support for
Learning through ePortfolios. This con-
Assessment, evaluation, résumés
sortium of ten educational institutions in the
UK has agreed to recognize work in portfolio
format from any member.
Description [Link]

E-portfolios are online collections of digital The Open Source Portfolio Initiative (OSPI) is
works that highlight a person’s abilities and a community of individuals and
achievements. My first report in this series, organizations collaborating on the
entitled Emerging E-Learning: New development of a non-proprietary, open
Approaches to Delivering Engaging Online source electronic portfolio.
Learning Content (Brandon Hall Research, [Link]
2005), reviewed e-portfolios as an online
content format. In this report I look at the Online Resources
tools available for developing e-portfolios.
The e-Learning Centre in the UK maintains a
resource site with materials on e-portfolios.
Selected Examples [Link]
Angel – ePortfolio – An e-portfolio that is [Link]/eclipse/Resources/ep
meant to integrate with the Angel Learning [Link]
Management System. Educause, a nonprofit organization devoted
[Link] to e-learning research, has posted a list of
ortfolio/[Link] Online Resources on e-portfolios.
Chalk and Wire – ePortfolio with [Link]
RubricMarker – A customizable e-portfolio 5524
that is also compliant with Section 508 The 2004 article on e-portfolios by George
accessibility guidelines. Siemens has an extensive list of online
[Link] materials on this topic.
[Link] [Link]
FolioTek – Portfolio Management – An [Link]
institutional based system that gives each IMS, the global consortium that sets
student his or her own portfolio. standards for e-learning, has an “E-Portfolio
[Link] Best Practice and Implement-ation Guide”
LiveText – College LiveText Portfolio – An e- available for download.
portfolio based on a set of pre-designed [Link]
templates. Has a “visitor’s pass” that allows p_bestv1p0.html
prospective employers to view contents EPICC is a European e-learning project for
[Link] producing specifications for the
[Link] interoperability of electronic portfolios (e-
Nuventive – iWebfolio – A flexible, Web- portfolios) and, thus, helping to transform
based personalized portfolio in a hosted education and training.
environment. [Link]
[Link] 063%2Ehtm

PebblePad – PebblePad ePortfolio – An e- eP4LL stands for “ePortfolio for Lifelong

portfolio that is designed for advanced Learning.” This project in the UK has the
functionality, maximum flexibility, and goal of producing a reference model of an e-
simple usability. Based on a personal portfolio that is capable of exchanging data
development planning (PDP) model. with another e-portfolio.
[Link] [Link]
model/

90 © Brandon Hall Research

Scott Wilson has an interesting concept of etail/-
an e-portfolio based on content from various /B0008411NS/qid=1131423591/sr=1-
Web feeds. 1/ref=sr_1_1/103-2496940-
[Link] 8161425?v=glance&s=books
erson/eportfolio_with_foaf_and_atom_proof
Gathercoal, P., Love, D., Bryde, B. and
_of_concept/1511
McKean, G. (2002). On implementing Web-
The Collaborative Learning Environments based electronic portfolios. Educause
Sourcebook, an online resource on Quarterly, 37(2).
collaboration, has a section on e-portfolios, [Link]
with many links. [Link]
[Link]
Greenberg, Gary (2004). The digital
?d=1_76
convergence: extending the portfolio model.
Educause Review, vol. 39, no. 4, July/
Bibliography August 2004, 28–37.
Achrazoglou, J., (2002). A white paper on [Link]
performance assessment in teacher [Link]
education: The Iowa ePortfolio model. Lorenzo, G. and Ittelson, J. (2005). An
University of Iowa, College of Education Overview of e-Portfolios. An Educause
[Link] Learning Initiative Paper. Online.
6S3GSE/103-2496940- [Link]
8161425?v=glance&n=283155&s=books& [Link]#search=%22An%20Overview%20
v=glance of%20e-Portfolios%22
Attwell, Graham (2005). Recognizing Roberts, G., Aalderink, W., Cook, J., Feijen,
Learning: educational and pedagogic issues M., Harvey, J., Lee, S., and Wade, V. (2005).
in e-portfolios. Online Paper. Reflective learning, future thinking: digital
[Link] repositories, e-portfolios, informal learning
[Link] and ubiquitous computing. Paper presented
Banks, Bob (2004). e-Portfolios: their use at the ALT/SURF/ILTA1 Spring Conference
and benefits. FD Learning White Paper. Research Seminar, Trinity College, Dublin,
[Link] April 1, 2005.
esources/organisations/fd%20learning/e- [Link]
[Link] white_paper_2005.pdf#search=%22Reflect
ive%20learning%2C%20future%20thinking
Batson, Trent (2002). The Electronic %3A%20digital%20repositories%22
Portfolio Boom: What's it All About? Campus
Technology Magazine, Dec. Siemens, George (2004). ePortfolios.
[Link] elearnspace, Dec. 16.
[Link]/[Link]?id=6984 [Link]
[Link]
Cohn, E. and Hibbitts, B. (2004). Beyond the
Electronic Portfolio: A Lifetime Personal Web Tosh, D. and Werdmuller, B. (2004).
Space. Educause Quarterly, Vol 27 No 4, Creation of a Learning Landscape:
2004 Weblogging and social networking in the
[Link] context of e-portfolios. Online paper.
[Link] [Link]
[Link]#search=%22Creation%20of%2
Conway, Frederick (2005). Electronic 0a%20Learning%20Landscape%3A%20web
Portfolios and Dimensions of Learning. THE logging%20and%20social%20networking%2
Journal Online, March. 0in%20the%20context%20of%20e-
[Link] portfolios%22
/[Link]
Tosh, D., Light, T., Fleming, K., and
Dubinsky, J., (2003). Creating new views on Haywood, J. (2005). engagement with
learning: ePortfolios. (Focus on Teaching), electronic portfolios: challenges from the
Business Communication Quarterly. student perspective. Canadian Journal of
[Link] Learning and Technology, 31(3), Fall.

Do not reproduce 91
 [Link]
ml
Young, C.A., & Figgins, M.A. (2002). The Q-
Folio in action: Using a Web-based
electronic portfolio to reinvent traditional
notions of inquiry, research, and portfolios.
Contemporary Issues in Technology and
Teacher Education, 2(2), 144-169.
[Link]
h/[Link]

92 © Brandon Hall Research

 Selected Examples
Gaming Development
The latest trend in online games involves 3-
Tools D virtual social environments where each
player is represented by a changeable
Related terms avatar and where the “play” of the game
depends on the direction the collectivity
Immersive environments, games, serious wants to take. Examples include Hive7,
games, simulations, virtual reality Cyworld, MySpace, Facebook, and Second
Life. Try them out at:
Description > [Link]
Learning through playing games (also > [Link]
known as “serious games”) is one of the
hottest areas of emerging e-learning. Online > [Link]
gaming and role-playing games are > [Link]
expected to take in more than $3 billion in
2007. Major learning management > [Link]
platforms have added simulation or gaming
Freescale Semiconductor produces
extensions that will allow them to launch
CodeWarrior Game Development Tools for
games and track results. Educational games
both Sony and Nintendo game platforms.
and simulations now appear on cell phones,
[Link]
and traditional educational publishers have
/[Link]?nodeId=0127268507
announced gaming initiatives for their
higher education markets. Microsoft has released a set of game
development tools for the Xbox video game
The theory of educational games is
console. For a brief review of these tools,
developing as the Game Achievement
see:
Model (GAM), which is an attempt to provide
[Link]
a framework to understand the
+tools+prep+for+next+Xbox/2100-1043_3-
relationships between story, play, and
[Link]
learning (Amory, 2003). Dr. Constance
Steinkuehler, from the University of Clickteam in the UK offers its Games
Wisconsin, has found that massive multi- Factory software that promises the ability to
player online games are “sites for socially produce a credible game in less than a half
and materially distributed cognition, hour. There is a free 30-day trial version.
complex problem solving, identity work, [Link]
individual and collaborative learning across
multiple multimedia, multimodality Thinking Worlds is an educational games
'attentional spaces' and rich meaning- authoring engine. This game allows users to
making and, as such, ought to be part of the play, edit, create, and even share games
with other members of the Thinking Worlds
educational research agenda” (quoted in
community. Thinking Worlds is based on
Godwin-Jones, 2005).
well researched and proven learning
One interesting phenomenon is “modding” principles and has already been used to
– modifying existing game engines to create develop highly engaging games in many
new educational games. Marc Prensky subject areas.
(2003), writing about “first person shooter [Link]
games,” says that “in the mod world,
In 2005, Microsoft announced a version of
‘shooter’ should not necessarily be taken as
Visual Studio for producing computer
a negative: the Shell players shot fire-
games. The toolset, dubbed XNA Studio,
fighting foam, the BT players shot ideas out
allows members of a game development
of their cell phones. Making such changes is
team to work together, helping speed up the
part of what modding is about.”
game creation process.
[Link]
Softimage, a subsidiary of Avid
Technologies, has game development tools

Do not reproduce 93
 for the Xbox. You can read about them at [Link]#Games-
[Link] or go directly to the Softimage _Gaming_for_Education_
Web site.
The Education Arcade is a Web site
> [Link] managed by a partnership of MIT and the
University of Wisconsin to publicize research
> [Link]
and development projects that drive
ames/[Link]
innovation in educational computer and
Magnetar Games Corporation is a research- video games. Get the latest information in
oriented software developer based in this field from:
Vancouver, Canada. Magnetar provides [Link]
authoring systems that allow even a non-
The Serious Games Initiative is the place for
programmer to become more involved in the
tracking the latest developments in the field
game playing experience.
of educational gaming. They also hold an
[Link]
annual Game Developers Conference.
Muzzy Lane Software develops multi-player [Link]
games for education that come with
The Serious Games Summit is another
authoring tools. See the selection of games
annual conference that brings together
at:
educational and business games
[Link]
developers.
Thiagi, Inc. produces educational games for [Link]
training. Many of their learning games
The DigiPlay site is a place to keep up with
resources are free. Some of their games are
the latest in online gaming for education.
played by simply using e-mail. For example,
[Link]
see how to play the e-mail game Depolarizer
by finding the “Free Resources” at: The former Game Technology Conference is
[Link] now called FuturePlay. It presents sessions
on emerging trends in game development.
The North American Simulation and Gaming
Sign up at:
Association (NASAGA) is a growing network
[Link]
of professionals working on the design,
implementation, and evaluation of games The Game Developers Conference is held
and simulations to improve learning results each year and brings together developers,
in all types of organizations. Started in North researchers, and speakers on all aspects of
America, NASAGA has members from more gaming.
than 50 countries from around the globe. [Link]
[Link]
Programmers Heaven devotes a section of
dAe.0@
its Web site to game development for
various platforms and lists of game
Online Resources development tools.
The ACM SIGGRAPH Web site lists suppliers [Link]
of over 50 different game engines, along 8/[Link]
with their Web sites. Review them at: Dr. Simon Egenfeldt-Nielsen at the IT
[Link] University of Copenhagen has written many
bin/cgi/[Link]&CategoryID=23 articles in English and Danish on “serious
Rod Corbett at the University of Calgary has games,” Find his list of publications at:
posted a page entitled “Cool Development [Link]
Tools for Developing Games and Dr. Constance Steinkuehler is a specialist in
Simulations (mostly freeware).” the cognitive effects of being involved in
[Link] “massively multi-player games.” Read her
[Link] research at:
Beverly Farrell of the University of Georgia [Link]
maintains a massive list of resources on hler/
educational games.
[Link]

94 © Brandon Hall Research

Bibliography For an online excerpt, see:
[Link]
Amory, Alan (2003). Another Country: Virtual /Gamasutra%20-%20Feature%20-
Learning Spaces. Paper presented at ED- %20_Proof%20of%20Learning_%20Assess
Media 2003 Conference, Honolulu, Hawaii, ment%20in%20Serious%20Games_.pdf
June 25-28, 2003.
[Link] Prensky, Marc (2003). “Modding” – The
[Link] Newest Authoring Tool. Learning on
Demand Bulletin, SRI-BI, Fourth Quarter,
Bergeron, Bryan (2006). Developing Serious 2003.
Games. Clifton Park, NY: Thomson Delmar [Link]
Learning. ky%20-%20Modding%20-
[Link] %20The%20Newest%20Authoring%20Tool.
504447/sr=8- pdf
2/qid=1145998935/ref=pd_bbs_2/002-
3215669-7528032?%5Fencoding=UTF8 Reynolds, Rob (2006a). Technology Trends
for the Year. Xplanazine, January 2, 2006.
Chen, S. and Michael, D. (2005). Proof of [Link]
Learning: assessment in serious games. /01/technology_tren.php
Gamasutra, Oct. 19, 2005.
[Link] Reynolds, Rob (2006b). Games and
/Gamasutra%20-%20Feature%20- Education = Oil and Water. Xplanazine,
%20_Proof%20of%20Learning_%20Assess March 10, 2006.
ment%20in%20Serious%20Games_.pdf [Link]
/03/games_and_educa.php
Egenfeldt-Nielsen, Simon (2005). Beyond
Edutainment: Exploring the Educational Rieber, Lloyd (2005). Multimedia learning in
Potential of Computer Games. IT-University games, simulations and microworlds. In
Copenhagen. Richard E. Mayer (Ed.) The Cambridge
[Link] Handbook of Multimedia Learning. Chapter
[Link]/people/sen/[Link] 33. New York: Cambridge University Press,
549-567.
Godwin-Jones, Bob (2005). Emerging [Link]
Technologies: Messaging, Gaming, Peer-to- [Link]?isbn=0521547512
Peer Sharing: Language Learning Strategies
& Tools for the Millennial Generation. Steinkuehler, Constance (2005). Cognition
Language Learning and Technology, 9(1), and Learning in Massively Multiplayer
Jan. 2005, 17-22. Online Games: a critical approach. Doctoral
[Link] dissertation, University of Wisconsin -
.pdf Madison.
[Link]
Guetl, C., Dreher, H., Williams, R. and hler/papers/Steinkuehler_0.pdf
Maurer, H. (2005). Game-based E-Learning
Applications by applying the E-Tester: A Tool Swamy, N. and Swamy, N. (2006). Basic
for Auto-generated Questions and Game Design & Creation for Fun &
Automatic Answer Assessment. Paper Learning. Clifton Park, NY: Thomson Delmar
presented at the ED-Media 2005 Learning.
Conference, June, Montreal. [Link]
[Link] 504463/sr=8-
sedLearning_ED-[Link] 1/qid=1145999026/ref=pd_bbs_1/002-
3215669-7528032?%5Fencoding=UTF8
Michael, D. and Chen, S. (2005). Serious
Games: Games That Educate, Train, and Tan, J., Beers, C., Gupta, R. and Biswas, G.
Inform. Boston: Thomson Course (2005). Computer Games as Intelligent
Technology PTR. Learning Environments: A River Ecosystem
[Link] Adventure. Paper presented at the Artificial
006221/ref=pd_bxgy_img_a/002- Intelligence in Education (AIED) Conference,
3215669-7528032?%5Fencoding=UTF8 2005.
[Link]
ns/[Link]

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 Tye, Jason (2004). Methods and
Considerations in Designing Web-based
Real-Time Strategy Games. Masters Thesis,
Michigan State University, 2004.
[Link]
theses/mudcraft/[Link]

96 © Brandon Hall Research

 this area will have a major impact on the
Gesture and Facial effective use of artificial intelligence,
affective computing, and robotics in e-
Recognition learning.

Related terms Selected Examples

Affective computing, artificial intelligence, The Institute for Neural Computation –
haptics, robotics Machine Perception Lab, at the University of
California, is investigating “how the brain
Description works by developing embodied systems that
solve problems similar to those
We all use gestures and facial expressions encountered by the brain.”
to communicate. Gesture and facial [Link]
recognition technologies refer to a combin-
ation of computer hardware and software
that can sense and understand a user’s Online Resources
gestures and facial expressions. A system’s The 7th International Conference on
recognition of the user’s actions and inten- Automatic Face and Gesture Recognition,
tions becomes another form of communic- FG2006, was held in Southampton, UK,
ation between computers and humans. April 10-12 2006. For a list of papers:
The end goal of using this technology is to [Link]
create a system that can identify a gesture The 8th International Conference on
or facial expression and then use that Automatic Face and Gesture Recognition,
information to personalize the interaction or FG2008, will be held in Amsterdam on
to control a particular device attached to the September 10-13, 2008.
system. The same techniques can be used [Link]
to automatically scan and index video,
looking for particular sequences. Artificial Charles Cohen maintains a Web site on
intelligence techniques, such as Markov gesture recognition research, including
models, play an important role in gesture identifying commercial products.
and facial expression recognition. [Link]
.html
Recognizable learner gestures can include
the following: Research by Dr. Maja Pantic of Imperial
College, London, UK is on interactive
> Cursor movement actions and intentions for achieving
> Single-lick multimodal human-machine interaction:
[Link]
> Double-click
> Rollovers Bibliography
> Drag and drop Allen, Michael (2003). Learner-interface
Design: recognizing learner gestures.
> Click and place
eLearning Developers’ Journal, Aug. 18,
> Keyboard response 2003.
[Link]
> Voice command
[Link]
> Drawing with a stylus
Beringer, Nicole (2001). Evoking Gestures
> Iris tracking in SmartKom − Design of the Graphical
User Interface. Ludwig-Maximilians
> Head pointers (mainly used for persons University, Munich, Report No. 3, March.
with a physical disability) [Link]
The major educational purpose of gesture [Link]
recognition is to enable the computer to Borghi, F., Lombardi, L., Porta, M. (2005).
have a better model of the user in order to Basic Hand Gesture Recognition for Human-
respond more appropriately. Advances in

Do not reproduce 97
 Computer Communication. In Proceedings [Link]
of the 11th International Conference on paper/1997/VRSJ97_CS.pdf
Human-Computer Interaction, Las Vegas,
Loi, M., Wong, Y. and Wong, C. (2005).
Nevada, July 22-27.
Facial Expression Analysis in E-Learning
[Link]
Systems — The Problems and Feasibility.
ws/enw63/[Link]
Proceedings, Fifth IEEE International
Chang, Shi-Kuo (2000). Sentient Map and Conference on Advanced Learning
Its Application to [Link]-Fourth Technologies (ICALT'05), 442-446.
Annual International Computer Software [Link]
and Applications Conference, 2000. [Link]?resourcePath=/dl/proceedings/&to
[Link] c=comp/proceedings/icalt/2005/2338/00
9/CMPSAC.2000.884693 /[Link]&DOI=10.1109/ICALT.2005.1
50
Chen, Y., Gao, W. and Ma, J. (2000). Hand
gesture recognition based on decision tree. Nakanishi, Y., Sato, Y. and Koike, H. (2002).
[Link] EnhancedDesk and EnhancedWall:
0/paper/or03/[Link] Augmented Desk and Wall Interfaces with
Real-Time Tracking of User’s Motion.
Corradini, A., Wesson, R. and Cohen, P.
Proceedings of Ubicomp2002 Workshop on
(2002). A Map-based System Using Speech
Collaborations with Interactive Walls and
and 3D Gestures for Pervasive Computing.
Tables, September 2002, 27-30.
In Proceedings of the 4th IEEE International
[Link]
Conference on Multimodal Interfaces
[Link]
(ICMI'02), October 14-16, Pittsburg, PA,
191-196, Ou, J., Fussell, S., Chen, X., Setlock, L. and
[Link] Yang, J. (2003). Gestural Communication
/a_map_based_system_using_speech_3d_ over Video Stream: Supporting Multimodal
gestures_corradini.pdf Interaction for Remote Collaborative
Physical Tasks. Proceedings of the 5th
Daugman, J.; (1997). Face and gesture
international conference on Multimodal
recognition: overview. Pattern Analysis and
interfaces, Vancouver, British Columbia,
Machine Intelligence, IEEE Transactions,
Canada
19(7), July 1997, 675 - 676
[Link]
[Link]
ers%20Not%20used/[Link]
l_
representations_of_faces/PAPERS/survey_ Peixoto, P. and Carreira, J. (2005). A Natural
[Link] Hand Gesture Human Computer Interface
using Contour Signatures. In Proceedings,
Ebert, A., Deller, M. and Bender, M. (2005).
Human-Computer Interaction Conference
An Immersive Gesture Controlled Interface
(HCI2005).
for Virtual Document Information Spaces. In
[Link]
Proceedings, Visualization, Imaging and
PaperID=22470
Image Processing 2005 Conference.
[Link] Turk, Michael (2004). Computer vision in
PaperID=21655 the interface. Communications of the ACM,
47(1), January, 2004.
Ezzat, T., Geiger, G. and Poggio, T. (2004).
[Link]
Trainable Videorealistic Speech Animation.
[Link]
In Proceedings of the Sixth IEEE
International Conference on Automatic Face Wilson, A.D. and Bobick, A.F (1999).
and Gesture Recognition (FGR2004) Seoul, Parametric hidden Markov models for
Korea, 57-64. gesture recognition. Pattern Analysis and
[Link] Machine Intelligence, IEEE Transactions,
ns/ps/[Link] 21(9), Sept. 1999, 884 – 900.
[Link]
Lee, C., Lee, J., Park, C. and Kim, D. (1997).
DE&dl=GUIDE&id=317049
Real-time Gesture Recognition for the
Control of Avatar. Proceedings of Yang, C., Lai, S. and Chang, L. (2004).
VRSTAC'97 Conference, 242-245. Robust face image matching under

98 © Brandon Hall Research

illumination variations. Journal on Applied
Signal Processing, 2004:16, 2533–2543.
[Link]
S1110865704410014

Do not reproduce 99
 Adobe Corporation has been a leader in
Graphics Tools graphics tools in multimedia for the past 20
years. In acquiring Macromedia, Adobe has
Related terms strengthened its position in the e-learning
world, given that the majority of online
Design, visualization developers use Macromedia and Adobe
tools. Following is a list of the major
Description graphics software packages from Adobe:

The visual dimension of software > Adobe Fireworks

information is important for a number of > Adobe Flash
reasons. Consider the topics and sub-topics
in the first ten pages of William Horton's > Adobe FreeHand
Illustrating Computer Documentation > Adobe Illustrator
(1991):
> Adobe InDesign
Why Graphics Make Documentation Work
Better > Adobe Photoshop

> Graphics aid job performance [Link]

> Graphics help documents go global Advanced Visual Systems GSharp

[Link]
> Graphics reach nonreaders [Link]
> Graphics seduce reluctant readers Autodesk AutoSketch
> Graphics add credibility [Link]
x?id=2753027&siteID=123112
> Graphics aid thinking
AutoTrol – Technical illustration tool
> Graphics promote more efficient [Link]
reading [Link]/[Link]
> Graphics can explain visual and spatial Blender - Blender is the open source
concepts software for 3-D modeling, animation,
Why Graphics Work rendering, post-production, interactive
creation, and playback. Download a copy:
> Vision is our dominant sense [Link]
> Graphics are compact tml

> Graphics escape the limitations of Broderbund Printmaster

linear text [Link]

> Graphics are readily understood Canvas Professional

[Link]
> Graphics are remembered
Corel Corporation is a distant second in the
> Graphics are self-correcting graphics tools space in terms of market
share. Nevertheless, they provide a very
While Horton's 1991 book is about
competent set of tools for the lower priced
enhancing documentation and help
end of the market:
systems, the same principles apply to user
interface design. Horton applied these in his > Corel Draw
2000 book, Designing Web-Based Training,
and in his recent 2006 book, e-Learning By > Corel Painter
Design. > Corel PaintShop Pro
> Corel Photopaint
Selected Examples
> Corel Picture Publisher
There are many graphical design tools on
the market. Following are the ones most [Link]
commonly used:

100 © Brandon Hall Research

IBM CATIA > [Link]
[Link] ir&viewCat=9
[Link]/software/applications/plm/c
> [Link]
atiav5/
ir&viewCat=7
ITEDO IsoDraw – technical illustration
[Link] Bibliography
Microsoft graphics software applications are Horton, William (1991). Illustrating
used by many e-learning developers. The Computer Documentation: The Art of
most commonly used packages are the Presenting Information Graphically on
following: Paper and Online . NY: John Wiley.
> Microsoft Image Composer [Link]
538450/qid=1152417819/sr=1-
> Microsoft Paint 7/ref=sr_1_7/104-9851151-
> Microsoft PowerPoint 1919955?s=books&v=glance&n=283155
> Microsoft Visio Horton, William (2000). Designing Web-
Based Training. New York: John Wiley.
> Microsoft Word Drawing Tool [Link]
[Link] 35614X/sr=8-
1/qid=1154298806/ref=pd_bbs_1/104-
SmartDraw 2921152-9837507?ie=UTF8
[Link]
Horton, William (2006). e-Learning by
Xara Xtreme – open source graphics Design. San Francisco: Pfeiffer.
software [Link]
[Link] 984256/sr=1-
5/qid=1154298858/ref=sr_1_5/104-
Online Resources 2921152-9837507?ie=UTF8&s=books
By now there are hundreds of 2-D and 3-D Hwang, Fu-Kwan (2004). Online Physics
software tools on the market. One of the Forum with Integrated Web Editor -
best sites to locate reviews and ratings of 3- Integrating Scalable Vector Graphic (SVG).
D software is [Link]. In P. Kommers & G. Richards (Eds.),
[Link] Proceedings, ED-Media Conference.
The e-Learning Centre in the UK has a [Link]
comprehensive listing of graphics and n=[Link]&paper_id=12808
animation tools. Neuman, A. (2005). The Use of SVG and
[Link] ECMASCRIPT Technology for E-Learning
[Link]/eclipse/vendors/grap Purposes. ISPRS Workshop Commissions
[Link] VI/1 – VI/2, Tools and Techniques for E-
Several thousand graphics tools are listed Learning, Potsdam, Germany, June 1-3.
by Google Directory. The most listings are [Link]
for 3-D software. aper_use_of_svg_and_ecmascript_for_elear
[Link] ning_isprs_workshop_potsdam_2005.pdf
ftware/Graphics/ McConnell, Gloria (2004). Tools Usage
The ACM SIGGRAPH Industry Directory lists Survey Results. Report by the Society for
thousands of graphics companies offering a Technical Communication (STC), Pheonix.
huge variety of 2-D and 3-D services and [Link]
products. [Link]/[Link]
[Link] Qiu, X., Pallickara, S. and Uyar, A. (2004).
bin/cgi/[Link]&CategoryID=1 Making SVG a Web Service in a Message-
The Virtuality Web site in the UK lists both 3- based MVC Architecture. Paper presented
D editors and tools and 3-D models. at the Scalable Vector Graphics (SVG)
Conference, Tokyo, Japan · Sept 7-10.
[Link]

Do not reproduce 101

 blications/MakingSVGaWebServiceinaMess
ageBasedMVCArchitecture_final.pdf
Tufte, Edward (1990). Envisioning
Information. Cheshire, CT: Graphics.
[Link]
392118/sr=8-
4/qid=1152418193/ref=sr_1_4/104-
9851151-1919955?ie=UTF8
Tufte, Edward (1997). Visual Explanations :
Images and Quantities, Evidence and
Narrative . Cheshire, CT: Graphics Press.
[Link]
392126/sr=8-
3/qid=1152418193/ref=sr_1_3/104-
9851151-1919955?ie=UTF8
Tufte, Edward (2001). The Visual Display of
Quantitative Information. 2nd Ed. Cheshire,
CT: Graphics Press.
[Link]
392142/sr=8-
1/qid=1152418193/ref=sr_1_1/104-
9851151-1919955?ie=UTF8
Wirth, Frances (2004). The Tech Writer’s
Essential Toolkit. STC. Carolina Chapter.
[Link]
al/[Link]?ID=167

102 © Brandon Hall Research

 Selected Examples
Haptics
The “Museum of Pure Form” is a virtual
reality system where the user can interact
Related terms through the senses of touch and sight with
Force feedback, touch digital models of 3-D art forms and
sculptures.
Description > [Link]
[Link]/projects/[Link]
Haptics involves transmitting information
through the sense of touch or force feed- > [Link]
back. Haptic devices and interfaces are
Using the CANARIE advanced high-speed
generally used with 3-D virtual environ-
network CA*net 4, a “surgeon” in Canberra
ments to give a sense of realism to the
was able to teach a “medical trainee” in
action taking place within the virtual world.
Montreal the different steps to a gall
Haptic devices come in many forms, bladder extraction. Read the press release
including pens, gloves, joysticks/ joypads, at:
and force-feedback mice. Technology has [Link]
advanced to the point that the sense of [Link]/mpbt/haptics/hand_contro
touch and force can be experienced in real llers/freedom/f6_news_touching.html
time over a network.
“Force Dimension's haptic force feedback
There are distinct subcategories in the field devices - in conjunction with a scanning
of haptics, including the following: probe microscope - now allow the
nanotechnology and nanoscience
> Proprioceptive (general sensory
community not only to look at atoms and
information about the body)
molecules but even to touch them.”
> Vestibular (the perception of head [Link]
motion) me/
> Kinaesthetic (the feeling of motion in Handshake proSENSE™ 2.0 Virtual Touch
the body) Toolbox for Control Systems - Create
networkable force feedback programs using
> Cutaneous (sensory information from drag-and-drop program blocks.
the skin) [Link]
> Tactile (the sense of pressure on/view/?fnode=24
experienced through the skin) The project "HAPtic sensing of virtual
Touch is one of the most important sensa- TEXtiles" (HAPTEX). HAPTEX is a research
tions for growth and learning, especially project on multimodal perception of textiles
when training motor skills and physical in the virtual environment.
relationships. Haptic devices can also be [Link]
used to provide feedback from hands-on SenseGraphics is a company that
models or simulators and to try out proced- specializes in open source development of
ures at a nanotechnology level, such as haptics and graphics software.
docking two molecules to see if they fit [Link]
together.
SensAble Technologies develops haptic
Finally, active object manipulation is more devices that make it possible for users to
engaging than passively watching touch and manipulate virtual objects.
something happen on a screen. When used [Link]
approp-riately, haptics helps make e- m_ghost/[Link]
learning more relevant to the learner, who
becomes directly involved in experiencing Body-based devices include gloves, suits,
something. and exoskeletal devices can be obtained
from Immersion Corporation.
[Link]

Do not reproduce 103

 Online Resources Kushner, David (2003). Reality bytes. New
York Times (Online), July 31, 2003.
The Robotics Group of the University of Pisa [Link]
maintains a list of publications on the 30/[Link]
“fundamentals of haptics.”
[Link] Levesque, Vincent (2005). Blindness,
/robpublications/Keyword/FUNDAMENTALS Technology and Haptics. Research report,
-[Link] Haptics Laboratory, Centre for Intelligent
Machines, McGill University.
Haptics-e is an online journal on haptics [Link]
research. [Link]
[Link]
McLaughlin, M. L., Sukhatme, G., Shahabi,
Haptics-L is the “electronic mailing list for C., Medioni, G., and Jaskowiak, J. (2000).
the international haptics community.” The Haptic Museum. Proceedings, Electro-
[Link] nic Imaging and the Visual Arts Conference
pticsl/ [Link]
The International Society for Haptics is a [Link]
new, professional, not-for-profit group that Ó hAnluain, Daithí (2003). Reaching through
brings together researchers interested in the net to touch. Wired News, July 3, 2003.
haptics. [Link]
[Link]
O’Malley, M. and Hughes, S. (2003).
The World Haptics Conference was last held Simplified Authoring of 3D Haptic Content
in Pisa, Italy in March, 2005. Find a list of for the World Wide Web. Proceedings of the
papers on haptics at: 11th Symposium on Haptic Interfaces for
[Link] Virtual Environment and Teleoperator
[Link]/~ley/db/conf/haptics/[Link] Systems (HAPTICS’03).
ml [Link]
s/haptics/2003/1890/00/[Link]
Bibliography O’Modhrain, M.S. and Essl, G. (2004).
HAPTEX Project (2005). Specification of the PebbleBox and CrumbleBag: Tactile
Whole Haptic Interface. Deliverable D4.1. Interfaces for Granular Synthesis. Paper
Report delivered January 15, 2005. presented at the 3rd international
[Link] conference on new interfaces for musical
EX-D4.1_release-[Link] expression. 3-5 June 2004. Japan.
[Link]
Hespanha, J., McLaughlin, M. and [Link]
Sukhatume, G. (2002). Touch in Virtual
Environments: Haptics and the Design of O’Modhrain, M.S. and Gillespie, R.B. (1997).
Interactive Systems. Upper Saddle River, NJ: The Moose: A Haptic User Interface for Blind
Prentice-Hall. Persons. Proceedings of the Third WWW6
[Link] Conference, Santa Clara, CA, April.
[Link]
Inoue, M., Matsubara, Y., Iwane, N., ss/[Link]
Nakamura, M. and Ichitsubo, M. (2005). VR-
Based Dynamics Learning System Using Ross, S., Donnelly, M., Dobreva, M., Abbott,
Haptic Device and Its Evaluation. D., McHugh, A. and Rusbridge, A. (2005).
Proceedings, International Conference on Core Technologies for the Cultural and
Advanced Learning Technologies Scientific Heritage Sector. Chapter on
(ICALT'05), 917-921. Haptics. DigiCULT Technology Watch Report
[Link] 3.
[Link]?resourcePath=/dl/proceedings/&to [Link]
c=comp/proceedings/icalt/2005/2338/00 [Link]
/[Link]&DOI=10.1109/ICALT.2005.3 Rowell, Laurie (2004). Haptics: cybertouch
06 and how we feel about it. Prentice Hall
online article, Oct. 22, 2004.

104 © Brandon Hall Research

[Link]
[Link]?p=345621
Sakano, Y., Kaneko, H., & Uchikawa, K.
(2001). The effect of haptic learning on the
integration of disparity and perspective for
the dynamic and static slant perception.
Journal of Vision, 1(3), 250a.
[Link]

Do not reproduce 105

 Having more kinds of input devices allows
Interface Devices for a much richer e-learning experience.
However, instructional designers will need
Related terms to learn about the various possibilities of
each device in order to incorporate them
Digital ink, digital paper, display into producing e-learning content. This
technologies, electronic paper, experience requires a move towards better training of e-
computing, gesture recognition, haptics, learning developers and instructional
handwriting recognition, head mounted designers to advance the quality of e-
displays, human-computer interaction, input learning experiences.
devices, projectors, monitors, tangible
computing, wearable computing, Selected Examples
whiteboards
Accuscript and AuthentImage are two
Description technologies for handwriting recognition
and authentication.
For humans to use a computer, they must [Link]
interact with it through an interface device. 35n17/articles/[Link]
This is the apparatus that takes human
Sony, Philips, and digital paper pioneer E-
input and digitizes it for use by computer
Ink have announced an electronic book
programs. Examples of interface devices
reader that is due to go on sale in Japan in
include the following:
late April for $375 (£204). Called Librié, the
> Digital ink and paper device will be the size of a paperback book
and can hold 500 texts in its onboard
> Foot pedals
memory. For a review, see:
> Gesture technologies [Link]
[Link]
> Haptics devices
For an explanation of E-Ink’s proprietary
> Handwriting and printing recognition technology that uses microcapsules of
> Instruments and sensors positively charged white pigment and
negatively charged black pigment, see:
> Joysticks and wheels [Link]
> Keyboards [Link]
> Mice Digital ink is a pen that writes on foldable
digital paper. Both technologies were
> Microphones and sound cards developed at Carnegie Mellon University.
> Tablet PCs > [Link]
> Video cards [Link]

> Whiteboards > [Link]

[Link]
> Wireless technologies
In 2005, Fujitsu announced that it had
Many of these technologies are covered “developed the world's first film substrate-
elsewhere in this report so will be only based bendable color electronic paper
mentioned briefly here. Major technological featuring an image memory function.”
improvements are being made in all of the [Link]
above interface devices, and some, like hives/month/2005/[Link]
digital ink and paper, are just emerging as
viable ways of connecting with a computer. MIT Media Lab's I/O Brush, which "is a new
Now in the research and development drawing tool to explore colors, textures, and
phase, flexible digital paper should become movements found in everyday materials by
commonplace over the next few years. 'picking up' and drawing with them."
Writing will require special digital pens, [Link]
although writing using a finger or hand is /
now becoming possible.

106 © Brandon Hall Research

Logitech has developed the io2 Digital whiteboards.
Writing System, consisting of a pen and a [Link]
charger. This device allows handwritten tml
notes to be downloaded to a computer via a
The e-Learning Centre in the UK maintains a
USB interface.
list of resources on using electronic
[Link]
whiteboards.
s/features/digitalwriting/US/EN
[Link]
Imagine writing mathematical equations on [Link]/eclipse/Resources/wh
a whiteboard and having them solved in [Link]
front of your eyes. The “Weapons of Maths
The Wireless Directory Web site lists
Construction” project at the University of
Bluetooth products and services and
Swansea in Wales can do just that.
provides extensive information on this
[Link]
wireless format.
On their “Experience Computing” Web site, [Link]
Sony Corporation demonstrates five ooth-Overview/[Link]
futuristic ways of interacting with a
Graphics Interface is the oldest continuously
computer. These methods are 1) touch, 2)
scheduled conference in the field. GI
roll, 3) throw, 4) bend, and 5) build.
consistently attracts high-quality papers
[Link]
from around the world on recent advances
3/[Link]
in interactive systems, human computer
Samsung's new SCH-S310 mobile phone is interaction, and graphic.
equipped with motion-recognition [Link]
capabilities. Users can dial by waving the
Becta is a UK agency that supports
phone to write the number in the air in-
education departments in UK in their use of
stead of pressing a keypad and to erase
computers. The agency has a comparison
items by shaking the phone up and down.
page of different brands of interactive
[Link]
whiteboards.
afp_asiapacific_business/view/126978/1/.
[Link]
html
The Community Learning Resource Web site
Smart Technologies makes a series of
supports adult and community learning. The
interactive whiteboards.
site contains reviews of interactive
[Link]
whiteboards and tablet technologies.
Microsoft Corporation has developed a [Link]
footpad computer interface. 961
[Link]
The Hertfordshire Grid for Learning gives
ts/microsoft-prototypes-footpad-computer-
teachers many resources on the proper use
[Link]
of interactive whiteboards. See their advice
Wacom Technology Corporation is a supplier and resources at:
of graphics tablets and pens. Although this [Link]
technology has been around for a few years, aging/resources/[Link]
it is constantly being improved and updated.
PC Tablet Developer is an online serial that
[Link]
publishes all types of material on tablet
computer use.
Online Resources [Link]
The National Clearinghouse for Educational 1
Facilities (NCEF) has a resource list of links, Over the years, Wired Magazine has
books and journal articles on the published a number of articles on digital ink
educational uses of interactive whiteboards. and digital paper. Following are three such
[Link] articles:
[Link]
> [Link]
The Education Network Australia has a Web .05/ff_digitalink_pr.html
page of links to articles on interactive

Do not reproduce 107

 > [Link] In G. Richards (Ed.), Proceedings of E-Learn
.08/[Link] 2005, Vancouver.
[Link]
> [Link]
[Link]/mitarbeiter/khaireel/authorsCo
.04/[Link]
py/[Link]
Anoto is a digital pen and ink company in
Otsuki, Y., Bandoh, H., Kato, N., Indurkhya,
Sweden. Read all about their award winning
B. and Nakagawa, M. (2004). Educational
technology at:
software employing group competition using
[Link]
an interactive electronic whiteboard. Journal
Microsoft’s Tablet PC, with its use of digital of Interactive Learning Research, 15(3),
ink, is described in a 2002 press release. 257-269.
[Link] [Link]
res/2002/oct02/[Link]
Read, J. C. (2005). The Usability of Digital
Ink Technologies for Children and
Bibliography Teenagers. HCI2005. Edinburgh, Scotland,
Cogill, Julie (2002). How is the Interactive Springer.
Whiteboard being used in the primary [Link]
school and how does this affect teachers pute/staff/read/Publish/ChiCi/references/t
and teaching? Research report, King’s he_usability_of_digital_ink.pdf
College, University of London. Revell, Phil (2004). Whiteboards are doing
[Link] the chalking. Guardian Unlimited, January 6,
ds/IFS_Interactive_whiteboards_in_the_pri 2004.
mary_school.pdf [Link]
Cross, Michael (2005). Chalk one up to the story/0,10577,1116483,[Link]
whiteboard. Guardian Unlimited, Oct. 6, Wong, Nicole (2006). Going beyond the
2005. alphabet: keyboard pad frees user from
[Link] Western model. The Mercury News, Fri. April
story/0,10577,1585516,[Link] 7, 2006.
eSchool News. (2003). New ultra-thin [Link]
screen could lead to electronic paper. news/business/technology/[Link]
eSchool News Online, June 1, 2003. Zeichick, Alan (2004). Why the Pen and
[Link] Digital Ink Will Change Mainstream
[Link]?ArticleID=4436 Computing. Tablet PC Developer, December
Knight, Will (2004). The most flexible paper 22, 2004.
yet revealed. NewScientist Magazine [Link]
(Online), Jan. 26, 2004. 67
[Link]
dn4602
Mohamed, K., Haag, S., Peltason, J., Dal-RI,
F. and Ottmann, T. (2006). Disoriented Pen-
Gestures for Identifying Users around the
Tabletop without Cameras and Motion
Sensors. In Proceedings of the First IEEE
International Workshop on Horizontal
Interactive Human-Computer Systems,
Adelaide, Australia, Jan. 2006.
[Link]
[Link]/mitarbeiter/khaireel/authorsCo
py/[Link]
Mohamed, K. and Ottmann, T. (2005).
Controlling the electronic whiteboard’s
writing surface without cluttered toolboxes:
Shifting the focus back to content delivery.

108 © Brandon Hall Research

 MLE/VLEs is in danger of creating a de facto
Learning Management global e-learning monoculture.” Others are
developing new views of what a learning
Systems management system can become, and
there are a number of significant
Related terms innovations in 4th generation learning
managements systems. Innovations include
Campus portals, Content management, the following:
Course Management Systems (CMS), e-
learning portals, Learning Content > Adaptability/Personalization
Management Systems (LCMS), learning
> Artificial Intelligence/Intelligent Tutoring
integration
> Automatic generation of motivational
Description messages

Learning management systems (LMS) – the > Move from managing presentations and
term used in North America – and Managed testing to learner control, conversation,
Learning Environments (MLE) or Virtual and collaboration
Learning Environments (VLE) – terms used > Use of 2-D and 3-D Virtual
in Great Britain – are not “emerging environments
technologies” per se, as this category of
software has been around for about ten > Service Oriented Architecture -
years. But there are a number of integration with other enterprise
innovations in LMSs and VLEs that systems, especially human
distinguish an “ordinary” system from one resources/“talent management”
that is more advanced. systems

There have been several “generations” of Feldstein (2005) suggests that the next-
learning management systems: generation of learning management
systems should have the following
> 1st Generation LMS – Stand-alone characteristics:
application running on a single
computer with or without timesharing > LMSs should provide a framework that
terminals makes it as easy as possible for
programmers with different skill levels
> 2nd Generation LMS – Web-based in different programming languages to
application with client-server build and integrate learning tools to
architecture serve specialized teaching and learning
> 3rd Generation LMS – Web-based needs.
application with N-tier architecture > Whenever possible, the technology
(separation of application into standards implemented by the
components and independent layers of framework should be general rather
functioning) than education-specific to encourage
> 4th Generation LMS – Web-based the re-use of relevant groupware
application with distributed content that applications not originally designed for
uses Web services and service oriented e-learning purposes.
architecture (SOA) > Part of what the framework should
There is considerable debate in the e- provide is a set of user interface
learning field as to whether or not LMSs primitives, thus reducing the usability
have a future (Farmer, 2005), while others challenge of mixing applications that
worry that the current model of LMSs has were designed by different groups of
become entrenched to the point of people. But those primitives should be
inhibiting innovation. Morrison (2004) inheritable by applications with as little
contends “that because key decisions and specific programmer effort as possible
investments are already being (or have (i.e., they should mostly come along
been) made, the widespread adoption by automatically when the developer
institutions of the current generation of chooses to use the framework).

Do not reproduce 109

 > Another part of what the framework > Manipulation of Users/ Objects
should provide is strong and flexible
> Presentation Table
groups, roles, and permissions
structures to be used by the various > Application Sharing
learning applications.
> Break-out session rooms
> The roles, groups, and permissions
framework should also provide the [Link]
capability of a user-centric view in which [Link]
users can get roll-up views of data in An e-book by William Rice on how to use
applications that they use across Moodle, a leading open source learning
several different groups (e.g., the management system, is available as a free
combined calendar dates in several download.
courses plus club and campus events). [Link]
These ideas have gelled into a concept oodle_Sample_e-[Link]
called the learning management operating Over 50 leading learning management
system (LMOS), which has the following companies and their LMS systems are listed
aims: in the Brandon Hall Research LMS
> For students, more control over their Knowledgebase (Full disclosure: I work for
own data Operitel Corporation, one of the LMS
vendors listed below, and Brandon Hall
> For faculty, more control over the Research is the publisher of this report). The
learning environment LMS companies, in alphabetical order, are:
> For institutions, more integration with Allen Communication Learning Services -
their other campus IT systems Allen Communication Learning Portal
[Link]
> For consortia, more ability to share
computing resources without sacrificing Avilar Technologies Inc. - WebMentor LMS
needs of individual members [Link]
Compendium Corporation - Learn Enterprise
Selected Examples Learning Management System
Academici is a “virtual classroom” [Link]
environment with a global peer to peer Cornerstone OnDemand Inc. - Cornerstone
network, a search engine, a communic-ation OnDemand Enterprise Suite
platform, a contact management system, [Link]
content-driven forums run by experts, and
other academic services. Element K - KnowledgeHub
[Link] [Link]

Elgg is an open source “learning land-scape Frontline Data Solutions, Inc. - TrainingMine
platform” that integrates a number of [Link]
learning tools and information systems. To Generation21 Learning Systems -
quote the developers, “Elgg is a personal Generation21 Enterprise
learning landscape with the goal of [Link]
connecting learners, instructors and
resources creating communities of GeoLearning Inc. - GeoMaestro
learning.” [Link]
[Link] GeoMetrix Data Systems Inc. - Training
EVE, a prototype of a new type of learning Partner
environment that uses 3-D graphics, has the [Link]
following functionality: Gyrus - Training Wizard MX/SST
> Communication Channels [Link]
> User's Representation and Awareness IBM - IBM Lotus Workplace Collaborative
using Avatars Learning

110 © Brandon Hall Research

[Link] Plateau Systems - Plateau Learning
f/RedpieceAbstracts/[Link]?Open Management System
[Link]
InfoSource Inc. - InfoSource
[Link] Platte Canyon Multimedia Software Corp. -
[Link]
Integrated Performance Systems- iPerform
[Link]
[Link]
RISC - Virtual Training Assistant
Intellinex LLC- Intellinex LMS
[Link]
[Link]
Saba - Saba Enterprise Learning Suite
Interactive Solutions New Media Inc. - On-
[Link]
Tracker LMS
ng/[Link]
[Link]
[Link] SAP - SAP Learning Solution
[Link]
IntraLearn Software Corp. - IntraLearn XE
suite/erp/hcm/learningsolution/[Link]
[Link]
SSA Global Technologies Inc. - SSA Learning
KnowledgePlanet Inc. - KnowledgePlanet
Management
Enterprise Learning Suite
[Link]
[Link]
[Link] SSE - SSElearn Portal
[Link]
[Link] - LearnCenter
[Link] Strategia - Ed Training Platform
[Link]
LearnSomething Inc. - Isoph Blue
[Link] SumTotal Systems Inc. - TotalLMS
[Link]
MaxIT - LearnerWeb
[Link] Syntrio - Syntrio Enterprise LMS
[Link]
Meridian Knowledge Solutions Inc. -
Meridian KSI Knowledge Centre Technomedia Training Inc. - TM SIGAL
[Link] [Link]
_01_01.cfm
mGen Inc. - mGen Enterprise
[Link] TEDS Inc. – TEDS
[Link]
NetDimensions - Enterprise Knowledge
Platform (EKP) [Link] Inc. - TeraLearn LCMS
[Link] [Link]
Novasys Information Services Ltd. - Trivantis Corporation - CourseMill LMS
TrainingOffice Audit [Link]
[Link]
TTG Systems Incorporated – TRACCESS
Operitel Corporation - LearnFlex LMS [Link]
[Link]
Vuepoint - Vuepoint Learning System
Oracle USA Inc. - Oracle Learning [Link]
[Link]
WBT Systems - TopClass LMS
n_resources/[Link]
[Link]
OutStart Inc. - OutStart Evolution LMS
WebRaven Pty Ltd - DOTS - Dynamic Online
[Link]
Training System
PeopleSoft (Oracle) - PeopleSoft Learning [Link]
Management
Websoft Systems Inc. – KnowledgeBridge
[Link]
[Link]
soft/hcm/ent/module/learning_mgmt.html
Wizdom Systems Inc. - LMSLive
[Link]

Do not reproduce 111

 Worldwide Interactive Network Inc. - The from the JISC in the UK.
Learning Manager [Link]
[Link] _lams
XStream Software Inc. - XStream A detailed diagram of the future of virtual
RapidShare LMS learning systems according to Scott Wilson
[Link] is available at:
[Link]
Xtention Inc. - Xtention Learning
gview?entry=20050125170206
Management System
[Link]
Bibliography
Online Resources Adkins, Sam (2005). Wake-Up Call: open
source LMS. Learning Circuits, October.
Brandon Hall Research (publisher of this
[Link]
report) has a section of their Web site called
005/[Link]
“LMS Central,” where they publish extensive
documentation on learning management Bouras, C. and Tsiatsos, T. (2002). Building
systems. For LMS buyers who already have educational virtual environments.
a short list of systems, Brandon Hall Proceedings, ICALT2002 Conference.
Research provides access to individual [Link]
profiles of more than 50 learn-ing [Link]
management systems. Each profile is 30 to
Cohen, Ed. (2006). The Learning Horizon:
50 pages long and contains a re-view of the
tomorrow’s technologies. Chief Learning
system and detailed specifica-tions
Officer, (Online edition), August, 2006.
regarding the system's features.
[Link]
[Link]
c/clo0806/
For a review of leading open source learning
Colazzo, L., Molinari, A., Ronchetti, M. and
management systems, see the recent
Trifonova, A. (2002). Towards a Multi-
article in Learning Circuits, by Sam Adkins.
Vendor Mobile Learning Management
[Link]
System. Paper presented at the European
005/[Link]
Workshop on Mobile Contextual Learning,
The Western Cooperative for Educational University of Birmingham, UK, June 20-21.
Telecommunications (WCET) maintains a [Link]
Web site called EduTools. The site contains wards%20a%20multi-
a large number of reviews of "course vendor%20Mobile%20LMS%20(long).pdf
management systems."
Dalziel, James (2003). Implementing
[Link]
Learning Design: the learning activity
age=HOWTO#productinfo
management system (LAMS). Paper
The e-Learning Centre in the UK combines presented at ASCILITE 2003 Conference.
reviews of corporate learning management [Link]
systems (LMS) and learning content ASCILITE2003%20Dalziel%[Link]
management systems (LCMS), separating
Dillenbourg, Pierre (2000). Virtual Learning
these from “educational course
Environments. Paper presented at the EUN
management systems” and “virtual learning
Conference 2000: learning in the new
environments,” and open source course and
millennium - building new education
learning content management systems.
strategies for schools. Workshop on virtual
[Link]
learning environments.
Teresa A. D’Eca in Portugal maintains a [Link]
fantastic list of Web resources on all m1010/public/d05_7.PDF
aspects of learning online:
Farmer, James (2005). Un-Managing
[Link]
Learning Management Systems - A possible
[Link]#Teaching
future for online learning. Incorporated
An evaluation report on learning activities Subversion, Jan. 21, 2005.
management systems (LAMS) is available [Link]

112 © Brandon Hall Research

manageing-learning-management-systems- almet/melbmonash/media/LMSGovernanc
a-possible-future-for-online-learning [Link]
Jenkins, M., Browne, T. and Walker, R.
(2005). VLE Surveys: a longitudinal
perspective between March 2001, March
2003 and March 2005 for higher education
in the United Kingdom. Report published by
UCISA.
[Link]
survey_2005.pdf
Morrison, Derek (2004). E-Learning Flexible
Frameworks and Tools: Is it too late? – the
Director's Cut. Proceedings of ALT-C, Exeter,
November 2004.
[Link]
learning/Download/[Link]
Sadeghi, J., Aavani, A., and Sharifi, M
(2005). CyberSession: a new proposition for
e-learning in collaborative virtual
environments. Proceedings, WSCG
Conference 2005, Plzen, Czech Republic,
Jan. 31-Feb. 4, 2005.
[Link]
5/Poster/[Link]
Tsinakos, Avgoustos (2004). The puzzle:
virtual learning environments - what criteria
should be present in the ideal VLE? Turkish
Online Journal of Distance Education
(TOJDE), 5(2), April.
[Link]
[Link]
Ueno, Maomi (2005). Intelligent LMS with
an agent that learns from log data.
Proceedings of World Conference on E-
Learning in Corporate, Government,
Healthcare, and Higher Education 2005,
Vancouver, October 2005.
[Link]
action=[Link]&paper_id=216
87
Wiegel, Van (2005). From course
management to curricular capabilities: a
capabilities approach for the next
generation course management system.
Educause Review, 40(3), May-June, 2005.
[Link]
[Link]
Wise, L. and Quealy, J. (2006). LMS
Governance Project Report. Report for the
Melbourne- Monash Collaboration in
Educational Technologies. May 2006
[Link]

Do not reproduce 113

 of learning objects, in practice most uses of
Learning Objects and learning objects fall far short of that ideal.
Repositories Another use for learning objects is in the
area of “rapid learning,” where a particular
learning object is served up in response to a
Related terms specific user's immediate need for
Artificial intelligence, intelligent tutoring, information. This application of learning
learning object model (LOM), learning object objects is sometimes referred to as “just-in-
repository (LOR), rapid learning, reusable time learning.” This use has been more
learning objects (RLOs), sharable content successful, as the learning objects do not
objects (SCOs), SCORM. need to make sense linked together
because they are used to deliver specific
Description pieces of information.
Learning objects are often referred to as
Learning objects are a unit of software that
“chunks of learning.” But people do not
is produced about a particular aspect of a
learn much in de-contextualized discrete
subject and that has educational value.
chunks, and the presentation of a particular
They are emulations of “software objects,” a
“chunk of learning,” such as a graph, does
central concept of object-oriented
not mean the intended learning has taken
programming that provides for the
place. Rather, learning objects are really
reusability of coherent pieces of code.
software objects built to be reusable so that
Beyond that, there is no agreed upon
programmers or graphic artists do not need
definition of what learning objects really are.
to reconstruct them. There is nothing
Learning objects range from a single image
inherently wrong with the concept of
or piece of text to full Web-based units on a
reusability, but it is important to understand
specific curriculum. Learning objects are
that the act of reassembling parts on a
also referred to as “reusable learning
screen is not an adequate instructional
objects” (RLOs) and “sharable content
design model (Krauss, 2004; Wiley, 2006).
objects” (SCOs). The acronym SCORM, a
well-known standard for learning objects, At the simplest level, the reassembly of
stands for Sharable Content Object learning objects results in the same old
Reference Model. “tell-test” presentations. A more soph
isticated version of this model is the vision
As online educational materials are
of giant repositories of reusable objects that
produced, they often end up in online
can be assembled into a “course” or
aggregations of learning objects, usually
“teaching moment” based on the results of
referred to as “learning object repositories.”
continuous online assessments. This idea is
To facilitate searching and retrieval,
based on older, behaviorist concepts of
metadata is used to describe objects in
“programmed instruction” that have now
repositories.
been replaced by newer cognitive and
Learning objects have several uses. One constructivist learning theories of
use is to improve the efficiency of producing education. While older adults may be
educational materials by reusing learning impressed by a program’s ability to provide
objects in new curriculum units (which a custom mix of items to view on the
themselves may also be learning objects). screen, this model does not work for the
The vision of the learning object model younger generation of adults now in
(LOM) is to have computer programs educational institutions or work settings. As
organize Collis and Strijker (2003) note, “The
reusability of an electronic learning resource
personalized courses of study using many
depends on its fit with the language,
learning objects that are selected based on
culture, curriculum, computer-use practices,
gaps in knowledge determined by computer-
and pedagogical approaches of the
based assessments. However, it has been
potential learners and their instructors.
difficult to show a working demonstration of
Making this fit has proven to be very
this vision that makes sense from a
difficult.”
pedagogical point of view. While there is a
vision of both reusability and interoperability

114 © Brandon Hall Research

Repositories for learning objects can be resources for grades K-12.
simple or complex (“rafts” or “battleships” [Link]
to use Derek Morrison’s metaphor), and
goENC contains resources for K-12 science
they can be general or subject specific.
and math.
What is stored in learning object
[Link]
repositories is not standardized in terms of
formats but represents a wide range of IDEAS provides Wisconsin educators with
educational media. teacher reviewed resources for grades K-12.
[Link]
Selected Examples Koha is a New Zealand based online library
Following is a list of some of the many covering all subjects.
learning object repositories: [Link]

The California Digital Library supports the LESTER (Learning Science and Technology
libraries of the University of California. Repository) is an online community and
[Link] database focused on innovations in learning
science and technology (LST), which profiles
CLOE stands for the Cooperative Learning innovative research projects and
Object Exchange, a consortium of colleges researchers.
and universities who have agreed to share [Link]
learning objects. tabindex=0&tabid=1
[Link]
O/cloe_stories.html LLEARN is a repository of materials for
language learning.
The Digital Library of Information Science [Link]
and Technology is based at the University of
Arizona. LoLa Exchange is a place for sharing high
[Link] quality learning objects, with a focus on
information literacy.
DLORN (Distributed Learning Object [Link]
Repository Network) is a repository set up
by Stephen Downes, a senior researcher at LRC is an international community for
the National Research Council in Canada. sharing materials in higher education.
[Link] [Link]
bin/dlorn/[Link] The Maricopa Learning Exchange is a
DSpace is a digital repository system that warehouse of learning objects at the high
captures, stores, indexes, preserves, and school and college levels.
distributes digital research material. [Link]
[Link] MERLOT is the largest repository of learning
EducaNext is a service that supports objects, with almost 15,000 items.
creating and sharing knowledge for higher [Link]
education. It is open to any member of the National Science Digital Library (NSDL) is a
academic or research community. great source for learning materials in
[Link] science fields.
Fedora is a general-purpose repository [Link]
system developed jointly by Cornell The Ontario E-Learning Object Management
University Information Science and the Repository has been set up by the Ministry
University of Virginia Library. of Education to serve learning objects to
[Link] Ontario schools and post-secondary
FLORE stands for the French Learning institutions.
Object Repository for Education, hosted by [Link]
the University of Victoria in Canada. o_d/secure/elearning/
[Link] PROFETIC is a French learning object
Gateway to 21st Century Skills contains repository.
thousands of lesson plans and teaching [Link]

Do not reproduce 115

 Public Library of Science is a nonprofit [Link]
organization of scientists and physicians [Link]
committed to making the world's scientific
LORNET is a consortium of Canadian
and medical literature a freely available
universities who share research on learning
public resource.
objects and their use.
[Link]
[Link]
UNESCO maintains the Free & Open Source m
Software Portal.
The Joint Conference on Digital Libraries
[Link]
holds an annual gathering.
URL_ID=12034&URL_DO=DO_TOPIC&URL_
[Link]
SECTION=[Link]
The Higher Educational Podcast Repository
Online Resources is a place for storing educationally useful
lectures and other educational events.
Cisco Systems has been a leader in [Link]
promoting “reusable learning objects.” A [Link]#com123
2003 white paper on the company’s RLO
strategy is available at:
[Link]
Bibliography
us/guest/netsol/ns460/c654/cdccont_09 Barritt, C. and Alderman, F.L. (2004).
[Link] Creating a Reusable Learning Objects
Strategy: leveraging information and
A primer on how to design and author
learning in a knowledge economy. San
learning objects, authored by Rachel Smith,
Francisco: Pfeiffer.
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[Link]
[Link]
etail/-
An audio discussion of learning objects with /0787964956/qid=1131924725/sr=8-
several of the leaders in this field is 2/ref=pd_bbs_2/002-4609659-
available at: 0461665?v=glance&s=books&n=507846
[Link]
Bochicchio, M., Celentano, M. And Longo, A.
[Link]
(2004). SCX 2004: a SCORM 2004 – based
The University of Wisconsin at Milwaukee tool for the real-time production of Learning
hosts a large bibliography on learning Objects. Online paper.
objects. [Link]
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[Link]
Feasibility of Course Development Based on
The University of Wisconsin at Milwaukee Learning Objects: Research Analysis of
also maintains a list of “learning object Three Case Studies. International Journal of
collections,” also known as LORs – learning Instructional Technology and Distance
object repositories. Learning, 1(3), March.
[Link] [Link]
[Link] [Link]
Norm Friesen has written a review of Collis, B., & Strijker, A. (2003). Re-Usable
implementing learning object repositories Learning Objects in Context. International
that use the Canadian standard, CANCORE. Journal on E-Learning, 2(4), 5-16.
[Link] [Link]
[Link]
Downes, Stephen. (2000). The Need for and
For a highly critical view of learning objects, Nature of Learning Objects. International
see Teemu Leinonen’s article, “Learning Review of Research in Open and Distance
Objects: Is the King Naked?” Learning, 2(1).
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objects-is-the-king-naked .html
Scott Leslie’s reply to the above article is Edusource (2003). Software Architecture
found on his blog, EdTechPost. Document, Version .9. Online document.

116 © Brandon Hall Research

[Link] McGreal, R., Anderson, T., Babin, G.,
20Planning%20Documents/Software%20Pl Downes, S., Friesen, N., Harrigan, K., Hatala,
an/SA%200.9%[Link] M., MacLeod, D., Mattson, M., Paquette, G.,
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[Link]
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Repositories - Rafts or Battleships? - Part 2.
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collections – an overview of approaches.
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[Link]
[Link]
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[Link]
[Link]
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(2002). Learning object repository
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[Link]
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[Link]
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etail/-
(2005). A Repository for the Teaching
/0415335124/qid=1131924607/sr=8-
Experiences. Paper presented at the
1/ref=pd_bbs_1/002-4609659-
Workshop on E-Learning and Human
0461665?v=glance&s=books&n=507846
Computer Interaction, INTERACT 2005,

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 > [Link]
[Link]
> [Link]
[Link]
Santally, M., Govinda, M., and Senteni, A.
(2004). Reusable Learning Objects
Aggregation for e-Learning Courseware
Development at the University of Mauritius.
International Journal of Instructional
Technology and Distance Learning, 1(7).
[Link]
[Link]
Shepherd, Clive. (2000). Objects of Interest.
White paper for Fastrak Consulting.
[Link]
[Link]/tactix/features/objects/ob
[Link]
Wiley, David A. (2000). Learning Object
Design and Sequencing Theory. Doctoral
dissertation, Brigham Young University.
[Link]
df
Wiley, David A. (Ed.). (2002). The
Instructional Use of Learning Objects.
Agency for Instructional Technology and the
Association for Educational Commun-
ications. Online. :
[Link]
Wiley, David A. (2006). RIP-ing on Learning
Objects. Iterating Toward Openness, Jan. 9.
[Link]

118 © Brandon Hall Research

 and exhibits for a variety of purposes,
Location Based including to do the following:
Technologies > Enhance visitor experiences using
dynamic location-based content
Related terms > Provide access to specific content
irrelevant roams, galleries, or exhibits
Ambient content, findability, geocaching,
navigation, proximity tools, tours > Improve visitor services by providing
information on nearby facilities such as
Description restaurants and gift shops

Location-based technologies are used in e- > Provide tour management information,

learning when geographical position is including better security due to location
important to an educational experience. The tracking capabilities
two technologies most prevalent in location- > Analyze visitor traffic (for planners)
based e-learning are the Global Positioning
System (GPS) and Geographic Information > Help users access relevant content
Systems (GIS). from the Web during and after museum
tours
The Global Positioning System consists of
24 satellites owned by the U.S. Department > Improve accessibility for visitors with
of Defense. Each satellite continually disabilities
broadcasts its position and the time. This As computer devices become smaller and
allows GPS receivers to triangulate their more mobile, users will be able to use a
own position to within a few meters by variety of devices, including cell phones,
taking bearings from at least three visible PDAs, laptops, gaming consoles, personal
satellites. media players, and wearable computers, to
A Geographic Information System enables track their location and interact with
the geographic aspects of a body of data to educational experiences that use that
be visualized. Usually these visualizations information.
are overlaid onto a map. However, as with any new technology, there
Bensford (2005) identifies some of the are potential disadvantages to location-
educational uses of location-based based technologies, including privacy
technologies, including the following: concerns, more demands for a person’s
attention, and security issues.
> Information services and tour guides
delivered in place Selected Examples
> Educational games that have a
The main players in the GIS market include
geographical component
the following:
> Support for field trips in which location-
Cadcorp - [Link]
based technologies provide learning
materials during a visit to a specific Clark Labs - [Link]
place
ESRI- [Link]
> Gathering data in a specific location for
Intergraph - [Link]
later analysis
MapInfo - [Link]
> Personalization of a visit in real-time
based on where a person is located at Frapper is a Web site that allows you to
any given moment create custom maps and tags them with
information.
> Learning games within a specified
[Link]
geographical area
Google Earth is an amazing view of the
In the cultural sector, location-based
earth, with abilities to show the location of
systems are found in museums, galleries,
almost any service or feature that is

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 searchable from a database. world.
[Link] [Link]
Google Maps is an intuitive map of the PanGo offers a “location management
world that allows the user to zoom in and system” that can store and report on
out for various levels of details. The map is geographic data.
continuous and can be dragged in any [Link]
direction.
CHIMER is a partly EU funded project aiming
[Link]
“to capitalise on the natural enthusiasm
Google Mars is a composite of the mapping and interest of children in developing new
of Mars. While not very useful for most approaches to the use of evolving
people, it is a great tool for teaching technologies for documenting items of
science. cultural interest in their local communities.”
[Link] [Link]
Mapquest is a mapping service that covers ArcGIS by ESRI is used to teach geography
the globe. Enter an address to find a local in schools. See their complete range of
map for almost anywhere in the world. products, as well as papers on trends in
[Link] GIS, at:
[Link]
Windows Live Local is the new Microsoft
mapping service. The vision is to show The University of Leeds and the University of
scenes of the areas on the maps. Southampton in the UK offer a joint Masters
[Link] degree in using GIS systems in distance
education. The site also contains a great list
The GIS Laboratory at Springfield’s Illinois
of links to geographic data and maps.
State Museum uses GIS to create and
[Link]
maintain a database of over 40,000
archaeological sites in the state. GIS also is GISAS stands for Geographical Information
being used to create several new exhibits in Systems Applications for Schools. This
the coming year. The Laboratory’s Web site project's objectives are to introduce
includes a GIS animations gallery. geographical information systems into
[Link] European secondary schools and to show
Slab/ how it can be used in geography and
environmental education.
The Science Museum of Minnesota in St
[Link]
Paul has GIS-based projects for public
500,5372,30670
display and ongoing class work. A kiosk on
the museum’s exhibit floor features The goal of the Degree Confluence Project
interactive maps of the St Croix River valley. is to visit the intersection of every degree of
[Link] latitude and longitude in the world (except
those in the oceans and near the poles) and
Greatest Places allows students to explore a
take a picture to post on the Web.
variety of interesting places worldwide and
[Link]
to learn about them using a Geographic
Information System. Platial enables anyone to find, create, and
[Link] use meaningful maps of places that matter
to them.
Georeferencing is the process of converting
[Link]
text descriptions of locations to computer-
readable geographic locations, similar to CAERUS is a context aware educational
what a GIS system uses. See how this resource system for outdoor sites.
system is being used to plot changes in [Link]
biodiversity around the world. cations/Attachments/1/CAERUS_CAL.pdf
[Link]
At the Museum of Vertebrate Zoology, Online Resources
Geographic Information System (GIS) The British Ordnance Survey, the national
specialists have developed a WORLDCLIM mapping agency for Great Britain, maintains
to model the climate in any place in the a Web site on educational uses of its maps.

120 © Brandon Hall Research

[Link] Cardinali, Fabrizio (2005). Towards
e/education/[Link] narrowcasting and ambient content: new
mobile, location and context aware
For a history of Geographic Information
solutions for the European publishing
Systems in education, see:
industry. Online article.
[Link]
[Link]
[Link]
e=doc&doc_id=6231&doclng=6&menuzon
A large resource list of links to open source e=1
GIS software is available at:
Hightower, J. and Borriello, G. (2001).
[Link]
Location systems for ubiquitous computing.
The University of Montana offers an “earth IEEE Report.
observing system” on its Web site that is [Link]
used for students in schools doing [Link]/Publications/Seattle/062120
geographic projects. 021154_45.pdf
[Link]
Kaplan-Leiserson, Eva (2004). We learning:
m
social software and e-learning. Part II.
The theme of the 2005 Geography, Earth, Learning Circuits, Jan 2004.
and Environmental Sciences (GEES) [Link]
conference at Leicester University was “The 004/[Link]
Place of GIS in the Curriculum.” Conference
McLean, Heather (2005). GIS adds fresh
abstracts are available at:
dimension to field work. Guardian
[Link]
Unlimited, Nov. 15, 2005.
/[Link]#abs
[Link]
The Petroleum and Natural Gas story/0,,1642288,[Link]
International Standardization (PNGIS) Joint
Ross, S., Donnelly, M., Dobreva, M., Abbott,
Task Force has a Web site on geographical
D., McHugh, A. and Rusbridge, A. (2005).
information systems.
Core Technologies for the Cultural and
[Link]
Scientific Heritage Sector. Chapter on
[Link] has a scheme for embedding Location Based Devices. DigiCULT
geographic information in HTML pages. Technology Watch Report 3.
[Link]
> [Link] [Link]
> [Link] Spohrer, J.C. (1999). Information in places.
The GeoCommunity is the place for the IBM Systems Journal, 38(4), 1999.
Geographic Information Systems (GIS), CAD, [Link]
Mapping, and Location-Based industry 84/[Link]
professionals, enthusiasts, and students. Tsirliganis, N., Arnaoutoglou, F., Koutsoudis,
[Link] A., Pavlidis, G., and Chamzas, C. (2003). 3D-
Intergraph is a company devoted to ArchGIS: archiving cultural heritages in a 3-
products to store, manipulate, and visualize D multimedia space. DigiCULT Newsletter,
spatial information. Issue 6, Dec. 2003.
[Link] [Link]
_issue6_december_20031.pdf
Directions Magazine is a huge resource on
geospatial technologies.
[Link]

Bibliography
Benford, Steve (2005). Future Location-
Based Experiences. JISC Technology and
Standards Watch Report, January, 2005.
[Link]
/jisctsw_05_01.pdf

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 in binary code. Many of these objects are
Mashups, SOAP and Web software programs, which can range from a
single statement to massive amounts of
Services computer code. Programs can be “stand
alone,” that is, run all by themselves, or they
Related terms can depend on other programs to supply
data or specific functions. For two or more
AJAX, API clouds, composite applications, programs to talk to each other, they need to
hybrid applications, integration, Service have an agreed-upon set of rules, or
Oriented Architecture (SOA), tag clouds, protocol, of how to communicate with each
Web application hybrid other. For example, HTTP stands for
HyperText Transfer Protocol and is the set of
Description rules for how a request for a specific Web
page can be made to a Web server.
E-learning in the workplace and, to a lesser
Similarly, FTP stands for File Transfer
extent, in schools and universities, has
Protocol, the rules for sending files across
moved from early text-based CBT systems to
the Internet.
full-scale multimedia presentations. It is
about to change again into a highly SOAP originally stood for Simple Object
fragmented “learning landscape” where Access Protocol, the set of rules for
online presentations will be only one option accessing a software object on the Internet.
in a myriad of choices for learners and The meaning of SOAP has since broadened
instructors. Multi-channel distributed to include rules on how two software
learning will combine many forms of face-to- programs can communicate and work with
face learning with dozens of learning each other, also called “object
technologies and data sources to produce a interoperability.”
rich learning experience that is dynamic,
Using SOAP, programmers can build
personalized, and relevant to each person’s
programs that communicate across the Web
learning needs and goals.
and exchange data with other programs.
Instead of moving among discrete Such programs can “expose” their functions
applications in courses, learners in the near or data to other programs and be
future will be able to access “hybrid “consumed” by them. The programs that do
applications” or “mashups” in which data is this are call “Web Services,” and the
mixed together from many different sources organization of software to facilitate these
in a unique blend for that learner at that arrangements is called “Service Oriented
moment. The “content” for educational Architecture” (SOA) (Erl, 2004).
experiences will be based on distributed
Some Web services are public and can be
applications and data sources. This is all
linked to by any software that knows how to
possible because of an explosion of
read the information from the Web service,
innovation in information and
while other Web services require
communications technologies (ICT) that
authorization through the use of security
help individuals and collectives learn.
procedures. When a Web site takes data
A “mashup,” then, is the trendy name from several Web services and perhaps
(borrowed from the practice of mixing mixes it with its own data, such a site is
music) for a composite or hybrid Web referred to as a mashup or Web hybrid
application. Mashups are constructed in application.
several ways, including a Web site that
Any learning management system (LMS)
provides access to the API of another Web
with built-in Web services can be part of a
site, or through “Web services.” “Web
mashup by integrating data and functions
Services” is the name given to a method of
from other types of programs, such as those
connecting a function in one application to a
for collaboration, document management,
Web page in another application so that the
communications, etc., thereby making the
function appears to be part of the Web
LMS capable of tracking the formal aspects
page.
of learning while, at the same time,
The Web is made up of an extremely large providing an informal collaborative
collection of software objects, all expressed environment.

122 © Brandon Hall Research

Mashups and Web services are alternative Bibliography
ways of accessing educational content that
need to be taken into account by any LMS Gruman, Galen (2006). Enterprise
that is tracking learning activities. As mashups. Infoworld, July 28, 2006.
Warlick (2006) has noted, online curriculum [Link]
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draws materials from many different shup_1.html
sources in a network of distributed servers. Hof, Robert (2005). Mix, match, and
mutate. Business Week Online, July 25,
Selected Examples 2005.
[Link]
Mike Malloch has posted a set of examples
Q34AvyQMA/magazine/content/05_30/b3
of educational mashups on [Link].
944108_mz063.htm
[Link]
ASHUP Torres, J., Dodero, J. and Padron, C. (2004).
A Framework Based on Web Services
Online Resources Composition for the Adaptability of Complex
and Dynamic Learning Processes. Learning
Mashup Feed gives the latest and greatest Technology newsletter, Vol. 6, Issue 1,
examples of actual mashups. Many have January 2004
educational value. [Link]
[Link] ry2004/learn_tech_january2004.pdf
Emily Chang is a San Francisco Web Seimens, George (undated). Web Services.
designer with a large offering of Web links. Elearnspace.
Her links in the category of mashups are [Link]
found at: [Link]
[Link]
gory/C49 Siviter, Douglas (2004). Adopting and
Adapting Enterprise Technologies for Use in
Programmable Web claims to keep “you up Education. Learning Technology newsletter,
to date with the latest on mashups and the Vol. 6, Issue 1, January 2004
new Web 2.0 APIs.” It has many examples [Link]
of mashups, including a matrix of 87 sites ry2004/learn_tech_january2004.pdf
with APIs that interact with each other.
Stacey, Paul (2002). E-Learning
> [Link] Interoperability & Web Services. E-Learning
> [Link] for the BC Tech Industry, Dec. 6, 2002.
trix [Link]
[Link]
Deitel maintains a “mashups resource
center” with diverse articles and resources Warlick, David (2006). Curriculum as
on this topic. Mashup. techLEARNING, March 6, 2006.
[Link] [Link]
[Link] chives/2006/03/curriculum_as_m.html

Rob Hof, a writer for Business Week, has Woodill, G. and Oliveira, C. (2006).
produced about a dozen articles on Mashups, SOAP, and Services: welcome to
mashups in business for his magazine. web hybrid e-learning applications. Learning
[Link] Solutions, May 15, 2006.
/techbeat/archives/mash-ups/[Link] [Link]

The Wikipedia entry for Mashup (Web

application hybrid) contains links to other
mashup sites.
[Link]
web_application_hybrid%29

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 Cancore is a Canadian initiative to develop
Metadata, Ontologies metadata standards for e-learning. It is
based on and fully compatible with the IEEE
and Taxonomies Learning Object Metadata standard and the
IMS Learning Resource Meta-data
Related terms specification.
[Link]
Folksonomies, pervasive computing, social
bookmarking
Online Resources
Description CETIS – the Centre for Educational
Technology Interoperability Standards – in
At the same time that learning objects, repo- the UK has published a list of “guides to
sitories, search engines, and artificial intelli- metadata” and the learning object model
gence are being developed, so are ways to (LOM).
describe data so that it can be used by [Link]
programs in a variety of ways. This “data
about data” is known as metadata and has The MIT Libraries has produced a Metadata
a critical role in many emerging e-learning Reference Guide.
technologies. An ontology, in the context of [Link]
information technology, refers to the formal tadata/[Link]
description of the network of relationships Educause lists resources on
used to track how one item or word relates “folksonomies,” the practice of social
to another. A taxonomy is a hierarchical bookmarking whereby users assign their
listing of topics or subject categories in a own freely chosen metadata to learning
particular area. All of the above are used to
objects.
classify and store data for later use by a
[Link]
program.
e_id=645&PARENT_ID=794&bhcp=1
Data can be classified in a formal manner
The IMS Global Learning Consortium has
or classified by individuals who place their
developed guidelines for using metadata
own tags into a database as they enter
with learning objects.
data. This approach is sometimes called a
[Link]
folksonomy. Computer algorithms are then
3pd/imsmd_bestv1p3pd.html
used to group similar or related tags into a
tag cloud, which is a visualization of the
metadata used in searches. Bibliography
Abel, M., Benayache, A., Lenne, D., Moulin,
Selected Examples C., Barry, C. and Chaput, B. (2004).
Ontology-based organizational memory for
The Dublin Core Metadata Initiative is an e-learning. Journal of Educational
industry group that initially met in Dublin, Technology and Society, 7(4), 98-111.
Ohio, to develop metadata standards. [Link]
[Link]
Chen, H., Perich, F., Finin, T., and Joshi, A.
The Ontologies for Education project is a (2004). SOUPA: standard ontology for
portal maintained by three universities to ubiquitous and pervasive applications. In
disseminate information on ontologies. Proceedings, International Conference on
[Link]
Mobile and Ubiquitous Systems: Networking
=[Link]
and Services, Boston, MA.
SIMILE seeks to enhance interoperability [Link]
among digital assets, /[Link]
schemata/vocabularies/ ontologies,
Delphi Group (2004). Information
metadata, and services. A key challenge is
Intelligence: content classification and the
that collections that are to interoperate are
enterprise taxonomy practice. Delphi Group
often distributed across individual,
report, June 2004.
community, and institutional stores.
[Link]

124 © Brandon Hall Research

[Link] [Link]
epapers/[Link] mputer-mediated-
communication/[Link]
Friesen, Norm (2005). Can Core: learning
object metadata editors. Online article. National Information Standards
[Link] Organization (NISO) (2001). Understanding
Metadata. NISO Press.
Gruber, Thomas (2005a). Ontology of
[Link]
Folksonomy: A Mash-up of Apples and
[Link]
Oranges. Invited paper/keynote to the First
on-Line conference on Metadata and Oin, J. and Godby, J. (2003). Incorporating
Semantics Research (MTSR'05), November. Educational Vocabulary in Learning Object
[Link] Metadata Schemas. PowerPoint
[Link] Presentation at the 7th European
Conference on Research and Advanced
Gruber, Thomas (2005b). TagOntology - a
Technology for Digital Libraries (ECDL2003).
way to agree on the semantics of tagging
Trondheim, Norway.
data. Presentation to Tag Camp,
[Link]
[Link] October 29..
pers/session2b/Qin/ecdl2003_presentatio
[Link]
[Link]
[Link]
Ricci, Christian (2004). Developing and
Henze, N., Dolog, P. and Nejdl, W. (2004).
Creatively Leveraging Hierarchical Metadata
Reasoning and ontologies for personalized
and Taxonomy. BoxesAndArrows, May 22,
e-learning in the semantic web. Journal of
2004.
Educational Technology and Society, 7(4),
[Link]
82-97.
eloping_and_creatively_leveraging_hierarch
[Link]
ical_metadata_and_taxonomy
Kroski, Ellyssa (2005). The Hive Mind:
Sampson, D., Lytras, M., Wagner, G. and
folksonomies and user-based tagging.
Diaz, P. (2004). Ontologies and the
Infotangle, Dec. 7, 2005.
semantic Web for e-learning. Journal of
[Link]
Educational Technology and Society, 7(4),
07/the-hive-mind-folksonomies-and-user-
26-28.
based-tagging/
[Link]
Lambe, Patrick (2006). Defining
Tozman, Reuben (2004). Another new
“taxonomy”. Green Chameleon, April 18,
paradigm for instructional design. Learning
2006.
Circuits, Nov. 2004.
[Link]
[Link]
detail/defining_taxonomy
004/[Link]
Lider, B. and Mosoiu, A. (2003). Building a
Weibel, Stuart (2005). Border crossings:
Metadata-Based Website. BoxesAndArrows,
reflections on a decade of metadata
April 21, 2003.
consensus building. D-Lib Magazine,
[Link]
11(7/8), July/August, 2005.
ding_a_metadata_based_website
[Link]
Lytras, M., Pouloudi, A. and Poulymenakou, [Link]
A. (2002). Dynamic e-learning settings
Wodtke, Christina (2002). Unraveling the
through advanced semantics: the value
mysteries of metadata and taxonomies.
justification of a knowledge management
BoxesAndArrows, April 9, 2002.
oriented metadata schema. International
[Link]
Journal on E-Learning, October-December,
aveling_the_mysteries_of_metadata_and_t
2002.
axonomies
[Link]
Yang, S., Chen, I. and Shao, N. (2004).
Mathes, Adam (2004). Folksonomies –
Ontology enabled annotation and
Cooperative Classification and
knowledge management for collaborative
Communication through Shared Metadata.
learning in virtual learning community.
University of Illinois graduate paper.

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 Journal of Educational Technology and
Society, 7(4), 70-81.
[Link]

126 © Brandon Hall Research

 > Flexible and timely access to e-learning
Mobile Devices resources
> Immediacy of communication
Related terms
> Empowerment and engagement of
Ambient computing, cell phones, learners, particularly those in dispersed
conversational learning, location based communities
technologies, mLearning, personal digital
assistants (PDA), personalization, pervasive > Active learning experiences
computing, podcasting, tablets, wearable Researchers point out other benefits, such
computing, wireless as increased computer literacy,
communicative skills and community
Description building, improved identity creation,
collaborative learning, and mentoring.
Mobile learning (“m-learning”) refers to the
use of mobile and handheld IT devices, such However, there are potential disadvantages
as Personal Digital Assistants (PDAs), in mobile computing (McLean, 2003),
cellular telephones, MP3 players, laptops, including the following:
tablet PCs, and wearable computers in > Small screens limit the amount and
teaching and learning. Essentially, it is type of information that can be
learning and knowledge sharing that takes displayed
place when a learner is using a mobile
device. > Limited memory and storage capacities
for mobile devices
Clark Quinn (2000) sees m-learning as
“…the intersection of mobile computing and > Batteries have to be charged regularly
eLearning: accessible resources wherever > Mobile devices are more fragile than
you are, strong search capabilities, rich other types of computers and can more
interaction, powerful support for effective be more easily stolen or lost
learning, and performance-based
assessment… e-learning independent of > Intermittent connectivity
location, time and space.” The Mobilearn > Interoperability among devices is
Project (2003) advocates for “a new m- difficult
learning architecture [that] will support
creation, brokerage, delivery and tracking of > Links to learning management systems
learning and information content, using and other enterprise IT systems are
ambient intelligence, location-dependence, primitive or non-existent
personalization, multimedia, instant
> Existing applications need to be
messaging (text, video) and distributed
adapted for mobile devices at
databases.”
considerable expense
Two years ago, there were estimated to be
> Network access costs can be significant
1.5 billion mobile phones in the world
(Prensky, 2004). This is more than three > Security is a major issue
times the number of personal computers
> There is little stability in the market
(PCs), and these sophisticated phones have
because of rapid development
the processing power of a mid-1990s PC. In
addition to sales of one billion mobile On a positive note, in Japan, Masayasu
phones in 2009, it is predicted that there Morita evaluated the use of English
will be 2.6 billion units in operation by that language lessons formatted differently for
year. computers and cell phones. He found that
90 percent of cell phone users were still
The key benefits of using mobile devices for
accessing the lessons after 15 days,
learning include the following:
compared to only 50 percent of computer
> Portability users. Cited in Prensky, (2004).
> Any time, any place connectivity

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 Selected Examples location-specific text, audio, pictures,
movies, or a combination of media.
Employees at the Malmo Hospital in [Link]
Sweden access videos on how to use
various pieces of equipment in the The PAST Project involves using hand-held
hospital’s intensive care unit (ICU) using electronic guides to archaeological sites.
handheld computers and peer-to-peer [Link]
learning. Urban Tapestries is an experimental loc-
[Link] ation-based wireless platform covering the
[Link]?id=5&projectid=4572 Bloomsbury area of central London in the
The Tate Modern Art Museum has launched UK. This prototype allows users to access
a pilot multimedia tour of its galleries using and create location-specific content.
handheld computers. Visitors are given a [Link]
Pocket PC that uses a wireless network to Spotlight Mobile is a group developing
track where they are in the gallery. software for the use of hand-held devices in
[Link] museums.
[Link] [Link]
Researchers at a university in Taiwan have Knowledge Pulse is flashcard lessons for
developed various mobile systems for mobile phones that automatically adjusts
learning about “outdoor ecology.” They have the order and complexity of the lessons to
a “firefly watching system,” a “butterfly- match the learning pace of the individual.
watching learning system,” and a “bird Learn more at:
watching learning system.” [Link]
> [Link] html
papers/[Link]
> [Link]
Online Resources
papers/[Link] The e-Learning Centre in the UK has a long
list of mobile and wireless learning content.
> [Link]
[Link]
papers/[Link]
[Link]/eclipse/Resources/ml
The Mobile Technologies for Mobile [Link]
Learning (MoTFAL) Project involves a variety
WWWTools for Education has articles on
of researchers and educators.
“Handheld Computers in Education,”
[Link]
“Mobile/Cell Phones in Education,” and
gs/icalt/2004/2181/00/[Link]
“iPods and Podcasting in Education.”
MOBIlearn is a worldwide European-led
> [Link]
project with 24 partner organizations across
[Link]?x=0&rid=2737
Europe, Israel, US, Australia. Its mandate is
to develop technology and services for > [Link]
mobile learning using an open service- [Link]?x=0&cuID=76&rid=2717
based architecture.
[Link] > [Link]
[Link]?x=0&cuID=76&rid=8907
The Handheld Devices for Ubiquitous
Learning Project (HDUL) at Harvard is The Mobile Learning portal lists loads of
studying how wireless handheld devices can material on mobile learning, including
enhance learning and teaching for faculty issues, technologies, applications,
and students, adult participants in the resources, activities, links, and a glossary.
School’s professional development [Link]
programs, and pre-service teachers. g/[Link]
[Link] Jari Laru, of the University of Oulu in
Urban Tapestries is an experimental Finland, maintains an extensive Web site on
location-based wireless platform in Central everything related to mobile learning.
London. Users can access and create [Link]

128 © Brandon Hall Research

One of the best ways to find out what is Chen, Y., Kao, T. and Sheu, J. (2003). A
happening in a field is by attending mobile learning system for scaffolding bird
conferences. For example, the IADIS watching learning. Journal of Computer
International Conference on Mobile Assisted Learning, 19, 347-359.
Learning 2006 was held on July 14-16, [Link]
2006 in Dublin, Ireland. rs/[Link]
[Link]
Colazzo, L., Molinari, A., Ronchetti, M. and
Bob Godwin-Jones, in a recent article Trifonova, A. (2002). Towards a Multi-
entitled “Emerging technologies: Messaging, Vendor Mobile Learning Management
Gaming, Peer-to-Peer Sharing: Language System. European Workshop on Mobile
Learning Strategies & Tools for the Contextual Learning, Univ. of Birmingham
Millennial Generation,” concludes his article [Link]
with an extensive resource list on mobile wards%20a%20multi-
learning. vendor%20Mobile%20LMS%20(long).pdf
[Link]
Geddes, B.J. (2004). Mobile Learning in the
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The HandLeR IHandheld Learning Resource Knowledge Tree e-Journal, No.6.
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with the project.
Godwin-Jones, Bob (2005). Emerging
[Link]
technologies: Messaging, Gaming, Peer-to-
[Link]
Peer Sharing: Language Learning Strategies
The iPods in Education Web site is a portal & Tools for the Millennial Generation.
on these mobile devices being used for Language Learning and Technology, 9(1),
learning. January 2005, 17-22
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[Link]
All About Mobile Life is a blog devoted to all
aspects of mobile technologies and their Grew, P. and Pagani, E. (2005). Towards a
use in learning and in everyday life. Wireless Architecture for Mobile Ubiquitous
[Link] E-Learning. Paper presented at the
[Link] UBILearn2005 Conference.
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Alexander, Bryan (2004). Going Nomadic: Jasola, S. and Sharma, R. (2005). Open and
Mobile Learning in Higher Education, Distance Education through Wireless Mobile
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 Light, Ann (2005). Mobile Age: learning as Ross, S., Donnelly, M. and Dobreva, M.
conversation in context. UsabilityNews, June (2004). Emerging Technologies for the
27, 2005. Cultural and Scientific Heritage Sector.
[Link] DigiCULT Technology Watch Report No.2,
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Liu, T., Wang, H., Liang, J., Chan, T. and
2004_final_low.pdf
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Technologies to Build a Highly Interactive Scagliarini, D., Coralini, A., Vecchietti, E.,
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and Cultural Heritage, Glyfada, Greece.
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Conversation: Transforming Education in
Meisenberger, M. and Nischelwitzer, A.
the Mobile Age. Paper presented at
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Conference on Seeing, Understanding,
a mobile, computer-aided, multimedia-
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based learning application. Multimedia
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rger_MApEC_Paper_mLearning.pdf Sharples, M., Taylor, J. and Vavoula, G.
(2005). A theory of learning for the mobile
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age. Draft paper submitted for publication.
generation: Maximise learning by getting
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comment/0,,1490476,[Link]
2/qid=1155438843/ref=sr_1_2/104-
1348092-4859103?ie=UTF8 von Koschembahr, Christopher (2005).
Mobile Learning: The Next Evolution of
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Education. Chief Learning Officer, Feb.
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August 29-30, 2002, Teleborg Campus,
[Link]
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iew=article&id=83&action=article

130 © Brandon Hall Research

 Selected Examples
Natural Language
The Cognitive and Communication
Processing Technologies (TCC) in Trento, Italy is a
European research group for natural
Related terms language processing. TCC is a member of
the European Network of Excellence in
Conversational learning, machine Natural Language and Speech (ELSNET).
translation, natural language generation, [Link]
natural language understanding, speech
recognition, speech synthesis, voice Lexxe is a search engine powered by
recognition “advanced natural language technology” to
find the answers to questions, rather than
just returning Web pages.
Description [Link]
According to Coxhead (2001), “a 'natural
language' (NL) is any of the languages Online Resources
naturally used by humans, i.e. not an
artificial or man-made language such as a A very useful literature review of the use of
programming language. ‘Natural language natural language processing technologies in
processing’ (NLP) is a convenient education is provided by Silvia Quarteroni, a
description for all attempts to use graduate student at the University of York in
computers to process natural language.” the UK.
Examples of natural language processing [Link]
include the following: [Link]/~silvia/[Link]

> Speech synthesis The Open Directory Project lists about 150
Web resources on natural language
> Speech recognition processing.
> Natural language understanding [Link]
gence/Natural_Language/
> Natural language generation
The Linguistic Data Consortium supports
> Machine translation - translating one language-related education, research, and
natural language into another. technology development by creating and
Given that spoken language is an important sharing linguistic resources: data, tools, and
component of many learning situations, it is standards.
not surprising that it has great potential in [Link]
emerging e-learning technologies. It can be Natural language processing is one of the
used as an interface for many different featured topics on the American Association
devices, a component of intelligent tutoring for Artificial Intelligence Web site.
systems, an alternative communication [Link]
strategy to improve accessibility, and to html
teach foreign languages or improve non-
native speakers’ accents. Eduforge lists 26 natural language
processing projects in education in English
Di Eugenio, et al. (2005a, 2005b) and another 13 in other languages.
developed two natural language generators [Link]
in e-learning applications and “... found that .php?form_cat=274
the generator which intuitively produces the
best language does engender the most ELSNET is a European Network of
learning.” See also Jordan et al. (2004), Kim Excellence specializing in natural language
(2000), Lee et al. (2004), and Zhou (2000) processing.
for more on natural language approaches to [Link]
intelligent tutoring. The World Wide Web Consortium (W3C) has
a Voice Browser Working Group that has
published a number of specifications for

Do not reproduce 131

 this activity. Understanding Approaches in an Intelligent
[Link] Tutoring System. In J. C. Lester, R. M. Vicari,
and F. Paraguaçu (Eds.), Proceedings of
Bibliography Conference on Intelligent Tutoring Systems.
[Link]
Bagshaw, Paul (1994). Automatic Prosodic F/04ITS_PWJ_MM_KVL.pdf
Analysis for Computer-Aided Pronunciation
Teaching. Doctoral Dissertation, University Jurafsky, D. and Martin, J. (2000). Speech
of Edinburgh. and Language Processing: an introduction
[Link] to natural language processing,
/fda/Bagshaw_PhDThesis.pdf computational linguistics and speech
recognition. Upper Saddle River, NJ:
Coxhead, Peter (2001). An Introduction to Prentice Hall.
Natural Language Processing (NLP). Online. [Link]
[Link] 950696/ref=pd_bxgy_text_b/104-
002/[Link]#fn1 3077212-1261530?ie=UTF8
Di Eugenio, B., Fossati, D., Yu, D., Haller, S. Kim, Jung Hee (2000). Natural Language
and Glass, M. (2005a). Aggregation Analysis and Generation for Tutorial
improves learning: experiments in natural Dialogue. Doctoral Dissertation, Illinois
language generation for intelligent tutoring Institute of Technology, Chicago.
systems. Paper presented at ACL2005. [Link]
[Link] [Link]
papers/[Link]
Lee, C.H., Evens, M. and Glass, M. (2004).
Di Eugenio, B., Fossati, D., Yu, D., Haller, S. Looking at the Student Input to a Natural-
and Glass, M. (2005b). Natural Language Language Based ITS. In Proceedings of the
Generation for Intelligent Tutoring Systems: Workshop on Dialog-based Intelligent
a case study. Presented at AIED2005 Conf. Tutoring Systems, Maceió, Brazil, August
[Link] 31.
papers/[Link] [Link]
Drigas, A. and Vrettaros, J. (2004). An [Link]
Intelligent Tool for Building E-Learning Linckels, S. and Meinel, C. (2004).
Content Material Using Natural Language in Automatic Interpretation of Natural
Digital Libraries. WSEAS Transactions on Language for a Multimedia E-learning Tool.
Information Science and Applications, Issue Proceedings of ICWE 2004 Conference.
5, Volume 1, November 2004 435-439.
[Link] [Link]
l_tool.pdf [Link]
Eskenazi, Maxine (1999). Using automatic Ram, A. and Moorman, K. (Eds.) (1999).
speech processing for foreign language Understanding Language Understanding:
pronunciation tutoring: some issues and a computational models of reading.
prototype. Language Learning and Cambridge, MA: MIT Press.
Technology, 2(2), January, 62-76. [Link]
[Link] 181924/sr=8-
df 1/qid=1153674317/ref=sr_1_1/104-
Jacquemin, Christian (2001). Spotting and 3077212-1261530?ie=UTF8
Discovering Terms through Natural Ram, A. and Moorman, K. (Eds.) (1999).
Language Processing. Cambridge, MA: MIT Understanding Language Understanding:
Press. computational models of reading.
[Link] Cambridge, MA: MIT Press.
100851/sr=8- [Link]
1/qid=1153674463/ref=sr_1_1/104- 181924/sr=8-
3077212-1261530?ie=UTF8 1/qid=1153674317/ref=sr_1_1/104-
Jordon, P., Makatchev, M. and VanLehn, K. 3077212-1261530?ie=UTF8
(2004). Combining Competing Language

132 © Brandon Hall Research

Ross, S., Donnelly, M., Dobreva, M., Abbott,
D., McHugh, A. and Rusbridge, A. (2005).
Core Technologies for the Cultural and
Scientific Heritage Sector. Chapter on
Natural Language Processing. DigiCULT
Technology Watch Report 3.
[Link]
[Link]
Steinhart, David (2001). Summary Street:
an intelligent tutoring system for improving
student writing through the use of latent
semantic analysis. Doctoral dissertation,
Univ. of Colorado.
[Link]
[Link]
Yang, Feng-Jen (2001). Turn Planning for a
Dialogue-Based Intelligent Tutoring System.
Doctoral Dissertation, Illinois Institute of
Technology, Chicago.
[Link]
[Link]
Zhou, Yujian (2000). Building a New
Student Model to Support Adaptive Tutoring
in a Natural Language Dialogue System.
Doctoral Dissertation, Illinois Institute of
Technology, Chicago.
[Link]
[Link]

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 paradigm. In the future, the key to the
Peer to Peer learning process will be the interactions
among students themselves, and the
Technologies formation of virtual learning communities
will be the neces-sary qualification for
Related terms effective e-learning. The potential develop-
ment of learning communities will also be
Collaboration, sharing studied by using a metaphoric term “peer-
to-peer learning.”
Description
The younger generation already does a lot
Peer-to-peer computing (P2P) involves of sharing and exchanging of resources.
sharing resources over a network with other This ethic is sure to spread to learning in the
users, thus bypassing a central server. As near future.
personal computers become more powerful,
each one of them can act as a server in Selected Examples
terms of processing power, memory, and
storage. All that is needed is peer-to-peer SETI@home links and uses donated
software to enable this way of working. computer processing capacity to analyze
data collected from a radio telescope
Peer-to-peer (P2P) software has mostly located in Puerto Rico. It is an example of
been associated with downloading music, grid computing and the power of peer-to-
movies, and games. Now there is a peer technologies.
movement to use it for sharing work and [Link]
collaborating in educational environments. ml
There are three distinct P2P computing Campus Movie Fest is the world’s largest
models (Farago-Walker, 2003): student film festival, where students meet
> Multiple Peer Relationships - PCs are to share and exchange their productions.
connected/networked to each other [Link]
through servers, and files can be The Worldwide Lexicon Project is an open
shared and collected from anyone else source initiative to create a multilingual
on that same network. dictionary service for the Internet and to
> Distributed Peer Relationships – A create a simple, standardized protocol for
group of computers connected together talking to dictionary, encyclopedia, and
to combine their computing and translation servers throughout the Web.
processing abilities to search the [Link]
Internet or solve very complex problems eduCommons - The eduCommons is an
requiring massive process crunching. open system for creating, sharing, and
> Collaborative Peer Relationships - A reusing educational content and discourse
small group of people agree to to support people's learning.
collaborate through a common [Link]
interface such as on-line gaming, chat Edutella is a peer-to-peer service for the
rooms, instant messaging, or e-learning exchange of educational metadata. Edutella
environments. lives on top of the Semantic Web framework
Peer-to-peer e-learning is not yet prevalent, as a distributed query and search service.
as most formal learning is based on [Link]
individual learning and not on collaborating The Chord Project aims to build scalable,
or sharing work. Jokela (2003), whose robust distributed systems using peer-to-
research is based on activity theory, peer networks.
predicts that this will change: [Link]
The current problems of the higher Groove Networks has developed software
education, combined with the potential tools that provide multiple users real-time
development of e-learning may eventually access to information simultaneously.
lead to the introduction of a new learn-ing Groove is now owned by Microsoft

134 © Brandon Hall Research

Corporation. fee, to distribute content on the Web using
[Link] P2P techniques.
[Link]
Sun Microsystems Project JXTA standard is
a set of peer-to-peer protocols that allows Overnet is an open source, cross platform
any connected device (cell phone to PDA, application (Win, Mac, and Linux) that
PC to server) to communicate and allows people to share files with millions of
collaborate. others across the globe.
[Link] [Link]
Stanford University Library Systems LOCKSS DigitAlexandria is a peer-to-peer scientific
(Lots of Copies Keeps Content Safe) project digital library with interesting free resources.
aims to create a "low-cost, persistent digital [Link]
cache" of e-journal content.
FreeScience software from DigitAlexandria
[Link]
allows any researcher to share his or her
The Metadata3 project (also known as md3) scientific papers (as well as notes, data, and
is a peer-to-peer application that provides drawings) into a P2P network so that his
access to quality metadata and the ability to works will be instantly available to hundred
translate between different metadata of thousands researchers worldwide.
schemes. [Link]
[Link] more_it.php#
Do you have unused storage capacity on LimeWire claims to be “the fastest P2P file
your computer? OceanStore is a global sharing program on the planet.” It also says
persistent data store designed to scale to that there is “no spyware, no adware, no
billions of users. Any computer can join the Trojan horse” bundled with this program.
infrastructure, contributing storage or [Link]
providing local user access in exchange for [Link]
money.
LionShare is an open source P2P
[Link]
collaboration among several universities,
[Link]
headquartered at Penn State University.
Piazza peer data management system [Link]
(PDMS) project uses mapping to provide nformation
"semantic mediation" between an
The Canadian LLEARN project for learning
environment of thousands of peers, each
French (at the secondary school level) has
with its own data schema.
built-in P2P functionality. It is being use as
[Link]
part of the learning infrastructure to provide
Publius is a Web publishing system that is students a means to find and exchange
highly resistant to censorship and provides resources.
publishers with a high degree of anonymity. [Link]
[Link]
The Malmo Hospital and Malmo University
Tapestry is a location and routing in Sweden are enabling employees at the
infrastructure that provides location- Malmo hospital to access videos on how to
independent message routing using only use various pieces of equipment in the
point-to-point links and without centralized hospital's intensive care unit (ICU) using
resources. handheld computers and peer-to-peer
[Link] learning.
[Link]
Advanced Reality has a set of P2P collabor-
[Link]?id=5&projectid=4572
ation products that allow users to work
directly together on various applications.
[Link] Online Resources
[Link] The e-Learning Centre in the UK maintains
MoveDigital, the online P2P distribution an extensive list on the use of P2P software
service for independent artists, musicians, in education.
and videomakers, allows anyone, for a small [Link]

Do not reproduce 135

 [Link]/eclipse/Resources/p2 Jokela, Paivi (2003). Peer-to-Peer Learning:
[Link] an ultimate form of e-Learning. Proceedings
of World Conference on E-Learning in
Internet 2’s Peer to Peer Working Group
Corporate, Government, Healthcare, and
keeps an up to date list of educational
Higher Education 2003, pp. 1624-1631.
projects using P2P technologies.
[Link]
[Link]
n=[Link]&paper_id=12187
Clive Shepherd from Fastrak Consulting in
Nejdl, Wolfgang (2002). Semantic Web and
the UK has an introductory white paper on
Peer-to-Peer Technologies for Distributed
peer-to-peer e-learning, including a case
Learning Repositories. Proceedings of the
study entitled “Learning Swap Shop.”
IFIP 17th World Computer Congress -
[Link]
Stream on Intelligent Information
[Link]/tactix/features/swapshop.
Processing.
htm
[Link]
[Link]/Arbeiten/Publikationen/2002
Bibliography /nejdl_iip02.pdf
Boettcher, Judith (2006). How P2P will Ratti, R., Bokma, A., Ginty, K., Tektonidis, D.
change collaborative learning. Campus and Koumpis, A. (2004). P2P Interactions
Technology, June 1, 2006. for the Support of Knowledge Sharing in
[Link] Networked Enterprises. In Cunningham,
[Link]/[Link]?id=18570 Paul & Cunningham, Miriam (Eds.),
Canali De Rossi, Luigi (2005). Why P2P file eAdoption and the Knowledge Economy:
sharing is good: the P2P Manifesto. Robin Issues, Applications, Case Studies.
Good Blog, January 17, 2005. Amsterdam: IOS Press, pp 1051-1058.
[Link] [Link]
/17/why_p2p_file_sharing_is.htm s/P2P_in_Networked_Enterprise.pdf

Cross, Jay (2001). eLearning Forum Update: Vassileva, Julita (2004). Harnessing P2P
peer-to-peer. Learning Circuits, July 2001. Power in the Classroom. Paper presented at
[Link] the ITS2004 Conference.
01/[Link] [Link]
[Link]
Farago-Walker, Susan (2003). Peer-to-peer
Computing – Overview, significance and
impact, eLearning and future trends. Online
paper, University of Texas, Austin.
[Link]
Ffolder/[Link]
Farges, N. and Guergachi, H. (2002). P2P
and its impact on the enterprise. Intranet
Journal, Online article.
[Link]
0109/tm_09_26_01a.html
Fletcher, Martin (2004). Peer-to-Peer
Networks and Opportunities for Alignment of
Pedagogy and Technology. AACE Journal
12(3), 301-313.
[Link]
n=[Link]&paper_id=11303
Hofmann, Jennifer (2002). Peer-to-Peer: the
next hot trend in e-learning? Learning
Circuits, January 2002.
[Link]
002/[Link]

136 © Brandon Hall Research

 (mostly in the interest of accessibility),
Personal Learning there is little scope to choose a person-
al suite of tools or resources according
Environments to individual learning styles and work
habits. A PLE contains the tools of the
Related terms learner’s choice and resources as
chosen and managed by the learner.
ePortfolios, learning management systems,
personalization > LMSs offer collaboration tools (discuss-
ion, chat, whiteboard), but these are
Description only available to members of the
course, often only for the purposes of
The concept of a personal learning the course. A PLE contains collabor-
environment (PLE) is similar to a learning ation tools that can connect with
management system but designed for an anyone.
individual learner. The idea is to have an
> Technology needs to be situated. To
application that tracks learning
practice real-world situations, learners
achievements controlled by a single user for
need to be in real-world situations. This
his or her benefit. This concept is quite
means that the learning environment
removed from formal teaching in an
also needs to be present and
educational institution. It is a virtual space
appropriate to the situation. In many
that brings together a multitude of software
cases, a live connection to the Internet
and data that can be available for
is not possible (in various laboratories,
individuals to use for learning, such as
work places, social environments, etc.),
search engines, blogs, libraries, discussion
and, without an offline client to the
forums, e-portfolios, wikis, and social
LMS, there can be no electronic
bookmarking sites. The demand for
interaction. A personal learning
personal learning environments comes from
environment can be self-contained on a
the fact that learning management systems
user’s computer or can connect to the
are not easily customized to suit the needs
wider Internet.
and preferences of individuals. Secondly, as
learners move between institutions, they > Learning happens everywhere and at all
may need to learn new interfaces for times. An LMS cannot be ubiquitous.
different learning management systems. A
personal learning environment would be > A PLE must support lifelong learning.
portable and would interact with This requires support over time,
institutional learning management systems amongst institutions, and through a
as well as other sources of online content. variety of technologies. (Cortlett et al.,
2005)
Here are the disadvantages of learning
management systems/virtual learning Personal learning environments are in the
environments compared with the early stages of development, and it remains
advantages offered by personal learning to be seen if they will become common-
environments: place or will replace learning management
systems.
> LMSs are not intrinsically learner-
centered. Courses are largely created Selected Examples
and structured around the curriculum
and administrative organization of the Interactive Logbook: a Mobile Portfolio and
Personal Development Planning Tool brings
> institution, which leaves little freedom together all the tools and networked re-
for the learner to be involved in the sources required by the learner. Running on
design. A PLE is structured by the the learner's PC, it helps the user plan,
learner, for the learner. manage, track, and review his or her
> Individualization in an LMS is weak. learning activity.
Although the learner sees his own [Link]
selection of courses and may be able to [Link]
make some graphical modifications

Do not reproduce 137

 ELGG is an open source personal learning Interactive Logbook. Online case study
environment that is already working. paper.
[Link] [Link]
/[Link]
Personal Learning Environments is a funded
project of the Joint Information Systems
Committee in the UK.
[Link]
s_ple
In a post on his blog, Derek Morrison has
suggested that a PLE could be in the form of
a smartcard that learners can carry.
[Link]
e/morriblog_more.php?id=521_0_4_0_M

Online Resources
Coverage of a June 2006 conference on
personal learning environments held in the
UK and a long list of relevant PLE links can
be found at:
[Link]
e%20event
The personal learning environments blog is
maintained by Bolton University in the UK.
[Link]

Bibliography
Anderson, Terry (2006). PLEs versus LMS:
are PLEs ready for prime time? Virtual
Canuck, January 9, 2006.
[Link]
es-versus-lms-are-ples-ready-for-prime-time/
Corlett, D., Chan, T., Ting, J., Sharples, M.
and Westmancott, O. (2005). Interactive
Logbook: a Mobile Portfolio and Personal
Development Planning Tool. Proceedings of
HCI International 2005, 22-27 July 2005,
Las Vegas, Nevada.
[Link]
[Link]
Farmer, James (2006). A personal learning
environment based 0 on WPMU.
Incorporated Subversion, Jan. 11, 2006.
[Link]
personal-learning-environment-post
Milligan, Colin (2005). PLE Reference
Model. Presentation to the 2005 CETIS
Conference, Edinburgh, UK.
[Link]
rces/cdm_ple_session.ppt
University of Birmingham (2005).
Supporting personalised learning – the

138 © Brandon Hall Research

 colour, picture, etc.), but actually adapting
Personalization new behaviour to what the user is most
likely to want.”
Software
All personalization schemes in software
utilize a user profile or model. This can be
Related terms an explicit model based on information
Adaptive software, artificial intelligence, directly supplied by the user (e.g., through a
intelligent tutoring personal learning questionnaire), or it can be an implicit
environments model, based on inferences from user
behavior in navigating or interacting with
Description: the personalized application (e.g., using
dynamic profiling techniques such as
Individualization has been the “holy grail” of cookies or log files). Often, personalized
progressive teaching. However, it has been applications use both explicit and implicit
difficult to achieve because it requires approaches. (Filippini-Fantoni, 2005)
different materials to be prepared for each
Once the user data has been collected,
learner. Furthermore, keeping track of what
there are many techniques to turn it into a
has been offered to each learner as an
personalized experience. These techniques
educational experience, and the results of
include content-based filtering, collabor-
testing to allow appropriate materials to be
ative filtering, rule-based filtering, and Web
served and to track each learner’s progress,
usage mining (Filippini-Fantoni, 2005).
have proven to be too complex in most
traditional classrooms and training Once a personalization algorithm has done
programs. its work, the personalization can be applied
to content, navigation, and/or presentation
The goal of personalization software is to
of materials. Adaptive content is when
change that by having software adapt to the
different information is retrieved based on
user's needs. Keenoy et al. describe the
personalization techniques. Adaptive
state of personalization in software today:
navigation is providing a personalized set of
When we talk about personalisation, we links to the user. Adaptive presentation is
mean a process whereby mach-ines the changing format in which the content is
(computer systems, learning environments, presented.
etc.) automatically adapt their behaviour to
cater for the needs or preferences of Selected Examples
different individuals. At the simplest level
this takes the form of customisation – users The ELANA Project features “Personal
can adjust various system settings stored in Learning Assistant Services.” Access
a profile and the system will reflect the through a Web browser or the user’s history
changes. Examples of customisation are of interaction with the site allows different
things like setting the desired font size in a device preferences (e.g., PDAs).
Web browser, a Web site that “remembers” [Link]
if the user prefers a yellow or blue [Link]/en/[Link]?p=1-1
background as the background on a PC’s The ILEX Project uses natural language
“desktop.” All of these systems remember a generation techniques to generate
user’s preferences and adjust their descriptions of museum artifacts that
behaviour accordingly, yet we would heist- consider both the level of user knowledge
ate to call this real personalis-ation – and the history of previous encounters with
customisation is just remembering some the artifact.
user settings for a predictable behaviour.
[Link]
Real personalisation begins to happen when
the system uses the information it has The Kaleidoscope TRAILS Project is based
about the user to anticipate their needs and on the fact that learners engaging with
provide them with some-thing that they learning objects leave “trails” - time-ordered
want or need. In this case it is not just sequences based on a learner’s path
remember-ing a setting for something that through educational materials. The trails
the user knows about (which font size, can be related to a learner’s interests or

Do not reproduce 139

 cognitive traits. m/[Link]?HomePageLink=mymetmuseu
[Link] m_l
[Link]/public/pub/researcher/ac
tivities/trails/kal_activity_sheetsA- Online Resources
[Link]?PHPSESSID=cbl7ltb6bnsklh3e95g
gchc021 User Modeling and User-adapted
Interaction: the Journal of Personalization
The PAST project was a prototype exploit-ing Research publishes research on
a number of key technologies (handheld personalization studies.
PCs, wireless networks, dynamic user [Link]
profiling techniques, dynamic scheduling
and planning techniques, and XML
technologies) to create a wireless e-guide Bibliography
for archaeological sites. A demo is available Abbott, Daisy (2002). The Future of Access
at: (or, Nifty Technologies you might never have
[Link] heard of!). PowerPoint presentation. HATII,
The Calimera Project has issued a set of University of Glasgow.
guidelines with links to museums with [Link]
personalization projects. materials/access_lecture.pdf
[Link] Beler, A., Borda, A., Bowen, J., and Filippini-
Electronic Maritime Cultural Content project Fantoni, S. (2004). The Building of Online
(eMarcon Project) has several European Communities: an approach for learning
Maritime museums sharing personalized organizations, with a particular focus on the
content. museum sector. EVA 2004 London
[Link] Conference ~ 26–31 July 2004.
[Link]
The Web site architecture of the Virtual
Museum of Canada includes My Personal Boyle T. and Cook J.(2001). Towards a
Museum, allowing the user to change the pedagogically sound basis for learning
online experience of visiting the museum. object portability and re-use. ASCILITE 2001
[Link] Conference proceedings, Melbourne.
onal/[Link] [Link]
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The Carrara Marble Museum in Italy allowed
visitors to choose one of four possible Bright, A. Kay, J., Ler, D., Ngo, K., William
profiles - three pre-defined profiles and a Niu, W. and Nuguid, A. (2005). Adaptively
user-defined profile. Each of the profiles Recommending Museum Tours. Workshop
resulted in different content being delivered on Smart Environments and Their
to each user. Applications to Cultural Heritage at UbiComp
2005.
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s/Museums%20with%20a%20personal Guidelines: personalization. Online paper.
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handheld device for navigating the Getty Callaway, C. and Kuflik, T. (2005). Using a
Museum. Domain Ontology to Mediate between a
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allows Web site visitors to build a My Met Cavalluzzi, A., Cozzolongo, G., De Carolis, B.,
page where they can gather information Pizzutilo, S. (2004). Supporting
together on their favorite works of art. Personalized Interaction with an ECA in
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Information Access, Working Conference on Faculty of Education and Social Work,
Advanced Visual Interfaces. (AVI 2004), University of Sydney (2004). Comparison of
Gallipoli, Italy, May 25, 2004. museum/city tour guides. Online paper.
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Ceccaroni, L. and Verdaguer, X. (2004).
Magical Mirror: multimedia, interactive Filippini-Fantoni, Silvia (2003).
services in home automation. Proceedings Personalization through IT in museums.
of the Workshop on Environments for Does it really work? The case of the marble
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Conference on Advanced Visual Interfaces. ICHIM Conference, Ecole du Louvre, Paris.
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Filippini-Fantoni, S., Bowen, J. and
Conlan, O.; Dagger, D.; Wade, V. (2002). Numerico, T. (2005). Personalization Issues
Towards a Standards-based Approach to e- for Science Museum Websites and E-
Learning Personalization using Reusable learning. In R. Subramaniam (Ed.) E-
Learning Objects. Paper presented at E- Learning and Virtual Science Centers.
Learn 2002, Montreal, September 2002. Hershey, PA: Idea Group Publishing.
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Fuschi, D. and Cardinalli, F. (2004). Using
Copa, George (2005). Emerging Ideas that RFID smart tags for ambient learning and
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Giroux, S., Moulin, C., Sanna, R., Soro, A.,
Correia, N. and Boavida, M. (2002). and Paddeu, G. (2003). Using Shared
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Framework: A Taxonomy and Work Personalization. Online paper.
Proposals. In Mizzaro, S. and Tasso, C. [Link]
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Goren-Bar, D., Graziola, I., Kuflik, T., Pianesi,
and Perspectives. Proceedings of the
F., Rocchi, C., Stock, O. and Zancanaro, M.
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(2005). I like it – An Affective Interface for a
Techniques in Electronic Publishing.
Multimodal Museum Guide. PEACH
Málaga, Spain, May 2002.
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Dolog, P., Henze, N., Nejdl, W. and Sintek,
Humphreys, P. (2005). Personalization and
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Digital Technologies. FutureLab report.
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May 2004. Hawkey, Roy (2004). Report 9: Learning
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Eirinaki, M. and Vazirgiannis, M. (2003).
nloads/futurelab_review_09.pdf
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[Link] A Basic User Interface for Personalization.
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ready/[Link] [Link]
05/submissions/[Link]
Henze, Nicola (2005). Personalization
Services for e-Learning in the Semantic Keenoy, K., de Freitas, S., Levene, M.,
Web. Online paper. Jones, A., Brasher, A., Waycott, J., Kaszas,
[Link] P., Turcsanyi-Szabo, M., and Montandon, L.
[Link]/Arbeiten/Publikationen/2005 (2004). Personalised trails and learner
/[Link] profiling within e-Learning environments.
Kaleidoscope Deliverable D22.4.1, Final
Henze, N., Dolog, P. and Nejdl, W. (2004).
Version.
Reasoning and Ontologies for Personalized
[Link]
E-Learning in the Semantic Web.
9/01/[Link]
Educational Technology & Society, Special
Issue on Ontologies and the Semantic Web Keenoy, K., Levene, M. and Peterson, D.
for E-learning, 7(4):70-81, October 2004. (2004). Personalisation and Trails in Self e-
[Link] Learning Networks. WP4 Deliverable 4.2,
df SeLeNe - Self E-Learning Networks.
[Link]
Iwazaki, K., Yasuda, T., Yokoi, S., and
[Link]
Okamoto, T. (2002). The Museum Network
and on demand system for school Klobučar, T., Seničar, V., and Blažič, B.
education based on XML. Proceedings of (2004). Privacy issues of a smart space for
the International Conference on Computers learning. Proceedings of ICALT 2004 (4th
in Education (ICCE ’02), IEEE Computer IEEE International Conference on Advanced
Society. Learning Technologies), 2004
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gs/icce/2002/1509/00/[Link]
Kuflik, T., Busetta, P., Penserini, P., and
Johnson, Martin (2004). Personalised Zancanaro, M. (2004). Personalized
Learning – an Emperor’s Outfit? London: Information Delivery in Dynamic Museum
Institute for Public Policy Research. Environment by Implicit Organizations of
[Link] Agents. Proceedings of the Workshop on
/PL%20paper%20for%[Link] Environments for Personalized Information
Access, Working Conference on Advanced
Kay, J., Kummerfeld, B., and Lauder, P.
Visual Interfaces (AVI 2004), Gallipoli, Italy,
(2002). Personis: A Server for User Models.
May 25, 2004.
In: De Bra, P., Brusilovsky, P. and Conejo, R.
[Link]
(eds.) Proceedings of Second International
Conference on Adaptive Hypermedia and Kuflik, T., Callaway, C., Goren-Bar, D.,
Adaptive Web-Based Systems (AH'2002) Rocchi, C., Stock, O. and Zancanaro, M.
[Link] (2005). Non-Intrusive User Modeling for a
[Link] Multimedia Museum Visitors Guide System,
UM 2005, 23-30 July 2005, Edinburgh, UK
Kay, J., Kummerfeld, B., and Lauder, P.
[Link]
(2001). Foundations for personalised
pers/[Link]
documents: a scrutable user model server.
Online paper. Kuruc, Jaroslav. (2005). Sharing User Model
[Link] between Several Adaptive Hypermedia
scrutable_pums.pdf Applications. In Mária Bieliková, editor,
Proceedings of [Link] 2005: Student
Kay, J. and Niu, W. (2005). Adapting
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Information Delivery to Groups of People.
Information Technologies, Bratislava, pages
PIA Conference, 2005.
249-256.
[Link]
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[Link]/pia2005/docs/PIASlides_Ka
[Link] Learning and Skills Council (LSC) (2004).
Your Guide 2… E-learning: personalized
Kay, J. , Lum, A., Niu , W. (2005). A
learning. Online paper. LSC, UK.
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[Link] [Link]
nalise/[Link] [Link]
Martinez, Margaret (2002). What is Pivec, M., Preis, A., Barrios, V., Gutl, C.,
personalized learning? eLearning Muller, H., Trummer, C. and Modritscher, F.
Developers Journal, May 7, 2002. (2004). Adaptive knowledge transfer in e-
[Link] learning settings on the basis of eye
[Link] tracking and dynamic background library.
Paper presented at EDEN 2004, Budapest,
Mizzaro, S. and Tasso, C. (Eds.) (2002).
Hungary, 2004
Personalization Techniques in Electronic
[Link]
Publishing on the Web: Trends and
_eden04/EDEN_AdeLE_final.pdf
Perspectives. Proceedings of the AH’2002
Workshop on Personalization Techniques in Reeves, Stuart. (2005). Flypad Report.
Electronic Publishing. Málaga, Spain, May Online paper.
2002. [Link]
[Link] [Link]
/proceedings/[Link]
Sakamura, Ken (2000). Digital Museum
Mobascher, B., Cooley, R. and Srivastava, J. Distributed Museum Concept for the 21st
(2000). Automatic personalization based on Century. The University of Tokyo Digital
web usage mining. Communications of the Museum 2000.
ACM, 43(8):142–151, August. URL: [Link]
[Link] [Link]/publish_db/2000dm2k/english
sonalization/ /01/[Link]
Mor, Enric and Minguillon, Julia (2004). E- Schmidt, A., Winterhalter, C. (2004). User
learning Personalization based on Context Aware Delivery of E-Learning
Itineraries and Long-term Navigational Material: Approach and Architecture
Behavior. In Proceedings of WWW2004 --- (Extended Version). In: Journal of Universal
The Thirteen International World Wide Web Computer Science (JUCS), Special Issue on
Conference, New York, May 2004. ACM Human Issues and Personalization in E-
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[Link] [Link]
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National College for School Leadership Schoonenboom, J., Lejeune, A., David, J-P.,
(2004). Personalised Learning: a special Faure, D., Goita, Y., Turcsányi-Szabó, M.,
LDR supplement. Online paper. Kaszás, P., Pluhar, Z., Montandon, L., Jones,
[Link] A., Blake, C., Keenoy, K., and Levene, M.
/[Link] (2004a). Trails of digital and non-digital
learning objects. Kaleidoscope deliverable
Ng M.H., Hall W., Maier P., Armstrong R.
D22.2.1, available from
(2002). Using Effective Reading Speed to
[Link]/trails
Integrate Adaptivity into Web-Based
Learning. Proceedings of 2nd International Schoonenboom, J, Turcsányi-Szabó, M.,
Conference on Adaptive Hypermedia and Kaszás, P., Jones, A., Diagne, F., Lejeune, A.,
Adaptive Web Based Systems, Malaga, David, J-P., Montandon, L., Keenoy, K., and
Spain, pp.428-431. Levene, M. (2004b). Visualising trails as a
[Link] means of fostering reflection, Kaleidoscope
[Link] deliverable D22.2.2, available from
[Link]/trails
Niederee, C., Stewart, A., Mehta, B. and
Hemmje, M. (2004). A Multi-Dimensional, Sehring, H., Bossung, S., Schmidt, J. (2005).
Unified User Model for Cross-System Active Learning by Personalisation: Lessons
Personalization. Proceedings of the Learnt from Research in Conceptual
Workshop on Environments for Personalized Content Management.
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Gallipoli, Italy, May 25, 2004.

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 Sparacino, Flavia (2002). The Museum
Wearable: real-time sensor-driven
understanding of visitors’ interests for
personalized visually-augmented museum
experiences. Proceedings of: Museums and
the Web (MW 2002), Boston, April 17-20,
2002.
[Link]
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M. (2004). A Case Study of Museum
Exhibition: historical learning in Copan ruins
of Mayan civilization. IEEE Virtual Reality
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Ioannidis, N. (2003). Design and Application
of an Augmented Reality System for
continuous, context-sensitive guided tours
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[Link]
plus/HTML/papers/LIFEPLUS-VAST2003-
[Link]

144 © Brandon Hall Research

 > Communities of Practice
Portals > Personalization - Push information to
where it is needed
Related terms
> Communications Tools
Collaboration, content management,
learning management systems, resource > Applications Integration
sites > Consistent Brand Experience - Both
internal and external to the organization
Description A complete e-learning portal represents the
Portals are Web sites that aggregate and total integration of multimedia, instructor-
integrate content and links from many led, and real-time training and documents in
different sources. In the business world, a supportive, collaborative environment. The
corporate portals are usually structured interaction of the learner with a portal's
around roles that are found inside an information can be personalized based on
organization, while enterprise portals are previous and current user choices, which
expansions of corporate portals to include form a dynamic user profile. Learner profiles
customers, vendors, and other roles outside can be used to personalize learning portals
an organization (Collins, 2001). and to help form “communities of practice”
among the portal users.
Collins (2001) identifies nine types of
corporate portals: Some uses of e-learning portals include:

> Information Portals > Acting as the initial interface to live

presentations
> Enterprise Resources Planning (ERP)
Portals > Providing access to online classes or
seminars
> Electronic Commerce Portals
> Using collaborative options to allow for
> Employee/Human Resources Portals whiteboards along with demonstrations
> Corporate Interest Portals through application sharing

> Internet Hosting Portals > Using Web instructor-led learning

solutions that can automate the
> Collaborative Portals attendance process
> Expertise Portals > Allowing for the administration of exams
> Knowledge Portals and other forms of assessment

Corporate portals can have many functions > Providing access to searchable
within an organization, including the educational content
following: > Effectively delivering learning to a
> Value Chain Integration geographically dispersed workforce
(Ateshian, 2004)
> Client Relationship Management (CRM)
> Knowledge Bases, Knowledge Selected Examples
Management, and Knowledge Flow
Elearning Europa is a portal on all aspects
> Document/Content Management of e-learning in Europe. As of early 2006,
the portal offered information on more than
> Information Integrator – Deep 20,000 projects on e-learning and
integration thousands of articles. There is also a
> Information Filter directory of publications and a directory of
authors and contributions.
> Search [Link]
> Collaboration Microsoft SharePoint is portal software that
> Polls and Surveys allows “team members” (who could include

Do not reproduce 145

 students, instructors, administrators, and Teach-nology – Access to over 27,000
technical staff) to access a series of shared lesson plans
content libraries, news and announce- [Link]
ments, document management information,
Training Registry – Large online training
interactive discussion groups, instant
directory
messaging, e-mail distribution lists, online
[Link]
meetings with text, audio and/or video, and
shared lists for tasks, calendars, and World Wide Learn – Access to over 16,700
schedules. All of this activity can be online courses
archived within SharePoint. [Link]
[Link]
003/technologies/sharepoint/[Link] Online Resources
For a demo of SharePoint, go to: Mart Muller maintains a blog on all aspects
[Link] of SharePoint, including educational uses.
t/prodinfo/[Link] [Link]
HP offers an eLearning Portal Solution that category,[Link]
is based on Microsoft SharePoint. HP
Services delivers eLearning Portal Solutions Bibliography
for Education that are designed to provide
an equally powerful educational resource Ateshian, Ron (2004). You’ve come a long
that brings teachers, school administrators, way, baby! E-learning portals. Campus
students, and their families together in a Technology Magazine, March 1, 2004.
virtual environment to enable stronger [Link]
collaboration and communication through a [Link]/[Link]?id=9028
single sign-on portal. Barron, Tom (2000). A Portrait of Learning
[Link] Portals. Learning Circuits, May 2000.
he/[Link] [Link]
Other e-learning portal vendors include the 2000/[Link]
following: Brockbank, Bray (2001). Demystifying
Centra Knowledge Center (now Saba) eLearning Portals: The Convergence of
[Link] Enterprise Intelligence and Learning.
wledge_center/[Link] [Link]
m/documents/peer-
CyberU – Access to over 3,000 online publishing/demystifying-elearning-portals-
courses the-convergence-of-enterprise-intelligence-
[Link] and-learning-1458.
Element K – Access to over 2,300 online Campbell, K. and Aucoin, R. (2003). Values-
courses based design of learning portals as new
[Link] academic spaces. In Jafari, A., and
Executrain – Access to hundreds of online Sheehan, M. (Eds.) Designing Portals:
IT courses Opportunities and Challenges. Hershey, PA:
[Link] Information Science Publishing.
[Link]
Fathom – Large archive of courses and 401089/104-1348092-
learning materials maintained by Columbia 4859103?redirect=true
University on behalf of a number of libraries,
museums, and universities. Collins, Heidi (2001). Corporate Portals:
[Link] revolutionizing information access to
increase productivity and drive the bottom
ProQuest – Agreements with more than line. New York: AMACOM.
9,000 publishers worldwide [Link]
[Link] 405932/104-1348092-
4859103?v=glance&n=283155

146 © Brandon Hall Research

Collins, Heidi (2003). Enterprise Knowledge
Portals. New York: AMACOM.
[Link]
407080/104-1348092-
4859103?v=glance&n=283155
Jafari, A., and Sheehan, M. (Eds.) (2003).
Designing Portals: Opportunities and
Challenges. Hershey, PA: Information
Science Publishing. Reviewed at:
[Link]
/[Link]
Katz, Richard & Associates (2002). Web
Portals and Higher Education: technologies
to make it personal. San Francisco: Jossey-
Bass.
[Link]
[Link]
Terra, J. and Gordon, C. (2003). Realizing
the Promise of Corporate Portals: leveraging
knowledge for business success.
Amsterdam: Butterworth-Heinemann.
[Link]
675934/ref=ase_ebizq-20/104-1348092-
4859103?s=books&v=glance&n=283155&
tagActionCode=ebizq-20
Weggen, Cornelia (2000). E-Learning
Portals--Who Needs Them? Learning
Circuits, September 2000.
[Link]
000/[Link]

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 Consequently, if lecturing or presenting is
Presentation Tools going to be done on the Web, it should be
done with the highest quality audio and
Related terms video available.
Online presentations can be very boring,
Screencasting, Skypecasting, virtual
just as live lectures can be boring in a
classrooms, web conferencing, webcasting,
classroom. However, when experts are not
webinars
readily available, an online lecture or
Webinar may be the most efficient way of
Description accessing an expert’s knowledge.
Lecturing has been a method of
transmitting information to students since Selected Examples
the Middle Ages. In fact, the word
The Liberty Science Center in Jersey City,
“lecturing” means “to read.” In the Middle
New Jersey has a “Cardiac Classroom,” a
Ages, a lecturer would read to a group of
unique two-way audio and video interactive
monks who would then copy down his every
surgical experience. Guests can watch the
word. This was how manuscripts were
operation in progress and speak with
reproduced before the advent of the printing
medical staff as it takes place.
press.
[Link]
Even though lecturing and presenting is c_home.html
considered part of traditional education and
Macromedia has a set of e-learning
training, there is still a wide demand for live
recorded seminars that provide a flavor of
and archived presentations using the
what live presentations are like on the
Internet. A number of emerging e-learning
Internet. Experience them at:
technologies try to replicate the experience
[Link]
of a presentation by a teacher in a tradit-
earning/presentations/
ional classroom or lecture hall. The present-
ation mode of teaching is supported by Replay Rich Media supplies the facilities for
various kinds of meeting and Web conferen- producing and distributing Webcasts.
cing software and through a technique [Link]
called screencasting. The actual present-
ations are often called online lectures or The practice of presenting a live lecture
Webinars. remains a staple of university and college
teaching, although many are trying to
Duckworth (2001) suggests the following change this practice. See the TEAL Project
tips for successful live presentations: at MIT.
> Begin and end on time [Link]
> Ask for support WebTrain is a new Web conferencing
system that has received a very favorable
> Establish a group identity
review from the Robin Good Blog.
> Review the virtual classroom’s features [Link]
/22/how_do_i_review_and_approach_Web
> Establish ground rules
_conferencing_companies.htm
> State objectives
Another powerful Web conferencing system
> Suspend spelling and grammar is the software by Elluminate.
accuracy [Link]
> Promote interaction Hewlett-Packard, in partnership with
Dreamworks, has created an amazing live
> Keep the class on track online conferencing system called Halo.
> Communicate effectively While it is expensive, it points to the
standards that will be used in the near
It is clear that in this age of entertainment, future for remote meetings.
the quality of a lecture depends on the
performance skills of the presenter.

148 © Brandon Hall Research

> [Link] The Kolabora Web site lists reviews of
0005416,39155030,[Link] various resources on Web conferencing,
videoconferencing, and Web presentations.
> [Link]
press/2005/[Link] > [Link]
/web_conferencing.htm
An example of an online lecture from the
University of Adelaide in Australia using > [Link]
RoboPresenter. /web_presentations.htm
[Link]
Live from… is a site for simulated medical
partone/#
procedures on the heart, brain, and kidneys.
Presentations that are based on screen See live video from the operating room at:
captures and narration are sometimes [Link]
called screencasting. Two interesting or/livefrom_videos.html
examples are both narrated by Jon Udell, a
The e-Learning Centre in the UK maintains a
columnist at InfoWorld.
comprehensive list of online presentation
> [Link] tools and resources on “live e-learning.”
5/02/[Link]#a1185
> [Link]
> [Link] [Link]/eclipse/Resource
5/01/[Link]#a1156 s/[Link]
> [Link]
Online Resources [Link]/eclipse/vendors/p
Athabasca University in Canada has a [Link]
software evaluation site that lists and The e-Learning Centre in the UK has a
describes various online meeting and specific list of resources on how to use
discussion packages. various Acrobat/Macromedia Products such
[Link] as Acrobat, Authorware, Breeze, Captivate,
A comprehensive “Web conferencing guide” Dreamweaver, Coursebuilder, and Flash.
is maintained by David Woolley. It covers [Link]
“real-time” Web conferencing, [Link]/eclipse/Resources/usi
videoconferencing, online meetings, instant [Link]
messaging, forums and message boards, Teaching is often equated with live
groupware, social software for online presentations, although it does not have to
collaboration, online communities, virtual be. The e-Learning Centre maintains a list of
teams, intranets, and e-learning. online teaching resources.
[Link] [Link]
m [Link]/eclipse/Resources/te
Human Resource Webinars is a free, [Link]
independent listing of Webinars, Webcasts, eWeek Magazine has lists of resources for
and seminars relating to the field of human videoconferencing, virtual classrooms,
resources. virtual meetings, Web conferencing, Web
[Link] seminars, and whiteboarding.
Communiqué Conferencing has a useful [Link]
white paper on how to choose a Web conferencing.asp_Q_sitename_E_eweek_w
conferencing system. ebconferencing
[Link] The e-Learning Centre in the UK has a list of
[Link] resources and links on live e-learning,
Brandon Hall Research (publishers of this presentation and streaming presentation
report) has a report entitled “Live E-Learning tools, and using PowerPoint and Breeze.
2004”. [Link]
[Link] TimelyWeb lists and reviews over 25,000
[Link]/publications/lel/[Link] software programs for business and
presentation tools.

Do not reproduce 149

 [Link] Ready For Prime-Time? MasterViews
[Link]?string=presentation&search=All&m International, May 15, 2003.
atch=Any&search_btn=Search+%3E%3E%3 [Link]
E /are_web_conferencing_and_live_presentat
ion_tools_ready_for_primetime.htm
[Link] is a Web site and
newsletter devoted to reviewing the best Canali De Rossi, Luigi (2003c). Best new
products and practices for making tools for web conferencing and live
presentations. collaboration. Robin Good Blog, Sept. 3,
[Link] 2003.
ns/[Link] [Link]
/03/best_new_tools_for_web_conferencing
FilesLand is another site offering a long list
_and_live_collaboration.htm
of software for a variety of types of
presentations. Duckworth, Christine (2001). An Instructor's
[Link] Guide to Live E-Learning. Learning Circuits,
[Link] July.
[Link]
Using Apreso software, capture the
01/[Link]
classroom lecture experience and offer it
online for those who were not there in Hofman, Jennifer (2004). Live and Online!:
person. tips, techniques and ready to use activities
[Link] for the virtual classroom. San Francisco:
Pfeiffer.
There is no shortage of presentation
[Link]
programs at Program Junction.
etail/-
[Link]
/0787969788/qid=1131986202/sr=1-
essproductivitytools_presentationtoolssoftw
1/ref=sr_1_1/002-4609659-
are_1.html
0461665?v=glance&s=books
Download Junction lists almost 200 online
Lazarus, Belinda (2003). Teaching Courses
presentation tools of various types.
Online: How much time does it take?
[Link]
Journal of Asynchronous Learning Networks
/software/795/[Link]
(JALN), 7(3), Sept.
WWWTools for Education has a listing of [Link]
resources on screencasts and v7n3_lazarus.asp
screencasting.
McNally, Russ (2004). How to Become an e-
[Link]
Learning Guru: It’s a Breeze... Or Is It?
cfm?x=0&rid=21593
eLearning Developers’ Journal, July 26,
2004. (in two parts)
Bibliography
> [Link]
Agarwal, Armit (2005). Rapid E-learning a [Link]
Breeze with Macromedia Captivate 1.01.
Digital Inspiration, July 8, 2005. > [Link]
[Link] [Link]
[Link] McFerrin, K. and Furr, P. (2002). Learning in
Canali De Rossi, Luigi (2003a). Best Online Online and Desktop Video Conferencing
Resources For Web Conferencing, Live E- Courses: Are Some Students Plugged In and
Learning, Real-Time Collaboration and Live Tuned Out? Paper presented at the 2002
Presentation Tools. Robin Good Blog, April SITE conference.
30, 2003. [Link]
[Link] 3008_148.pdf
/02/best_online_resources_for_web_confer Scott, P. and Quick, K. (2004). Heroic
encing_live_elearning_realtime_collaboratio failures in disseminating novel e-learning
n_and_live_presentation_tools.htm technologies to corporate clients: A case
Canali De Rossi, Luigi (2003b). Are Web study of interactive webcasting. Knowledge
Conferencing And Live Presentation Tools Media Institute Technical Report.

150 © Brandon Hall Research

[Link]
-[Link]
Spielman, S. and Winfield, L. (2003). The
Web Conferencing Book: Understanding the
Technology, Choose the Right Vendors,
Software, and Equipment, Start Saving Time
and Money Today. AMACOM.
[Link]
etail/-/0814471749/002-4609659-
0461665?v=glance
Udell, Jon (2005) Let’s hear it for screen-
casting. InfoWorld, Feb. 11, 2005.
[Link]
1/07OPstrategic_1.html
Zielinski, Dave (2002). Choose your
presentation tools carefully. Choices are
great, but… Presentations Magazine, Dec..
[Link]
ns/delivery/article_display.jsp?vnu_content
_id=1816615

Do not reproduce 151

 down pages, are built in. Does not
Rapid e-Learning Tools require any advanced skills,
programming, or HTML knowledge.
Related terms > Bringing in learning objects such as
Flash, graphics, and clip art is straight
Authoring tools, extreme e-learning, just-in-
forward and supported .
time e-learning, learning objects,
microlearning Rapid e-learning is best for situations where
there are budget constraints, a demand to
Description produce online content very quickly, or
where the online information frequently
The term “rapid e-learning” has two changes. It is best suited to text-based
different meanings. It can refer to learning materials, so is often used as a quick way of
something quickly, or it can mean a very getting “legacy’ materials online. The
fast timeline in producing online learning downside of rapid e-learning is that it often
materials. In the first case, very short produces materials that are not optimal in
segments of online content are used to terms of instructional design or graphic
convey essential information about a topic, design. E-learning produced this way can be
usually when it is needed (Brodsky, 2003). very boring, especially if the same templates
This type of e-learning is sometimes for a course are used repeatedly. Clark
referred to as microlearning. Aldrich (2005) has likened rapid e-learning
In the second sense of the term, rapid e- to producing fast food – edible, but not
learning is any educational online content always good for you.
that is produced much faster than by Van Dam (2005) says that we “must take a
normal processes by those with knowledge hard look at current e-learning development
of the content. For example, LTI Magazine models and identify areas for business
defines rapid e-learning as courseware (live process improvement.” Efficiency
or self-paced) developed in less than three improvements can be achieved if efforts are
weeks, where subject matter experts act as made to do the following:
the primary development resource.
> Standardize development processes.
Tools for rapid e-learning are, by necessity,
simple, easy to use, and based on > Standardize approaches, including tools
preformed templates for layout and design. and templates.

According to Ready Go!, a vendor of rapid e- > Define development approaches that
learning tools, following are characteristics satisfy different needs (i.e., virtual
of a rapid e-learning tool: classroom, low- versus high-interaction).

> Short learning curve. > Reduce the number of development

vendors.
> Does not require the course developer
to know how to create a course’s look > Leverage professional project
and feel. management methods and tools.

> Navigation built in - automatically > Assign SMEs who are committed, and
assures that all navigation works. communicate deliverable expectations.

> Instructional design built in. > Use the right blend of onshore and
offshore e-learning development
> Does not require any programming or resources.
HTML knowledge.
To be effective, rapid e-learning tools need
> Integration with LMSs is built in – no to quickly and easily create content, deliver
advanced skills are necessary. that content in a rich and engaging manner,
> Deploys easily - does not require any manage the content and the users, and
plug-ins. produce data showing that the content was
actually viewed and retained (Vidal, 2003).
> Advanced features, such as creating That means that anyone engaging in the
links, tests, glossary, FAQ, and drill rapid development of content must have

152 © Brandon Hall Research

access to a clear project plan, schedule and San Francisco: Pfieffer.
due dates, centrally located files, version [Link]
control protocols, and competent subject 977357/sr=8-
matter experts (Mayberry, 2004). 1/qid=1154628579/ref=pd_bbs_1/104-
2921152-9837507?ie=UTF8
Selected Examples Archibald, Dianne (2005). Rapid e-Learning:
The world of microlearning is covered by the a growing trend. Learning Circuits, January.
[Link] Web site, which contains [Link]
information on resources, conferences, and 005/[Link]
other good stuff. Bersin, Josh (2004). Rapid Instructional
[Link] Design: a breakthrough. Tips and Tech-
Elliott Masie is one the leading advocates niques, August 2004.
for “extreme learning,” a form of rapid [Link]
learning with much shortened timelines. aug_04_rapid_ID.asp
[Link] Bersin, Josh (2005). Making rapid e-learning
Articulate Rapid E-Learning Studio is a work. Chief Learning Officer, July 2.
software package that includes Articulate [Link]
Presenter and Articulate Quizmaker. es/clo_article.asp?articleid=1008&zoneid=
[Link] 62

SCATE Technologies produces Ignite, Brandon, Bill (2005). Exploring the

software that builds online content in four Definition of “Rapid e-Learning”. Paper.
steps – Capture, Edit, Enhance, and [Link]
Publish. See a demo at: _elearning_whitepaper_3-[Link]
[Link] Brodsky, Mark (2003). When 15-Minute e-
Raptivity claims to be “the world’s first rapid Learning Doesn’t Work. LTI Newsline, June.
interactivity builder.” Find out more: [Link]
[Link] article/[Link]?id=59278

ReadyGo Web Course Builder is a tool for Cooper, Lane (2002). Managing Knowledge
rapid development of online courses. See in Internet Time: the growing role of rapid e-
sample templates at: learning in corporate America. Larstan
[Link] Business Reports.
[Link]
/US/English/managing_knowledge1.pdf
Online Resources
Crosman, Penny (2004). E-Learning for
The e-Learning Centre in the UK maintains short attention spans. Transform Magazine,
an up to date list of Rapid E-Learning July 2004.
resources. [Link]
[Link] jhtml?articleID=22101169
[Link]/eclipse/Resources/ra
[Link] Cross, Jay (2005). Extreme Learning: Deci-
sion Games. Chief Learning Officer, April.
[Link]
Bibliography es/clo_article.asp?articleid=899&zoneid=1
Abell, Kendrick (2006). Templates, 07
Reusability, Future-Proofing, and the
De Vries, Jennifer (2004). Rapid E-Learning:
Technology Side of Rapid e-Learning.
Groundbreaking New Research. LTI
Learning Solutions, January 23, 2006.
Newsline, June 30, 2004.
[Link]
[Link]
[Link]
ticle/[Link]?id=102399
Aldrich, Clark (2005). Learning by Doing: a
DeVries, J. and Bersin, J. (2004). Rapid e-
comprehensive guide to simulations,
Learning: what works – market, tools,
computer games, and pedagogy and e-
techniques and best practices for building
learning and other educational experiences.

Do not reproduce 153

 e-learning programs in weeks. Bersin and [Link]
Associates White Paper. [Link]?NewsID=1390
[Link]
Sanford, Stephanie (2006). A team of one:
hitepapers/bersin_elearning_study.pdf
rapid e-learning environment at break-neck
Gustafson, Joe (2005). Project Management speed. Learning Solutions, January 16,
in the Age of Rapid E-learning. LTI Newsline, 2006.
Mar. 10, 2006. [Link]
[Link] [Link]
ticle/[Link]?id=150619
Shepherd, Clive (2006). Rapid e-learning
Hess, Garin (2004). Creating a Rapid e- gets the job done. The Training Foundation
Learning Development System using Flash online article.
and XML. Rapid Intake White Paper. [Link]
[Link] /[Link]?PageID=2542
[Link]/wpapers/vendor/Rapid_e
van Dam, Nick (2005). E-Learning
[Link]
Development at the Speed of Business.
Jimenez, Ray (2005). Rapid e-Learning: Chief Learning Officer, February 2005.
content design and development. Vignettes [Link]
for Training White Paper. es/clo_article.asp?articleid=850&zoneid=1
[Link] 11
pid_vft_v1.pdf
Vidal, Eric (2003). What is Rapid e-
Jimenez, Ray (2006). Rapid e-Learning: Learning? Chief Learning Officer, January
software reusability and rapid production 2003.
process. Learning Solutions, Jan. 9, 2006. [Link]
[Link] es/clo_lettertoeditor.asp?articleid=86&zon
tracts/[Link]?action=viewonly&id=168 eid=76
Kruse, Kevin (2002). e-Learning Crop
Circles. Chief Learning Officer, Nov. 2002.
[Link]
es/clo_col_elearning.asp?articleid=65&zon
eid=44
Macromedia Inc. (2004a). Making the most
of virtual classrooms and self-paced
presentations: Guidelines for Rapid
eLearning. Macromedia White Paper.
[Link]
arning/virtual_classrooms.pdf
Macromedia Inc. (2004b). Speed Is King:
Rapid Creation and Deployment of
Enterprise E-Learning Solutions.
Macromedia White Paper.
[Link]
arning/rapid_deploy_elearning.pdf
Mayberry, Ed (2004). Online learning for
tough times: keys to rapid development.
Learning Circuits, June 2004.
[Link]
004/[Link]
Masie Center (2005). Extreme Learning Lab
Created by MASIE Center to focus on
Gaming, Simulation, Mobile and Device
Based Learning. Press release, April 20,
2005.

154 © Brandon Hall Research

 > [Link]
Robotics The LEGO Mindstorms Robotics Invention
System allows children to produce their own
Related terms working robots and learn how to program
them.
Artificial intelligence, simulation
[Link]
Description Active Robots in the UK sells a wide variety
of kits for building educational robots.
The use of robots in education has a history Check out their online catalogue at:
going back to the 1960s. Seymour Papert [Link]
and his colleagues at MIT developed the
LOGO computer language for children, Botball is a hands-on learning experience in
which is used to control both physical and robotics designed to engage students in
virtual “turtles” with simple commands. By learning the practical applications of
immersing children in “microworlds” the science, technology, engineering, and math.
children themselves controlled, Papert and [Link]
his colleagues hoped the children would botball/[Link]
naturally learn mathematical relationships. NASA has a robotics program aimed at
This initiative has developed into several teachers and students. Learn all about
educational products that use LOGO and future space robots and participate in the
robots for teaching. activities on the site.
Robots are becoming more prevalent in [Link]
educational settings and can be used for The Antarctica Online project involves
the following: students in South Australia using robots
> Teaching located at the Australian Antarctic Davis
Station to conduct remote telecontrol
> Objects of study experiments.
> Tour guides [Link]

> Welcoming devices Carnegie Mellon University’s Robotics

Academy claims to be “building engineers,
> Providing information one child at a time.” Find out how you can
> Assisting in difficult situations such as become involved at:
archaeological digs or in space [Link]
[Link]/[Link]
> Remote sensing
Evolution Robotics offers its robot kits to
> Underwater study schools at substantial discounts.
[Link]
> Accessibility for persons with a disability
The European Robotics Research Network
Robotics is a great way to get students
(EURON) Web site provides a platform for
excited about science, technology,
collecting and sharing information about
engineering, and mathematics. It is also
robots in education.
highly effective in developing team-work and
[Link]
self-confidence.
General Robotics Corporation has
Selected Examples developed a robotics curriculum for schools.
The "RB5X: Mission to Mars" materials are
Remotely Operated Vehicles (or ROVS) are available at:
one type of robot. Check out the ROVs made [Link]
by Woods Hole Marine Systems, Inc. for
underwater exploration. Their main client is The KISS Institute for Practical Robotics
the Mystic Aquarium’s Institute for (KIPR) is a private non-profit community-
Exploration. based organization that has worked since
1993 with all ages to provide improved
> [Link] learning and skills development by applying

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 technology, particularly robotics. Blank, D., Yanco, H., Kumar, D. and
[Link] Meeden, L. (2004). Avoiding the Karel-the-
Robot Paradox: A framework for making
LCSI is a company founded by Dr. Seymour
sophisticated robotics accessible. Paper at
Papert to commercialize many of his ideas
the American Association for Artificial
about teaching children using the LOGO
Intelligence Spring Session.
computer language. The Microworlds EX
[Link]
Robotics Edition is a kit for building
k/papers/[Link]
educational robots.
[Link] Boersch, I., Heinsohn, J. and Loose, H.
[Link] (2004). Autonomous and Mobile Robots in
Education. Internationales Wissen-
Professor Hiroshi Ishiguro of Osaka
schaftliches Kolloquium, Germany, Sept.
University in Japan has designed a robot in
[Link]
his own image that lectures for him. By
[Link]/~loose/Texte_PDF/49IWKI
donning motion sensors, Mr. Ishiguro can
[Link]
deliver lectures through the robot even
when he is outside of Osaka. The robot can Cooper, M., Keating, D., Harwin, W. and
accurately mimic Professor Ishiguro’s Dautenhahn, K. (1999). Robots in the
posture, lip movements, and vocal tics. To classroom - tools for accessible education.
find the Intelligent Robotics Laboratory at Proceedings, AAATE Conference 1999,
Osaka University, go to: November, Düsseldorf, Germany.
[Link] [Link]
robo_ed/robots_accessible_education.pdf
See also:
[Link] Ferrari, M., Ferrari, G. and Hempel, R.
cle=8252 (2001). Building Robots with Lego
Mindstorms. New York: Syngress Publishing.
Professor Ishiguro is the leader of a group of
[Link]
robotics researchers at the Intelligent
Lego-Mindstorms-
Robotics and Communications Laboratories
Ultimate/dp/1928994679/sr=8-
in Kyoto. Find out more about this group at:
4/qid=1157038194/ref=pd_bbs_4/104-
[Link]
8461686-1018359?ie=UTF8

Online Resources Gerecke, U., Hohmann, P. and Wagner, B.

(2004). Solutions to Meet the Requirements
The City University of New York maintains a of Educational Robotics. Paper presented at
repository of links on educational robotics. the International Conference on Engineering
[Link] Education and Research (iCEERO4).
/[Link]
> [Link]
Robot Haven is a community-run Web site [Link]
on robotics. It features news, links, and
other information on robotics. > [Link]
[Link] _79_Gerecke_Hohmann_Wagner.pdf

Run by NASA, the Robotics Curriculum Nourbakhsh, I., Miller, D., Lathan, C. and
Clearinghouse stores lesson plans on Mataric, M. (2004). Educational Robotics:
robotics for all levels. assessment of the state of the Art in the US.
[Link] Presentation to the 2004 National Science
Foundation Conference, June.
[Link]
Bibliography /June22/[Link]
Blank, D., Kumar, D., Meeden, L. and Yanco, Papert, S. (1980). Mindstorms: Children,
H. (2005). Pyro: An Integrated Environment Computers, and Powerful Ideas. Basic
for Robotics Education. Paper at the Books. New York.
American Assoc. Artificial Intelligence Conf. [Link]
[Link] Children-Computers-Powerful-
[Link] Ideas/dp/0465046746/sr=8-

156 © Brandon Hall Research

8/qid=1157038194/ref=pd_bbs_8/104-
8461686-1018359?ie=UTF8
Ross, S., Donnelly, M., Dobreva, M., Abbott,
D., McHugh, A. and Rusbridge, A. (2005).
Core Technologies for the Cultural and
Scientific Heritage Sector. DigiCULT
Technology Watch Report 3.
[Link]
[Link]
Stewart, T. and West, R. (2001). Levels of
Description: A Role for Robots in Cognitive
Science Education. Paper presented at
PHICS – Philosophy and Cognitive Science
Conference, Ottawa, Ontario, Sept. 28-30.
[Link]
001-Robots_Education.pdf

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 > Second-generation engines rely on link
Search Engines analysis for ranking - so they take the
structure of the Web into account.
Related terms Examples are Google and Overture.
> Third-generation search technologies
Boolean searches, data mining, federated
are designed to combine the scalability
search, information retrieval, meta-search
of existing Internet search engines with
engines, resource discovery, search engine
new and improved relevancy models.
optimization, social bookmarking
They bring into the equation user
preferences, collaboration, collective
Description intelligence, a rich user experience, and
Search is probably the most used e-learning many other specialized capabilities that
application. Because of the vast store of make information more productive.
available information on the Internet, One interesting distinction is between
searching for what we are looking for is a “retrospective search” and “prospective
form of informal learning that we have come search.” The first type searches the Web as
to take for granted. Searching the Internet it exists, while the latter alerts you that new
has become so commonplace that ”to information has been posted somewhere on
Google” has become a well-used verb for your topic of interest.
many people.
There are a number of problems with search
But, as this section of the report shows, engines that are being dealt with by
Google is only one of hundreds of search researchers. One is the problem of finding
engines, each with their own defining relevant, dependable information. While
feature sets. Aharoni (2005) identifies three search engines have improved over the past
main types of search engines: several years, search results still often
> Crawler–based search engines, such as require careful sifting to retrieve useful
Google and Altavista, which use information.
programs that crawl the Web and One new approach is called “federated
create search engine indices. searching,” in which a single query is used
> Web directories, such as Yahoo, which to find information across multiple
depend on humans for their databases and other data sources,
hierarchical listings. especially information stored on proprietary
systems that are not on the Internet. Much
> Meta–search engines, such as of the World Wide Web is hidden to search
Metacrawler and Vivisimo, which submit engines, for a variety of reasons. It is
queries, in parallel, to several other estimated that the “deep Web” contains
Web search engines and display the approximately 500 times the amount of
search results to the user, usually after information that is actually posted on
merging and ranking them in a single Internet servers (Geser, 2004). Federated
list. These may be thought of as searching is just one of the approaches to
second-generation search engines. finding hidden information currently being
Each of these search engine types can be researched.
divided into one of the following: general
search engines that cover a wide range of Selected Examples
topics, or specialty search engines that
Search engines can be divided into three
cover a more focused range of topics or
groups: general search engines that search
specific audiences.
for all topics, specialty search engines that
Ezzy (2006a, 2006b) divides the history of are confined to specific subject areas or
search engines into three “generations”: types of media, and meta-search engines
that combine the results of many individual
> First-generation engines search ranked search engines. Click on each of the
sites based on page content - examples following search engines to see their unique
are early [Link] and Alta Vista. features:

158 © Brandon Hall Research

General search engines: Grokker – Clusters results by subject.
[Link]
A9 – [Link]’s search service
[Link] Gravee - A social search engine with tagging
and community-based ranking. Shares
[Link] – Features hundreds of advertising revenues with content owners.
searchable topics. [Link]
[Link]
HotBot – Allows users to set filters on
Aeiwi – Search by clicking on common search results.
keywords related to a topic, then fill in the [Link]
search box.
[Link] IceRocket – Searches images, blogs, and
the Web.
Alexa – Search results with Web traffic [Link]
rankings.
[Link] Jookster – A social search engine that also
allows users who are searching for the
AlltheWeb – Search audio, video, and text. same things to contact each other.
[Link] [Link]
AltaVista – Features Babel Fish translations Lexxe – A search engine that is powered by
of entries. “advanced natural language technology” to
[Link] find the answers to questions, rather than
[Link] – (incorporating Gurunet) – just returning Web pages.
ask questions, get answers [Link]
[Link] Look Smart – Narrow a search to specific
AOL Search – Allows searching in a local categories.
area (USA only). [Link]
[Link] Mooter – Sorts results into visual clusters.
AskJeeves (now Ask) – Ask questions using Clicking a cluster makes search more
a “natural language” approach. accurate.
[Link] [Link]
Excalibur – A deep search engine by MSN Search – The “search builder” option
Convera that organizes the Web into can make a search more accurate.
millions of categories. [Link]
[Link] Netscape Search – Allows searching within
Fagan Finder – A search portal with many a local area.
different ways to search for information [Link]
online. It searches the Web as well as a [Link]
large number of well known reference OAIster – Search for hard to find library
works. information.
[Link] [Link]
[Link] – Narrow a search to specific Octavo – A collaborative search engine.
categories for better results. [Link]
[Link]
Open Directory – Search categories and
GigaBlast – Cluster results by top subcategories to find a desired item.
correlations. [Link]
[Link]
Outfoxed – See a visualization of the
Gnod – A self-adapting discovery engine. “informer” network.
[Link] [Link]
Google – The top search engine in the world PubSub – Search the future – This search
– has roughly 85 percent of all searches. engine notifies the user when his or her
[Link]

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 topic appears. FASTUS – Extracting information from real
[Link] world texts.
[Link]
Qube – Qube is based on “browserless
ml
search” with user collaboration and
networking. FirstGov and GPO Access – Allows a Web
[Link] site search of the US Government. Much of
this information is hidden from view.
Rollyo – “Roll your own” search engine that
uses only trusted sources. > [Link]
[Link]
> [Link]
Squidoo – A searchable hand built catalog
Froogle – Google’s shopping search engine.
of what individual contributors think are the
[Link]
best resources on a given topic.
[Link] Gnoosic – A search engine for music, books,
and movies.
StumbleUpon – Search collaborative
[Link]
recommendations on great Web sites.
[Link] Google Book Search – Search just for
books.
Swicki – A search engine that learns from a
[Link]
community’s search behavior.
[Link] Google Scholar – Search for scholarly
articles only.
TagJag – Find items from over 200
[Link]
resources and see the results of other
peoples' searches. Govmine – Search engine based on typical
[Link] queries of government workers.
[Link]
Ujiko – Clusters results. Clicking a cluster
further refines a search. HealthFinder — A medical search engine.
[Link] [Link]
e=en
IceRocket – Searches blogs only.
Vivísimo - Clusters results. Clicking a cluster [Link]
further refines a search.
[Link] Infomine – Searches scholarly Internet
resource collections by subject category.
Wink – Using social networking, users tag [Link]
their favorite results and block spam. Wink
then diplays the results. Internet Movie Database – search within
[Link] plot summaries, reviews, cast lists and
theatre schedules.
Yahoo – The second most popular search [Link]
engine on the Internet – about 9 percent of
searches. Internet Movie Database – search within
[Link] plot summaries, reviews, cast lists and
theatre schedules.
[Link]
Specialty search engines:
Ithaki 4 KiDs – Helps users find the best
Acronym Finder – A search engine for sites just for kids by searching several other
acronyms search engines for kids in real time. Other
[Link] engines that are searched include
Blinkx TV – A search engine for TV and DmozKids, Yahooligans, FactMonster,
Video. ArtKIDSRule, AolKIDS, AwesomeLibrary, &
[Link] KidsClick!.
[Link]
Citeseer – Citations of academic literature.
[Link] Koders – A search engine for developers
that searches for code.
[Link]

160 © Brandon Hall Research

Krugle – A search engine for developers. Scirus – Search for scientific information
[Link] only.
[Link]
[Link] – A music search engine that
connects people with similar musical tastes. SearchEdu - A specialty search engine
[Link] devoted to university and education related
Web sites.
LawCrawler - A legal search engine.
[Link]
[Link]
SearchKing – Search for Internet
LitLinker - Uses literature-based discovery to
communities on specific topics.
find new connections between biomedical
[Link]
terms that could lead to new directions in
research. SeekPort – Used to find items in Europe.
[Link] [Link]
56808.1057022
Simplicity – Stands for “Semantics-sensitive
LivePlasma – A search engine for music and Integrated Matching for Picture Libraries.”
movies. Content-based search engines for pictures.
[Link] [Link]
bin/zwang/regionsearch_show.cgi
MediaFinder - The MediaFinder project is
developing prototype products for SMEALSearch – Search for academic
navigating and finding music files. business literature.
[Link] [Link]
MESA (Meta-Email-Search-Agent) – an Sound Spotter – Software that allows
agent that searches e-mail (interface is in computers to listen for sounds and retrieve
German) audio materials.
[Link] [Link]
Newslink – search newspapers from around Technorati – Searches the “Blogosphere”
the world and, as of this writing, is tracking over 38
[Link] million sites and 2.4 billion links.
[Link]
Omgili - A search engine designed to index
Web-based discussion forums. TechSearch – A search engine specifically
[Link] for technology topics.
[Link]
Pandora – A search engine for music artists
or individual songs. Truveo – A search engine for video on the
[Link] Web.
[Link]
PubMed – Search engine for medical
information. VisualSEEk – A joint spatial-feature image
[Link] search engine.
cgi [Link]
chProjects/MultimediaIndexing/VisualSEEk
QBIC - IBM's Query By Image Content – A
/[Link]
visual search engine.
[Link] VideoQ – A fully automated object-oriented
content-based video search engine.
Raw Sugar – Refine a Web search by first
[Link]
choosing broad category tags such as
chProjects/MultimediaIndexing/VideoQ/Vid
health or education.
[Link]
[Link]
WebSEEk – Web image/video search
RetrievalWare – A knowledge discovery
engine.
engine for unstructured data (by Convera).
[Link]
[Link]
chProjects/MultimediaIndexing/WebSEEK/
ware/
[Link]

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 Voice searching – Proteus project at NYU. clusters, and links the clusters.
[Link] [Link]
Xcavator – Uses visual clues provide by the Search – A useful meta-search engine that
user to identify and extract similar pictures allows exact phrase searching.
from large groups of digital images. [Link]
[Link]
Trovando – A meta-search engine that
ZoomInfo – A search engine for discovering allows users to specify which search
people, companies, and their relationships. engine(s) to use.
[Link] [Link]
Vivisimo – A quick meta-search engine that
Meta-search engines: clusters the results.
Some search engines collate search results [Link]
from several different search engines. ZapMeta – A meta-search engine that
Known as “meta-search” engines, or allows the user to set preferences on how it
federated searching, they include: works.
A9 – Searches many different sources in [Link]
addition to the Web, and tracks a user's
search history, bookmarks, and notes. Online Resources
[Link]
The main goal of the IMEDIA project is to
Clusty – A clustering meta-search engine develop content-based image indexing
that groups similar items together and then techniques and interactive search and
puts them into separate folders. retrieval methods for browsing large
[Link] multimedia databases by content.
Copernic – Uses 90 search engines grouped [Link]
into 10 categories. Eliminates duplicate Intute is a free online service created by a
entries and broken links. network of UK universities and partners.
[Link] Subject specialists select and evaluate the
Dogpile – Searches a number of different Web sites in Intute's database and write
media with a variety of search engines. high quality descriptions of the resources.
[Link] [Link]

Info – Searches reference works, news [Link] provides reviews and links
sources, health information sources, to several hundred search engines.
pictures, eBay, shopping sites, flights, [Link]
hotels, audio, video, tickets, jobs, apartment Research Buzz has been tracking search
rentals, city guides, classifieds, dating and engine news since 1998 and, therefore, is a
personals, games, greeting cards, valuable resource for researchers.
maps/directions, movies, lottery results, [Link]
weather, white pages, yellow pages, and
Web mail for the topic entered. A comprehensive set of guidelines on the
[Link] use of search engines is provided by Bolton
University in the UK.
Ithaki – Software that allows meta- [Link]
searching in at least 14 languages, with [Link]#top#top
specially-created national meta-searches of
at least 15 countries. SearchEngineWatch is an online newsletter
[Link] on search engine marketing.
[Link]
Ixquick – Searches many sources, including
a set of international telephone directories. A swicki is new kind of search engine that
[Link] allows anyone to create deep, focused
searches on topics they care about. Unlike
Kartoo – S search engine that clusters other search engines, the user's community
results, produces a visual display of the has total control over the results, and it

162 © Brandon Hall Research

uses the wisdom of crowds to improve [Link]
search results. This search engine, or hprojects
swicki, can be published on the user's site.
[Link] Bibliography
The International Directory of Search Aharoni, Y., Frank, A. and Shoham, S.
Engines lists local search engines for 319 (2005). Finding information on the free
countries and territories. World Wide Web: a specialty meta-search
[Link] engine for the academic community. First
Netmasters in the UK provides a country by Monday, 10(12), December.
country listing of search engines used in [Link]
various European countries. _12/aharoni/[Link]
[Link] Battelle, John (2005). The Search: how
arch_engines/ Google and its rivals rewrote the rules of
One effective way to improve search results business and transformed our culture. New
is to limit the scope of the search and to York: Portfolio.
employ techniques to look at the semantic [Link]
meaning of changing structured data from 840880/sr=8-
dynamic Web pages. Most search engines 1/qid=1146838091/ref=pd_bbs_1/102-
just look at “simple text” when analyzing the 3258918-6488923?%5Fencoding=UTF8
content of a Web site. For example, De Pietro, O. and Apprato, F. (2004).
CitySearch provides up to the minute data Advanced Technologies for Contents
on events happening in various US cities. Sharing, Exchanging, and Searching in e-
See what is happening in New York at: Learning Systems. International Journal on
[Link] e-Learning, July-Sept. 2004.
FirstGov and GPO Access allow Web site [Link]
searches of the US Government. Much of n=[Link]&paper_id=11427
this information is hidden to ordinary search DigiCULT (2004). Resource Discovery
engines. Technologies for the Heritage Sector,
> [Link] DigiCULT Thematic Report, No. 6., June.
[Link]
> [Link] _thematic_issue_6_lores.pdf
Infomine searches scholarly Internet Ensor, Pat (2005). Tool Kit for the Expert
resource collections. Users can also browse Web Searcher. Online resource provided by
by subject category. the Library and Information Technology
[Link] Association (LITA).
TVEyes makes Radio & TV searchable by [Link]
keyword, phrase, or topic - just as a search olkitforexpert/[Link]
engine is used for text. With a fast growing Ezzy, Ebrahim (2006). Search 2.0 vs.
network of stations monitored worldwide, Traditional Search. Part 1. Read/Write Web,
TVEyes provides the technology and the July 20, 2006.
content. [Link]
[Link] arch_20_vs_tr.php
Stephen Downes, a senior researcher with Ezzy, Ebrahim (2006). Search 2.0 vs.
the National Research Council of Canada, is Traditional Search. Part 2. Read/Write Web,
against the idea of federated searches. Find July 25, 2006.
out why in this presentation: [Link]
[Link] arch_20_vs_tr_1.php
[Link]#263
Geser, Guntram (2004). Resource Discovery
This site lists search research initiatives - Position Paper: Putting the Users First. In
including federated search projects being Resource Discovery Technologies for the
funded in Europe. Heritage Sector, DigiCULT Thematic Report,
No. 6., June 2004, 7-12.

Do not reproduce 163

 [Link] Pratt, W. (2000). Dynamic Categorization: A
_thematic_issue_6_lores.pdf Method for Decreasing Information
Overload. Doctoral dissertation, Stanford
Gincel, Richard (2004). Refining enterprise
University.
search. InfoWorld, Oct. 15, 2004.
[Link]
[Link]
ublications/[Link]
5/42FEsearch_1.html
Schlenker, M., Mimkes, J. and Hilf, E.
Heck, Mike (2004). Simple advice for
(2004). Dynamic Thesaurus and Dynamic
complex search solutions. InfoWorld, Oct.
Discovery of Distributed eLearning
15, 2004.
Materials. Paper presented to the EUNIS
[Link]
Conference, 2004.
5/42FEsearchcase_1.html
[Link]
Kumar, P., Kashyap, S., Mittal, A. and [Link]/projects/engine/publikatione
Gupta, S. (2005). A fully automatic question- n/[Link]
answering system for intelligent search in e-
Sullivan, Danny (2004). Major Search
learning documents. International Journal
Engines and Directories.
on E-Learning, 4(1), 149-166.
SearchEngineWatch, April 28, 2004.
[Link]
[Link]
Low, B. and MacColl, J. (2005). Searching .php/2156221
Heterogeneous e-Learning Resources.
Vaas, Lisa (2005). It’s Gada. Be the First
Paper presented to the DELOS2005 - Digital
Metasearch Engine Powered by RSS.
Repositories: Interoperability and Common
[Link], Oct. 10, 2005.
Services conference.
[Link]
[Link]
69408,[Link]
[Link]
Wyman, Bob (2005). When the Gray Web
Murray, Corey (2005). ‘Intelligent’ tools lead
meets up with Structured Blogging and
to smarter searches. eSchool News, Oct. 3,
Prospective Search… As I May Think…, May
2005.
8, 2005.
[Link]
[Link]
[Link]?ArticleID=5898&page=2
05/mary_hodder_poi.html
Nielsen, Jakob (2003). Information foraging:
why Google makes people leave your site
faster. Jacob Nielsen’s Alertbox, June 30,
2003.
[Link]
html
Porco, Carmine (2006). Search engines
don’t suck, they’re just limited. Parts I and
II. White paper, Prescient Digital Media.
Part I:
[Link]
Research/Articles/Search_Articles/Search_
Engines_Don_t_Suck__They_re_Just_Limite
d_-_Part_I.htm
Part II:
[Link]
Research/Articles/Search_Articles/Search_
Engines_Don_t_Suck__They_re_Just_Limite
d_-
_Part_II__Well_Beyond_the_Search_Box.ht
m

164 © Brandon Hall Research

 semantic Web is that the meaning of raw
Semantic Web information is always ambiguous and needs
interpretation (Shirky, 2003). Like it or not,
Related terms producing metadata always implies a
particular worldview. Paul Ford (2003)
Learning objects, metadata, microformats, refutes Shirky’s arguments, and Peter Van
ontologies, search, semantic grid, Dijck (2003) summarizes the arguments
taxonomies, Web feeds and the cast of characters in the debate.
The major arguments for an educational
Description semantic Web include the following:
The Semantic Web is a concept from Tim > Better information storage and retrieval
Berners-Lee, founder of the World Wide
Web. Instead of simply finding items on the > The use of agents
Web by locating their Universal Resource > Improved communications and
Locators (URLs), each piece of information collaboration
is tagged with additional information that
can be read by computers. This helps the Major points raised by skeptics of an
computer program understand the meaning educational semantic Web include:
of the content it locates at each location. > The idea of a semantic Web is
The two main technologies involved in the complicated and difficult to implement
Semantic Web are the Resource Description
Framework (RDF), and the OWL Web > A single unifying ontology under which
Ontology Language (OWL). all information can be classified is likely
impossible
The Semantic Web is now an initiative of the
World Wide Web Consortium (W3C), the > Tagging content depends on voluntary
international organization that sets labor
standards for the technologies underlying In summary, the idea of the semantic Web
the World Wide Web (WWW). Berners-Lee is progressing, but it will not be in general
remains involved with this initiative and use for some time.
works with the W3C from its headquarters
at MIT, near Boston.
Selected Examples
In an article that identifies many of the
problems involved with implementing e- In Europe, the ELENA project has employed
learning on the Web, Abbas et al. (2005) a novel infrastructure and software solution
note that “historically, the Internet and the using various semantic Web technologies.
World Wide Web gave birth to the concepts [Link]
of e-learning and collaborative knowledge [Link]/en/[Link]?p=1-1
sharing across the globe, but due to largely IBM has developed an Integrated Ontology
unplanned and unanticipated growth, are Development Toolkit (IODT) for creating
now falling short of earlier promises. Lack of ontologies to use with the semantic Web.
machine readable content coupled with [Link]
information overload has put strains into anticstk
the traditional knowledge delivery model of
WWW. The situation is especially serious in The Advanced Knowledge Technologies
the e-learning domain where the success Web site at the University of Southampton
and usefulness directly correlates with the in the UK uses ontologies for its ability to
effectiveness of knowledge delivery in a link various research resources.
dynamic setting.” [Link]

There are many views on the potential of The Semantic Computing Research Group
the semantic Web for resolving some of (SeCo) at the Helsinki University of
these problems, but it is important to realize Technology researches machine-process-
that the semantic Web is an idea in able semantics. They also create prototype
development. It has both its advocates and applications that demonstrate the new
its critics. One of the major criticisms of the possibilities of semantic technologies, such

Do not reproduce 165

 as semantic portals for end-users, semantic Aguirre, S., Brantner, S., Huber, G., Markus,
infrastructural services, and ontologies and S., Miklos, Z., Mozo, A., Olmedilla, D.,
tools for creating semantic applications. Salvachua, J., Simon, B., Sobernig, S., and
[Link] Zillinger, T. (2005). Corner Stones of
Semantic Interoperability Demonstrated in
KAON is an open source ontology
a Smart Space for Learning. Paper
management infrastructure targeted for
presented at the European Semantic Web
business applications. It includes a
Conference (ESWC 2005), Greece, May 29 -
comprehensive tool suite allowing easy
June 1.
ontology creation and management and
[Link]
provides a framework for building ontology-
ons/eswc2005_elena_demo-v2005-04-
based applications.
20_final.pdf
[Link]
Anderson, T. and Whitelock, D. (2004). The
Edutella is an open source project that
Educational Semantic Web: Visioning and
applies Semantic Web concepts.
Practicing the Future of Education: Journal
[Link]
of Interactive Media in Education, (1),
The Personal Reader Project has developed Special Issue on the Educational Semantic
a framework for designing, implementing, Web.
and maintaining personalized “Web Content [Link]
Readers” using Semantic Web technologies.
Antoniou, G. and van Harmelen (2004). A
[Link]
Semantic Web Primer. Cambridge, MA: MIT.
[Link]
Online Resources 012103/sr=8-
Since the beginning of 2005, the 1/qid=1148754663/ref=pd_bbs_1/104-
International Journal on Semantic Web and 9143361-7575956?%5Fencoding=UTF8
Information Systems has been available Berners-Lee, Tim (2003). Forward. In
from Idea Publishing. The first issue is free. Fensel, D., Wahlster, W., Lieberman, H. and
[Link] Hendler, J. (Eds.) (2003). Spinning the
[Link]/downloads/samples/[Link] Semantic Web: Bringing the World Wide
A special issue of the Journal of Educational Web to Its Full Potential. Cambridge, MA:
Technology and Society in 2004 focused on MIT Press, xi.
Ontologies and the Semantic Web for E- [Link]
Learning. 062321/sr=8-
[Link] 1/qid=1148755116/ref=pd_bbs_1/104-
.[Link]/[Link]?id=25 9143361-7575956?%5Fencoding=UTF8

The Journal of Interactive Media in Berners-Lee, T., Hendler, J. and Lassila, O.

Education also had a special issue on e- (2001). The semantic web. Scientific
learning and the Semantic Web in 2004. American, May 2001.
[Link] [Link]
=00048144-10D2-1C70-
AIM@SHAPE is a project funded by the 84A9809EC588EF21
European Commission to develop semantic
based systems for describing and handling Butler, Mark (2005). Is the Semantic Web
multi-dimensional objects on the Web. Hype? Hewlett-Packard Presentation.
[Link] [Link]
[Link]
Bibliography Daconta, M., Obrst, L. and Smith, K. (2003).
The Semantic Web: A Guide to the Future of
Abbas, Z., Umer, M., Odeh, M., McClatchey, XML, Web Services, and Knowledge
R., Ali, A. and Ahmed, F. (2005). A Semantic Management. New York: Wiley.
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De Roure, D., Jennings, N. and Shadbolt, N. 2005 AIED conference.
(2001). Research Agenda for the Semantic [Link]
Grid: a future e-science infrastructure. [Link]/Arbeiten/Publikationen/2005
Report commissioned for EPSRC/DTI Core /ie_aied05.pdf
e-Science Programme.
Henze, Nicola (2005b). Personalization
[Link]
Services for e-Learning in the Semantic
pdf
Web. Paper presented to the 2nd
Doctorow, Cory (2001). Metacrap: putting International Workshop on Adaptive
the torch to seven straw-men of the meta- Systems for Web-Based Education: Tools
utopia. Online article. and reusability (WASWBE'05) at AIED'05,
[Link] 18-22 July 2005, Amsterdam, The
htm Netherlands.
[Link]
Dorai, C., Mauthe, A., Nack, F., Rutledge, L.,
[Link]/Arbeiten/Publikationen/2005
Sikora, T. and Zetti, H. (2002). Media
/[Link]
Semantics: Who Needs It and Why?
Proceedings of the tenth ACM international Kraan, Wilbert (2005). From RDF to Topic
conference on Multimedia, Juan-les-Pins, Maps and back again. CETIS Online article.
France. [Link]
[Link] 1195933/printArticle
ns/[Link]
Lytras, M. and Naeve, A. (Eds.) (2005).
Downes, Stephen (2005). Semantic Intelligent Learning Infrastructure for
Networks and Social Networks. Stephen’s Knowledge Intensive Organizations: A
Web, Oct. 10, 2005. Semantic Web Perspective. Hershey, PA:
[Link] Information Science Publishing.
bin/[Link]?post=31624 [Link]
405033/sr=8-
Fensel, D., Wahlster, W., Lieberman, H. and
4/qid=1155437833/ref=sr_1_4/104-
Hendler, J. (Eds.) (2003). Spinning the
1348092-4859103?ie=UTF8
Semantic Web: Bringing the World Wide
Web to Its Full Potential. Cambridge, MA: Matthews, Brian (2005). Semantic Web
MIT Press. Technologies. JISC Technology and
[Link] Standards Watch Research Report.
062321/sr=8- [Link]
1/qid=1148755116/ref=pd_bbs_1/104- /jisctsw_05_02bpdf.pdf
9143361-7575956?%5Fencoding=UTF8
Nilsson, M., Palmer, M. and Naeve, A.
Ford, Paul (2003). A Response to Clay (2001). Semantic Web Metadata for e-
Shirky's “The Semantic Web, Syllogism, and Learning - Some Architectural Guidelines.
Worldview”. Online article. Proceedings of the 2nd European Web-
[Link] Based Learning Environment Conference
(WBLE), Lund, Sweden, Oct. 2001.
Haack, Phil (2006). A developer’s
[Link]
introduction to micro-formats. DevSource,
4/
May 27, 2006.
[Link] Passin, Thomas (2004). Explorer’s Guide to
5,1961106,[Link] the Semantic Web. Greenwich, CT: Manning.
[Link]
Hatem, M., Ramadan, H. and Neagu, D.
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(2005). E-Learning Based on Context
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Computer Science, 1(4), 500-504.
[Link] Razmerita, L. and Gouarderes, G. (2004).
-[Link] Ontology based User Modeling for
Personalization of Grid Learning Services.
Henze, Nicola (2005a). Interactive-Event:
Paper presented at the GLS conference.
Personalized e-Learning Services for the
[Link]
Semantic Web. Paper presented at the

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 [Link]/acacia/personnel/[Link] Updegrove, Andy (2005). A New Vision From
ita/PublicationsWeb/[Link] the Inventor of the World Wide Web: An
Interview With Tim Berners-Lee. Marketing
Samaras, G., Karenos, K. and
Profs, August 2, 2005.
Christodoulou, E. (2003). WP3 Deliverable
[Link]
3:
[Link]?source=/5/[Link]
A Grid Service Framework for Self e-
Udell, John (2004). Bootstrapping the
Learning Networks. Report on the Self e-
semantic Web: Tim Berners-Lee's quest to
Learning Networks (SeLeNe) Project.
give the Web meaning receives aid from
[Link]
unexpected quarters. InfoWorld, December
[Link]
3, 2004.
Sampson, D., Lytras, M., Wagner, G. and [Link]
Diaz, P. (2004). Ontologies and the 3/49OPstrategic_1.html
Semantic Web for E-learning. Journal of
Van Dijck, Peter (2003). Themes and
Educational Technology & Society, 7 (4), 26-
metaphors in the semantic web discussion.
28.
Online article.
[Link]
[Link]
Shirky, Clay (2003). The Semantic Web,
Weinberger, David (2002). The Semantic
Syllogism, and Worldview. Networks,
Argument Web: what really scares me.
Economics and Culture, Nov. 7, 2003.
Darwin, June 14, 2002.
[Link]
[Link]
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/[Link]?ArticleID=421
Stojanovic, L., Staab, S. and Studer, R.
Williamson, B. and Miller, L. (2003). The
(2001). eLearning based on the Semantic
semantic web: a touch of intelligence for the
Web. Paper presented at the WebNet 2001
internet? Guardian Unlimited, June 21,
Conference.
2003.
[Link]
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[Link]/~sst/Research/Publications/
story/0,10577,981948,[Link]
WebNet2001eLearningintheSemanticWeb.p
df Wilson, Scott (2002). Who said that?
Metadata, trust, and the Semantic Web.
Tao, F., Davis, H., Millard, D. and Woukeu, A.
CETIS Online article.
(2005). The Semantic Aspects of e-
[Link]
Learning: Using the Knowledge Life Cycle to
171444/printArticle
Manage Semantics for Grid and Service
Oriented Systems. Paper presented at the Wilson, Scott (2005). Course Definitions in
first ELEGI conference. XML/RDF: first steps. Scott’s Workblog,
[Link] January 17, 2005.
elegi/session2/[Link] [Link]
gview?entry=20050117180353
Tane, J., Schmitz, C. and Stumme, G.
(2004). Semantic Resource Management World Wide Web Consortium (W3C) (2001).
for the Web: An ELearning Application. Semantic Web. Online article.
Proceedings of the WWW2004 Conference, [Link]
May 17–22, 2004, New York, New York,
USA.
[Link]
[Link]
Tao, F., Millard, D., Woukeu, A. and Davis, H.
(2005). Semantic Grid based e-Learning
using the Knowledge Life Cycle. Paper
presented at the 2005 ICALT Conference.
[Link]
CALT_SW-EL_workshop_submit.pdf

168 © Brandon Hall Research

 tabletop–sized physical dome in which
Simulation Tools children experimented with environmental
parameters affecting plant growth.
Related terms [Link]
[Link]/mauro/publications/Cherubini_
Experiential learning, games, microworlds, Winters_Strohecker_chi03_mc.pdf
role-playing, scenarios
The CAVE is an immersive virtual reality
facility designed for exploring and
Description interacting with spatially engaging
The use of educational simulations is environments. It was decommissioned in
currently the hottest trend in e-learning. 2005, but information about it remains on
According to High (2004), “Simulation has the Web.
emerged as a fast-growing segment of the [Link]
e-learning market.” My first report in this Advanced Simulations of Organizational
series, entitled Emerging E-Learning: New Dynamics are experiential learning systems
Approaches to Delivering Engaging Online exploiting technologies such as multimedia
Learning Content (Brandon Hall Research, or virtual reality to accelerate the
2005), reviewed simulations as an online understanding and learning of
content format. Now in this report I look at organizational processes. See a variety of
the tools available for developing such projects at:
simulations. [Link]
Educational simulations involve learning ojects
through experience or what Linser and Ip The L2C (Learning to Collaborate) project
(2002) call dynamic goal-based learning, a provides the opportunity to address and
strategy that leverages the experience and significantly advance the state-of-the-art
motivation of participants trying to reach a (both theory and practice) in educational
goal. “The idea is that in attempting to simulations.
achieve game goals, especially ones set by [Link]
themselves, in a dynamic and reflexive C
environment, i.e. one which continuously
emerges from the impact of their own CHANGEMASTERS provides e-learning
actions; participants will be motivated to simulations that put users in role-playing
evaluate, learn, and exercise the necessary situations where they can develop their
skills required to be successful in order to skills in interacting with others.
reach these goals and in the process [Link]
acquire the knowledge and understanding angeMasters
needed.” The EIS Simulation Project is a computer-
based multimedia business simulation
Selected Examples involving implement ing organizational
change.
Need a spherical display to show a [Link]
simulation? Consider using OmniGlobe from S%20Simulation
ARC Science Simulations. It is an innovative
solution to showing global visualizations. The VERDI Project (Virtual Environment for
[Link] Real time Distributed applications over the
Internet) is a 3-D multi-user change
Another spherical display system is the management business simulation that uses
Science on a Sphere project from the a satellite network.
National Oceanic and Atmospheric [Link]
Administration (NOAA). RDI
[Link]
The EdComNet Project is an educational
Winters et al. (2003) present a prototype communal network that acts as a portal for
learning environment for children to create practicing better citizenship and decision-
their own knowledge about multivariate making skills.
systems. This virtual world was linked to a

Do not reproduce 169

 [Link] weather forecasting.
ComNet [Link]
The GeoWall is a new projection technology Simulations are available that illustrate the
that uses stereo sound and fast computers dynamics of the complexity of living things.
to simulate many different environments. For example, to play in a virtual fishtank, go
to:
> [Link]
[Link]
> [Link]
eoWall/[Link] Software for authoring simulations:
The Education Center on Computational Access Technologies Group – Simentor -
Science and Engineering at the San Diego Character images respond with facial
State University has a site on “Interactive expressions and body language. A guide’s
3D Modelling” using the Geowall, with many voice prompts the employee.
examples to try. [Link]
[Link]
Adobe – Macromedia Captivate - Records
Celestia is a free space simulation that lets all on-screen actions and instantly creates
users explore the universe in three an interactive Flash simulation.
dimensions. It runs on Windows, Linux, and [Link]
Mac OS X.
[Link] Adobe – Macromedia Flash – Create
l animat-ions and videos that play in any
browser.
The education center on computational [Link]
science and engineering at San Diego State hpro/
University has a Web site of 3-D simulations
for geoscience education. Assisma - Wizard Training Suite – Web
[Link] cloning engine for building simulations.
[Link] [Link]

ThinkerTools is a set of online conceptual Biographix - ISLE - Has an instructional

tools that enable children 11-12 to agent that interacts with a knowledge base.
experience and play with physics. However, [Link]
they are only available for Macintosh Experience Builders LLC – Experience
computers. Builder – Build online role-playing
[Link] simulations with this tool, without
Harvey is a life-sized manikin used as a programming knowledge.
cardiology patient simulator. Harvey [Link]
simulates nearly any cardiac disease at the Forio - Forio Broadcast – Web simulation
touch of a button by varying blood pressure, authoring software at three pricing levels.
breathing, pulse rate, heart sounds, and [Link]
murmurs. Doctors in training can examine m
the Harvey just like any other patient.
[Link] Intermezzon - Intermezzon Designer –
html Simulation authoring that allows users to
reuse previous work.
Muzzy Lane Software of Newburyport, [Link]
Mass., has issued "The Calm and The
Storm," the first offering in a planned series Kaplan IT Learning - STT Trainer – Build
of computer programs called "Making simulations and assessments with
History." documentation and help files.
[Link] [Link]

At the Earth System Research Laboratory, Knowledge Director – LearningDirector -

see which simulation tools are used by Template-based game and content
meteorological researchers to try to improve development software used to create Flash
animations and highly interactive content at

170 © Brandon Hall Research

the click of a mouse. by children.
[Link] [Link]
Knowledge Planet - Firefly Simulation - Stottler Henke – SimBionic – Drag-and-drop
Records a sequence of actions performed authoring of complex simulations are
within an application. possible with this authoring tool.
[Link] [Link]
/[Link]
TEDS – SimCorder – Record applications
Knowledge Quest - ExpertAuthor – With the and then author simulations with this
built-in software simulation tool, create software.
courses specifically on using computer [Link]
software.
XStream – RapidBuilder – An interactive
[Link]
Scalable Vector Graphics (SVG) content and
Kookaburra Studios - KnowledgePresenter animation authoring system that can be
Simulator - Create live screen movies by used to build graphical simulations.
capturing actions at up to 25 frames a [Link]
second.
[Link] Online Resources
MaxIT - DazzlerMax – Build simulations with The e-Learning Centre in the UK maintains a
programming. Integrates with many media list of articles on “simulations in e-learning.”
types. [Link]
[Link] [Link]/eclipse/Resources/si
MaxIT - Visual Course Builder – Build [Link]
simulations using templates without The Encyclopedia of Educational
learning any programming. Technology contains descriptions of
[Link] educational technologies in medicine,
NexLearn – SimWriter – Use this authoring including simulations.
tool to build social simulations that are [Link]
scenario based. tion/[Link]
[Link] Want to learn about space missions? What
Outstart – SoftSim – With this software, about trying the virtual space center control
develop one simulation for multiple delivery room modeled on the Houston Space
modes. Control Center?
[Link] [Link]
Percepsys – SIMSTUDIO – Use this Mauro Cherubini wrote a Masters thesis on
authoring system to build 3-D scenarios with microworlds for children to learn about
multiple paths. biology.
[Link] [Link]
[Link]/mauro/projects/biosphera/thes
Qarbon – ViewletCam – Captures screens is/
and screen actions, which can then be used
to build simulations. Elliot Masie, a well-known e-learning
[Link] consultant and speaker, has built a virtual
environment for simulations called
Reusable Objects - CONSTRUCT Roleplaying LearnLand.
Engine - Develop interactive role-playing [Link]
scenarios using a graphical interface
without any programming knowledge The Justice Institute of British Columbia has
required. a Web site that lists simulation resources.
[Link] [Link]
[Link] d/Links/Simulation_Training.htm
StageCast – Creator – A simulation The Learning and Skills Research Centre in
authoring tool specifically designed for use the UK has an extensive list of research
projects on simulation and gaming.

Do not reproduce 171

 [Link] Learning Circuits, June.
[Link] [Link]
004/[Link]
Bibliography eSchool News (2004). Med students
Aldrich, Clark (2004). Six criteria of an practice on ‘virtual patients’. eSchool News,
educational simulation. Learning Circuits, Aug. 4, 2004.
October 2004. [Link]
[Link] [Link]?ArticleID=5212
004/[Link] Estabrook, Shannon (2004). Making the
Aldrich, Clark (2005). Learning by Doing: a most of software simulations. Learning
comprehensive guide to simulations, Circuits, September, 2004.
computer games, and pedagogy and e- [Link]
learning and other educational experiences. 004/[Link]
San Francisco: Pfieffer. High, Kamau (2004). How playing power
[Link] drives lessons home. Financial Times, Sept.
Comprehensive-Simulations- 8, 2004, p. 12.
Educational/dp/0787977357/sr=8- [Link]
2/qid=1157039788/ref=pd_bbs_2/104- [Link]
8461686-1018359?ie=UTF8
Karrer, A., Laser, A.. and Sund Martin, L.
Billhardt, Bjorn (2004). The promise of (2001). Simulation levels in software
online simulations. Chief Learning Officer, training. Learning Circuits, September.
Feb. [Link]
[Link] 001/[Link]
es/clo_feature.asp?articleid=382&zoneid=
29 Linser, R. and Ip, A. (2002). Beyond the
current e-learning paradigm: applications of
Bitaghsir, A., Taghiyareh, F., Simjour, A., role-play simulations (RPS) - case studies.
Mazloumian, A. and Bostan, B. (2004). Paper presented at “E-Learn 2002”, AACE
UTEternity’s Team Description : Layered conference, Montréal, October 15-19.
Learning in RoboCup Rescue Simulation. [Link]
Paper presented at Robocup conference. [Link]
[Link]
ch/roboresc/robocup2004/tdps-Rescue- Lunce, Les (2004). Computer simulations in
Simulation-2004/[Link] distance education. International Journal of
Instructional Technology and Distance
Blikstein, P. and Wilensky, U. (2005). Less is Learning, 1(10), October.
More: Agent-Based Simulation as a [Link]
Powerful Learning Tool in Materials m
Science. Paper presented at the fourth
International Joint Conference Autonomous Sloman, Aaron (2005). The SimAgent
Agents and Multiagent Systems (AAMAS TOOLKIT -- for Philosophers and Engineers.
2005), Utrecht, Holland. Online report.
[Link] [Link]
/papers/BliksteinWilensky-LessIsMore- ts/poplog/packages/[Link]
[Link] Sobeih, A., Viswanathan, M. and Hou, J.
Cherubini, M., Rasmussen, J., Gash, H. and (2004). Incorporating Bounded Model
McCloughlin, T. (2002). DigitalSeed: An Checking in Network Simulation: Theory,
interactive toy for children’s explorations of Implementation and Evaluation. Technical
plant growth and life cycles. In Interaction Report UIUCDCS-R-2004-2466, Department
Design and Children. International of Computer Science, University of Illinois at
Workshop, 2002. Urbana-Champaign, July.
[Link] [Link]
brary/Cherubini_Digital_2002.pdf apers/[Link]

DeVries, Jennifer (2004). Character Swaak, J. & de Jong, T. (2001). Discovery

simulations make e-learning come alive. simulations and the assessment of intuitive

172 © Brandon Hall Research

knowledge. Journal of Computer Assisted
Learning, 17, 284-294. Online paper at:
[Link]
291013Discovery%[Link]
Tjaden, Gary (2003). Technologies for
Interactive Real-Time Simulation of the
Doctor’s Office Drug-Sales Process. White
paper commissioned by protonMEDIA LLC.
[Link]
_white_paper.pdf
Turkle, Sherry (1997). Seeing through
computers: education in a culture of
simulation. The American Prospect, 8(31),
Mar.-Apr., 1997.
[Link]
friendly/print/V8/31/[Link]
Winters, N., Cherubini, M., and Strohecker,
C. (2003). Biosphera: a prototype design for
learning about multivariate systems. In
Association for Computing Machinery,
CHI2003 Learning Workshop proceedings,
Fort Lauderdale, Florida, USA, April.
[Link]
[Link]/mauro/publications/Cherubini_
Winters_Strohecker_chi03_mc.pdf

Do not reproduce 173

 tag to continuously power the tag, while
Smart Labels and Tags passive RFID tags rely on radio frequency
energy transferred from the reader to the
Related terms tag. RFID systems may be roughly divided
into four groups, according to their
Barcodes, infrared (IR) tags, optical tags, application:
Radio Frequency Identification (RFID) tags,
> EAS (Electronic Article Surveillance)
symbology tags
systems
Description > Portable data capture systems

Smart tags and labels refer to a variety of > Networked systems

technologies that allow mobile devices to > Positioning systems
read information from different points in an
environment. Three types of smart tags and Educational applications of RFID
labels can be identified: technologies are on the rise, especially in
museums and for outdoor education. While
> Optical codes such as barcodes and controversial, some schools use RFID tags
symbology tags to keep track of the location of students for
> Infrared tags security purposes.

> Radio Frequency Identification (RFID) The major concern with using smart tags
tags (flat, ultra-thin RFID tags are and labels is a perceived threat to privacy.
usually called smart labels) For a full discussion of this issue, see the
American Library Association Web site on
While most people are familiar with the opposition to the misuse of RFID tags.
barcodes and barcode readers, this older [Link]
technology is being supplanted by newer fissues&Template=/ContentManagement/C
technologies. Smart tags and labels may be [Link]&ContentID=77689
considered like an intelligent barcode
replacement with the following advantages: Selected Examples
> They do not require line of sight or close
Checkpoint Systems offers RFID solutions
proximity to the reader to be read.
for a large number of industries:
> They are programmable and, therefore, [Link]
easily changed. .aspx?page=epcrfid
> They are physically durable and not The Ruth Lilly Health Education Center
susceptible to damage from dirt, (RLHEC) has students studying nutrition by
grease, or water. picking up food models and placing them on
a cafeteria tray. The RFID computer
Symbology tags are scrambled markings
interface was developed by Pervasive
that can be read by special readers that are
Technology Labs at Indiana University.
used in cell phones in Japan (Osawa et al.,
[Link]
2005).
The Pervasive Technology Lab at Indiana
Infrared tags use the infrared frequencies of
University does research on “visualization
the electromagnetic spectrum to transmit
and interactive spaces.” RFID tags are part
data to a reader; this technology is built into
of their work on “physical object interfaces.”
many of today’s laptop computers and
[Link]
Personal Digital Assistants (PDAs).
rview
RFID technology is developing rapidly,
Prolearn has developed “Treasure Hunt”
especially for tagging retail items in stores.
types of games for learning, using both
Consumers use RFID readers or “smart
infrared (IR) and radio frequency identific-
carts” to gather information such as the
ation (RFID) tags and handheld devices.
latest price from an item’s RFID tag, which
[Link]
transmits over short distances. Active RFID
obiles/[Link]
tags use an internal power source within the

174 © Brandon Hall Research

Aparna Ramchandran wrote a thesis on a Murray, Corey (2004). Controversial radio ID
Plant Scanner that allowed children to use a tags keep track of students. eSchool News
PDA connecting to RFID tags to obtain more Online, January 1, 2004.
information about a particular plant. [Link]
[Link] [Link]?ArticleID=4813
[Link]
Ramchandran, Aparna (2004). Plant
Osawa et al. (2005) presented how outdoor Scanner: a handheld PDA using RFID tags
education can be enhanced by location- for child visitors to the Michigan 4-H
awareness using RFID and 2-dimensional Children’s Garden. Masters Thesis,
symbology tags. Michigan State University.
[Link] infrared [Link]
tags [Link]
[Link]?fuseaction=[Link]&pa
Robinton, Andrew (2005). RFID Technology
per_id=20093
Creeps into the Toy Box. TD Monthly, 4(3),
Andrew Robinton, in a 2005 online article, March.
describes the increasing use of RFID tags in [Link]
toys to increase interactivity and realism. [Link]?id=1222
[Link]
Ross, S., Donnelly, M. and Dobreva, M.
[Link]?id=1222
(2003). DIGICULT: new technologies for the
Ross et al. (2003) discuss “Smart Tags and cultural and scientific heritage sector.
Labels” in their review of this technology in Technology Watch Report 1.
museums and other cultural sites. [Link]
[Link] 3_01_low.pdf
3_01_low.pdf
Salcedo, R., Ogata, H. and Yano, Y. (2005).
Towards a New Digital Library Infrastructure
Online Resources with RFID for Mobile ELearning.
For the latest developments in RFID Proceedings, IEEE International Workshop
technologies and their uses, see the online on Wireless and Mobile Technologies in
journal RFIDNews and RFIDOperations. Education (WMTE’ 05), 261-263.
[Link] [Link]
[Link]?resourcePath=/dl/proceedings/&to
c=comp/proceedings/wmte/2005/2385/0
Bibliography 0/[Link]&DOI=10.1109/WMTE.2005
Borck, James (2006). Next-gen RFID tools .66
expand the market. Infoworld, April 13.. Ward, M., van Kranenburg, R., and
[Link] Backhouse, G. (2006). RFID: frequency,
3/77019_16FErfidsoft_1.html?s=feature standards, adoption and innovation. JISC
Heining, A. and Case, C. (2004). Are book Technology and Standards Watch Report.
tags a threat? Christian Science Monitor [Link]
(Online), Oct. 5, 2004. /[Link]
[Link]
[Link]
Osawa, N., Noda, K., Tsukagoshi, S., Noma,
Y., Ando, A., Shibuya, T., & Kondo, K.
(2005). Outdoor education by location-
awareness using RFID and two-dimensional
symbology tags. In Kommers, P., &
Richards, G. (Eds.), Proceedings of ED-
Media 2005: Montreal, June 27, 2005,
276-283.
[Link]
action=[Link]&paper_id=200
93

Do not reproduce 175

 as clusters of tags reveal patterns (or
Social Bookmarking absences) not immediately visible by
examining one of several URLs. Fourth, the
Related terms ability to create multi-authored bookmark
pages can be useful for team projects, as
Folksonomy, metadata, ontologies, search, each member can upload resources
tagging, taxonomies discovered, no matter their location or
timing. Tagging can then surface individual
Description perspectives within the collective. Fifth,
following a bookmark site gives insights into
Social bookmarking refers to the practice of the owner’s (or owners’) research, which
users posting materials to the Internet and could play well in a classroom setting as an
adding tags and labels that identify the instructor tracks students’ progress.
content of the materials they have posted. Students, in turn, can learn from their
Different Web sites specialize in different professor’s discoveries.”
kinds of media. For example, Flickr allows
users to post photographs and put tags on However, social bookmarking does not fit
them, while users of the [Link] Web site the traditional methods of teaching and
([Link] post their favorite Web learning, so it may take some time before
sites, music, and books. As of April 2006, being accepted by the educational/training
Flickr held over 100 million images. community.

All of this activity adds up to a Selected Examples

collaboratively generated open-ended
labeling system for Web content, much of it 43Things – Users can write down up to 43
educational in the informal sense of the things they wants to do, get inspired, share
term. The body of metadata that is built up their stories, connect with others, or check
through social bookmarking by large out what everyone wants to do.
numbers of people is sometimes referred to [Link]
as a "folksonomy" in that there is no central
Ask MetaFilter – A knowledge sharing site
authority approving the descriptions that
where users can post questions and share
have been posted to the Web. There is
answers.
software to collate and display the main
[Link]
categories and to show the relative
frequency of various terms. The result is Blinklist - Get a button to “blink” interesting
something called a tag cloud, a visualization Web sites, which are then posted to a user's
of what users as a group think is important. Web site from Blink. Blink also provides
tools to sort, describe, and search for a
How can social bookmarking play a role in
specific user's Blinks, and to share them.
education? Alexander (2006) suggests the
Also, users can see what others are
following:
Blinking.
“Pedagogical applications stem from their [Link]
affordance of collaborative information
BlogMarks – A collaborative link
discovery. For instance, researchers at all
management project based on sharing and
levels (students, faculty, staff) can quickly
keyword tagging in a blog format.
set up a social bookmarking page for their
[Link]
personal and/or professional
inquiries….First, they act as an “outboard CiteULike - A free service to help academics
memory,” a location to store links that might share, store, and organize the academic
be lost to time, scattered across different papers they are reading.
browser bookmark settings, or distributed in [Link]
e-mails, printouts, and Web links. Second,
finding people with related interests can Connotea – A free online reference
magnify one’s work by learning from others management system for clinicians and
or by leading to new collaborations. Third, scientists. They can save references, share
the practice of user-created tagging can references with colleagues, search others’
offer new perspectives on one’s research, references.
[Link]

176 © Brandon Hall Research

Consumating - A new way to find and across the Internet.
connect with people who share hobbies and [Link]
interests.
Linkroll - Linkroll is a free link blogging
[Link]
service that allows users to store links to
[Link] - A social bookmarking Web site blogs and share them with others.
that allows users to keep their favorite Web [Link]
sites, music, and/or books and find them
Magnolia - A Web site that allows users to
again. They can then share these
both easily store their favorite bookmarks
bookmarks with others and browse related
online and find new Web sites based on
topics.
what other people have suggested.
[Link]
[Link]
Digg - A technology news Web site that
MemeOrandum – This site generates a
combines social bookmarking, blogging,
news summary every five minutes, based on
RSS, and non-hierarchical editorial control.
what is happening in the news media.
With digg, users submit stories for review,
[Link]
but, rather than allow an editor to decide
which stories go on the homepage, the MyWeb – Save bookmarked Web pages and
users decide. share them with others.
[Link] [Link]
Clipmarks - A tool that lets users clip and Netscape – This venerable brand has
save pieces of Web pages. become a social bookmarking site, similar
[Link] to Digg.
[Link]
Eventful – Lists events that are happening
in a community and tries to match users up Netvouz – Create pages of favorite Web
with others who are going to events. bookmarks and then decide to keep them
[Link] private or make them public.
date/[Link] [Link]
Feedmarker – Feedmarker is a free, Web- Network Menus – Manage Web bookmarks
based RSS/Atom aggregator with by placing them within a menu structure.
bookmarks and tagging. [Link]
[Link] k_menus.html
Flickr – Store, search, sort, and share PageFlakes – Allows users to put all Web
photos with others. bookmarks from different sources on one
[Link] page.
[Link]
Furl - Browse the Web and save any page
with a single-click. Also retrieve it easily. Project Pad - A project to build a Web-based
[Link] system for media annotation and
collaboration for teaching and learning and
Jookster - A social search engine that also
scholarly applications.
allows users who are searching for the
[Link]
same things to contact each other.
[Link]
[Link]
Rojo – An RSS feed reader based on adding
Jots - A collaborative bookmarking system
tags to information.
that allows users to store, share, and
[Link]
discover relevant links.
[Link] Shadows – A link sharing Web site based on
social tagging.
Kaboodle - A free, open source Internet
[Link]
application that provides a complete
visualization of a user's LAN, updated in Simpy – Search tags, or enter new items
near real time, and a "personal Virtual and tag them. Tags can be shared or kept
Private Network" capability to securely private.
connect Kaboodle-enabled LANs together [Link]

Do not reproduce 177

 Smugmug – A site for storing and tagging about how tagging works with [Link].
digital photographs. [Link]
[Link] [Link]
Spurl – Store interesting Web sites and Clay Shirky regularly debates the usefulness
bookmark them. of ontologies, tags, and social bookmarking.
[Link] Follow the thread in the following four
postings:
Suprglu - Gathers content from popular Web
services and publishes them in one > [Link]
convenient place. [Link]
[Link]
> [Link]
SWiK - A project to help people ntology_is_overrated_followup.html
collaboratively document open-source
> [Link]
software by using tags and notes.
[Link]
[Link]
> [Link]
Tabblo – Put photos and words together to
structured-meta-data-has-a-posse-a-
tell story, and share it with others.
response-to-gene-smith/
[Link]
EDUCAUSE has published a brochure
Tagzania – Add geographical locations to
entitled “7 things you should know
documents and tag them with keywords.
about…Social Bookmarking.”
This site then displays a map of the location
[Link]
of the posted items.
[Link]
[Link]
The Quick Online Tips Web site has
Unalog – See what other people are reading
hundreds of links to tools to manage social
on the Web.
bookmarking with [Link], Flickr, and
[Link]
Digg.
Upcoming – An events calendar by place,
> [Link]
with contributions from users.
es/2005/02/absolutely-delicious-
[Link]
complete-tools-collection/
Veotag – Place tags within video or audio
> [Link]
clips, allowing them to be divided into
es/2005/03/great-flickr-tools-
sections and to be searched.
collection/
[Link]
> [Link]
Wink – A social searching engine based on
es/2005/09/complete-digg-tools-
tags entered by users.
collection/
[Link]
WWWTools for Education has a page of
Wists – A social shopping site. Post what a
resources on “Tags, Folksonomies and
user is buying or what is on his wish list.
Social Bookmarking” as well as “Sharing
[Link]
Photographs and other Still Imagery.”
Yelp – Find out what is happening in
> [Link]
different cities around the U.S.A.
s/m/[Link]?x=0&rid=6350
[Link]
> [Link]
Zvents – Events calendar for particular
s/m/[Link]?x=0&rid=7172
cities. If a city is not there, anyone can start
a directory of events for their own town.
[Link] Bibliography
Alexander, Bryan (2006). Web 2.0: a new
Online Resources wave of innovation for teaching and
learning? EDUCAUSE Review, 41(2),
Jon Udell, a technology columnist for
March/April 2006.
InfoWorld, has an audio presentation online

178 © Brandon Hall Research

[Link] ntent/0,289142,sid19_gci1195182,[Link]
[Link]?bhcp=1 ml
Carvin, Andy (2006). Tag – You’re Delicious! Mejias, Ulises (2004). Distributed Textual
PBS TeacherSource, May 5, 2006. Discourse: A New Approach to Online
[Link] Discourse. Paper presented at the 16th
.now/2006/05/tag_youre_delicious.html Annual Instructional Technology Institute
Conference at Utah State University.
Coates, Tom (2005). How to build on
[Link]
bubble-up folksonomies... [Link],
ias_dtd.pdf
Sept. 2, 2005.
[Link] Mejias, Ulises (2005). Facilitating the social
09/how_to_build_on_bubbleup_folksonomi annotation and commentary of Web pages.
[Link] Ideant, May 20, 2005.
[Link]
Golder, S. and Huberman, B. (2005). The
5/facilitating_th.html
Structure of Collaborative Tagging Systems.
HP Labs Report. Mote, Nicholas (2004). The New School of
[Link] Ontologies. Online Paper.
s/tags/[Link] [Link]
[Link]
Gurber, Tom. (2005). Ontology of
Folksonomy: A Mash-up of Apples and Richardson, Will (2005). Tags vs. Trusted
Oranges. Keynote address, First on-Line Sources. Webblogg-ed, Aug. 2, 2005.
conference on Metadata and Semantics [Link]
Research (MTSR'05). [Link]/2005/08/02#a3841
[Link]
Udell, Jon (2004). Collaborative knowledge
[Link]
gardening. InfoWorld, August 20, 2004.
Hammond, T., Hannay, T., Lund, B. and [Link]
Scott, J. (2005). Social Bookmarking Tools 0/34OPstrategic_1.html
(I): a general review. D-Lib Magazine, 11(4),
Udell, Jon (2005). Tag mania sweeps the
April 2005.
Web. InfoWorld, July 20, 2005.
[Link]
[Link]
ammond/[Link]
0/30OPstrategic_1.html
Lawley, Liz (2005). Social consequences of
social tagging. Many2Many, Jan. 20, 2005.
[Link]
1/20/social_consequences_of_social_taggi
[Link]
Lund, B., Hammond, T., Flack, M. and
Hannay, T. (2005). Social bookmarking tools
(II): a case study – Connotea. D-Lib
Magazine, 11(4), April 2005.
[Link]
[Link]
Mathes, Adam (2004). Folksonomies -
Cooperative Classification and
Communication Through Shared Metadata.
Online paper.
[Link]
mputer-mediated-
communication/[Link]
McGillicuddy, Shamus (2006). Social
Bookmarking: pushing collaboration to the
edge. [Link], June 21, 2006.
[Link]

Do not reproduce 179

 > Sharing software: Blogs, photo sharing
Social Networking sites, shared links, peer-to-peer sharing
software
Related terms > Discovery of previous and new contacts:
Online personals, dating sites,
Collaboration, communities of practice,
classmate location sites
social software, tagging, Web feeds
> Sites for linking of trusted friends,
Description family, and acquaintances: Friend of a
friend sites, genealogical boards
Social networking is one of the major
advantages of e-learning when compared > Collaboration software for working on
with traditional classroom based learning. joint projects
My first report in this series, entitled > Competitive and/or cooperative gaming
Emerging E-Learning: New Approaches to sites
Delivering Engaging Online Learning
Content (Brandon Hall Research, 2005), Social networks require what Hammond
reviewed social networking as an online [Link]. (2005) call an “architecture of
content format. Now in this report I look at participation,” that is, an infrastructure that
the tools available for developing social supports and gives life to online commun-
networks. ications and collaboration. They identify five
broad classes of social software:
Haythommthwaite (2005) characterized
social networks as having the following > Communication (IM, e-mail, SMS, etc.)
components: > Experience Sharing (blogs, photo
Actors albums, shared link libraries such as
[Link], etc.)
> Nodes in the network
> Discovery of Old and New Contacts
> Interact and maintain relations with ([Link], online personals
each other such as [Link], social networking
Relations sites such as Friendster, etc.)

> Lines in the network > Relationship Management (Orkut,

Friendster, etc)
> Connect actors in specific kinds of
interaction and joint experience Collaborative or Competitive Gaming
(MMORPGs, online versions of traditional
Ties games such as Chess & Checkers, team-
> Lines between actors based or free-for-all First Person Shooters,
etc.)
> Exist between actors, connected by one
or more relations Selected Examples
Networks
We need to distinguish between social
> Whole configuration of lines and actors networking sites and social networking
analysis (SNA) software. The sites are
> Result from the combined set of actors places to meet people with common
and ties interests, while SNA software analyzes and
Social networking is a process that can displays representations of actual social
result in many different kinds of learning. networks.
Social networking using computer
technologies takes a number of forms: Social Networking Sites
> Communications software: Instant Classmates – Connects friends and
messaging, e-mail, text messaging acquaintances from school, work, and the
(SMS) military.
[Link]

180 © Brandon Hall Research

CodeVille – A site that allows programmers Open Diary – Anyone can keep a diary on
and developers to share code and merge this site, which is then open to other
algorithms. readers.
[Link] [Link]
Diaryland – Registered users can each keep Orkut - An online community that connects
a diary on this Web site and share it with people through a network of trusted friends.
others with the same interests. [Link]
[Link]
Platial – A site to create social maps, with a
ESnips – Add Web snippets and links, way to annotate the world as you move
photos, audio, video, documents, and files through it.
and then make them available to others. [Link]
[Link]
Sparta Networks – Set up a private social
Face Party – Billed as “the biggest party on network to support an online community
earth,” this site seems to be aimed at youth using this company's tools.
over age 16. [Link]
[Link]
Stumble Upon – Discover Web sites a user
Facebook – An online directory consisting of likes by looking at the recommendations of
networks, which are groups of people who others online.
can see each others' profiles. Facebook has [Link]
networks for colleges, high schools,
Xanga – A site devoted to online diaries and
workplaces, and geographic regions.
journals. Users share their writings and
[Link]
meet each other.
Friendster – Build a network of friends on [Link]
this site. Features photographs of members
Yahoo 360 – Create an online blog or
and ways to connect and communicate.
journal, upload photos, and rate local
[Link]
restaurants and businesses – then share
introNetworks – Software for connecting with friends online.
people with each other at events, in [Link]
associations, and within “communities of
interest.” Social Networking Analysis Software
[Link]
[Link] UCINET is the most popular and full-
featured system for social network analysis.
[Link] – A place to listen to music online It is a comprehensive system designed by
and to meet others with similar tastes. academics for academics, with a very steep
[Link] learning curve that can easily discourage
LinkIn – Develop a social network with this novices.
software. List who a person knows and find [Link]
out who others know. InFlow is targeted at businesspeople who
[Link] only want to see the most important and
Live Journal - LiveJournal can be used in basic social network analyses. It costs
many different ways: as a private journal, as several thousand dollars, which includes
a blog, or as a social network. telephone-based support of social network
[Link] analyses run by the user.
[Link]
My Diary – Keep a diary on the Web at this
site. Share it with others if desired. NetMiner is designed for exploratory visual
[Link] analysis. If a user asks for the key players in
an organization, NetMiner draws an
MySpace – Set up a personal space on this interactive picture highlighting them.
Web site and then search for others with [Link]
similar interests.
[Link] For an example of the use of social
networking analysis, see the PBS map

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 “Connecting the Dots: How Al Qaeda's global links to similar sites.
network slowly came into focus for U.S. [Link]
intelligence (1993-2001).”
Social Networks is a multidisciplinary
[Link]
scholarly journal on social networking.
shows/knew/etc/[Link]
[Link]
To see the relationships among all the son/[Link]
highjackers during 9/11, check out the map
The e-Learning Centre in the UK maintains a
at [Link] and the list of related articles
list of social software.
using social network analysis.
[Link]
[Link]
[Link]/eclipse/Resources/so
[Link] licenses the InFlow set of software [Link]
tools for social and organizational network
The Social Software Wiki has many
analysis. This software produces great
materials on social networking.
graphs of social networks.
[Link]
[Link]
bin/[Link]?SocialSoftware
UCINET 6 is inexpensive social network
The Social Software Alliance is a group
analysis software that, coupled with
dedicated to all aspects of social
NetDraw, can produce detailed graphs of
networking.
social relationships.
[Link]
[Link]
For a comprehensive listing of social
Online Resources networking sites, see the list in Wikipedia.
[Link]
For a review of a variety of types of social networking_websites
software, see the JNthWeb Wiki.
[Link] Social software report from FutureLab.
[Link]
The syllabus for a graduate course on social /research/opening_education/Social_Softw
software at Teacher’s College, Columbia are_report.pdf
University.
[Link]
8/syllabus_for_gr.html
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about the Internet, March 9, 2003.
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[Link]
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networking doesn’t work. CNET, June 2,
2005.
[Link]
[Link]

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 Presence information lets users change
Telepresence their location and have phone calls and e-
mails follow them. "Always on"
Technologies videoconferencing lets users find colleagues
online and convene real-time meetings, as if
Related terms they were in the same room.
Instant messaging, presence, presentation There are several subcategories in the field
tools, transparent telepresence of telepresence, including the following:
> Telemanipulation devices and
Description telerobotics with live interaction
The Internet is a form of technology that can > Haptic telesensation
separate humans from each other or can
bring them together. A person generally > Telementoring and Teleteaching
responds better to another person if they
have more sensory contact that reveals the Selected Examples
humanity of the other person. That is the
The Halo Collaboration Studio is a system of
theory behind telepresence applications.
carefully placed plasma televisions,
This category of software is designed to
cameras, and microphones that allows two
reveal the human characteristics of, and the
groups of up to six people to hold a live
sense of contact with, another person while
meeting in two separate locations.
communicating via the Web. When it is fully
Conceived by Dreamworks as a response to
successful, the experience is like another
travel concerns after the terrorist attacks of
person at a remote location being fully
Sept. 11, 2001, Halo allows meeting
present in the live real world location.
participants to make eye contact, share files
In 2000, the Internet Society’s Network and documents, and shout over each other
Working Group suggested that presence “is to try to be heard, just like during a real
a means for finding, retrieving, and meeting.
subscribing to changes in the presence
> [Link]
information (e.g., "online" or "offline") of
other users.” The most commonly used > [Link]
presence technology today is “instant eature_stories/2005/[Link]
messaging,” but other more elaborate
technologies, such as remotely operated KMi Stadium is the generic label for a suite
vehicles (ROV), are also available. of activities and software tools that have
been evolving since mid-1995 at the UK
In spite of a growing research literature on Open University's Knowledge Media
the phenomenon of “telepresence” in Institute. The common goal of these
networked environments, most online activities is to stage large-scale live events
learning environments are bereft of and on-demand-replays while giving remote
anything representing the bodily features of participants anywhere on the Internet a
teachers or fellow learners. It is not sense of 'being there.'
surprising that a two-year study of 169 [Link]
Internet users found that they were more
The goal of the Transparent Telepresence
isolated and depressed at the end of the
Research Group (TTRG) at the University of
study than when they started (cited by
Strathclyde is to produce the world's first
Dreyfus, 2001).
telepresence system where the technology
Telepresence systems have three essential is totally transparent to the user. This would
sub-systems: a home site with technology enable the user to experience being fully
that interfaces with the local user, a present, in every sense, at a physically
communication link between the home site remote real world site.
and a remote site, and remote site [Link]
technology that interfaces with the [Link]
communication link and the person at the
remote site. PERCRO is an Italian group with a variety of
telepresence projects. Their tag line is

186 © Brandon Hall Research

“Simultaneous Presence, Telepresence and Yahoo Messenger – Instant messaging
Virtual Presence." software with voice chat.
[Link] [Link]
Teledrive is a remotely operated vehicle
(ROV) that produces the feeling of “being Online Resources
there” for the driver. The driver sits in a box, [Link] is dedicated to all
with controls and video screens that show aspects of virtual presence. The site
the remote environment. contains an extensive bibliography on the
[Link] topic, as well as news, history, and
Tele-Immersion technology is designed to descriptions of systems for virtual presence.
enable users in different locations to [Link]
collaborate as if they were in the same
room. Bibliography
> [Link] Dreyfus, Hubert (2001). On the Internet.
[Link] London: Routledge.
> [Link] [Link]
[Link] 228077/104-0312434-
8042331?v=glance&n=283155
Fakespace has the world’s first fully
immersive visualization system, the CAVE, Enlund, Nils (2000). The production of
and other software that enhances a sense presence – distance techniques in
of being at a remote location. education. In Soldek, J. and Pejas, J. (Eds.)
[Link] ACS 2000 Proceedings, 44-49.
[Link]
f
Instant Messaging Tools:
Fontana, John (2004). Presence
AOL AIM – The instant messaging software
applications poised for takeoff. Network
from America Online.
World, Sept. 6, 2004.
[Link]
[Link]
eBuddy – A site listing all the major instant [Link]
messaging tools.
Goldberg, Ken (Ed.) (2000). The Robot in
[Link]
the Garden: Telerobotics and
IBM Lotus Sametime – Enterprise instant Telepistemology in the Age of the Internet.
messaging and conferencing software. Cambridge, MA: MIT Press.
[Link] [Link]
lotus/products/[Link]/wdocs/homep /tele/
age
Internet Society, Network Working Group
GAIM – Gaim is a multi-protocol instant (2000). Instant Messaging/Presence
messaging (IM) client for Linux, BSD, MacOS Protocol Requirements. Online memo.
X, and Windows. [Link]
[Link]
Knudsen, C. and Naeve, A. (2001).
Jabber – An open, secure, ad-free Presence Production in a Distributed Shared
alternative to consumer instant messaging Virtual Environment for Exploring
services. Mathematics. In Proceedings of the 8th
[Link] International Conference on Advanced
Computer Systems (ACS 2001).
Windows Live Messenger (aka MSN
[Link]
Messenger) – All the main features of
e/[Link]
instant messaging software, plus the ability
to hook up a Webcam and chat with a video Knudsen, C., Naeve, A. and Handberg, L.
feed between computers. (2002). Video Mediated Communication:
[Link] producing a sense of presence between
individuals in a shared virtual reality.
Keynote address at the ISEC conference,

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 Banff, Calgary, Alberta, June 1, 2002.
[Link]
Lynn, Regina (2004). Ins and outs of
teledildonics. Wired News, September 24.
[Link]
[Link]
Riva, G., Davide, F. and IJsselsteijn, W.
(Eds.) (2003). Being There:
Concepts, effects and measurements of
user presence in synthetic environments.
Amsterdam: IOS Press.
[Link]
033018/104-0312434-
8042331?v=glance&n=283155
Ross, S., Donnelly, M., Dobreva, M., Abbott,
D., McHugh, A. and Rusbridge, A. (2005).
DigiCULT: core technologies for the cultural
and scientific heritage sector. DigiCult
Technology Watch Report 3, January 2005.
[Link]
[Link]
Sponberg, H., Knudsen, C. and Handberg, L.
(2001). New learning modes in the
production of presence – distance
technique for education. In Hoyer, H. et al.
(Eds.) The Future of Learning – Learning for
the future: Shaping the Transition.
Germany: Hagen.
[Link]
nts/[Link]
Udell, Jon (2005). When time-shifting and
telepresence collide. InfoWorld, Jan. 28.
[Link]
8/05OPstrategic_1.html

188 © Brandon Hall Research

 > Interactive Advertising
Video and IPTV > E-learning

Related terms Atwere and Bates (2003) say that the

technology needs sufficient flexibility to
Internet television, IPTV, screencasting, address the following pedagogical
streaming video, telepresence, television, t- considerations:
learning, video blogging, videocasting,
vodcasting, vlog > How to turn a passive viewer into an
active learner
Description > How to make learning opportunities
more accessible in the home
Video, in all its formats, is an essential part
of learning in today’s world. Video is used > How to bridge the gap between
everywhere in television and is common on ‘edutainment’ and ‘engaged learning’
the Internet. A new version of television, > How to integrate learning support
Internet Protocol Television (IPTV), is systems (human and electronic) to
emerging as a strong competitor to enable engaged learning within a TV-
broadcast and cable television. My first based learning environment
report in this series, entitled Emerging E-
Learning: New Approaches to Delivering > The types of interactivity needed to
Engaging Online Learning Content (Brandon enhance the learning experience
Hall Research, 2005), reviewed video as an through interactive digital TV
online content format. Now in this report I (interaction through a return channel)
look at the tools available for developing Despite the high quality of many
educational video and IPTV. productions, educational broadcasting has
Video is coming at us from all sides – from generally failed to have a major impact on
Webcams, PDAs, cell phones, amateur and the quality of learning experiences in
professional video cameras, even a video schools. However, making videos can be an
plug-in for Skype, the largest Internet engaging and empowering form of
telephone service. Video blogging has education (Goldfarb, 2002).
become common, and video publishing and Once video goes on the Internet, bandwidth
peer-to-peer sharing of videos are the norm. becomes an issue. It is usually necessary to
IPTV introduces a level of flexibility keep the video window small and have just
compared to traditional broadcasting. acceptable image quality to accommodate
Examples of the services IPTV can offer the huge files sizes needed by digital video
include the following: (although quality is rapidly improving).
> Unlimited channels of digital TV and Further, video on the Internet is not readily
music searchable, although new tagging
technologies may soon solve this problem.
> Personal video recording (PVR)
In spite of the limitations, according to
> Pay-per-view Foroohar (2006), sending television over
> Caller ID on screen the Web (IPTV) is already big in Japan and
gaining steam in the rest of the world.
> Video-on-demand (VOD) Britain's largest telecom firm, BT, recently
> VOD by subscription (SVOD) launched its own entertainment division to
send video content over phone lines.
> E-mail Internet companies like Google and Yahoo
> Internet, games are developing video search engines.

> Tax payment As the following examples show, there is a

lot of movement in the field of online video,
> Information services with a great potential to impact e-learning in
> Shopping the near future.

Do not reproduce 189

 Selected Examples For an example of a video blog, see
Rocketboom, a three-minute videoblog.
Media Logic’s iSee communications [Link]
technology enables organizations to deliver
live audio, video, and multimedia content to The Rocketboom creators describe all the
customers, partners, employees, or hardware and software tools needed to
students through a high quality, low produce their program.
bandwidth video stream. [Link]
[Link] ools/

According to Axor Corporation of Argentina, Addicting Clips allows a user to upload a

with IPTV, the “triple play” of video, voice, video clip for sharing with others. See
and data services increases the profits by examples at:
subscriber, improves the satisfaction of the [Link]
client, and maintains loyalty. The XstreamEngine2 from Winnov is the
[Link] only encoding solution on the market to
Google Video contains amateur videos as process up to eight distinct video inputs in a
well as offerings from the major television single unit and then simultaneously stream
networks. Recently Google signed a deal multi-format broadcasts in real time at
with MTV to offer music video clips as part various bit rates to thousands of users at
of Google Ads. the most optimized resolution for their
[Link] device, whether dial-up, cellular, PDA,
desktop, or set-top box.
Apple’s iTunes site is a major distributor of [Link]
downloadable video for playback on an iPod [Link]
or a computer screen.
[Link] BitTorrent is popular peer-to-peer video
sharing software.
The Participatory Culture Foundation [Link]
released its “Democracy Internet TV
Platform,” which allows uploading of videos [Link] is the site for BitTorrent
to its Web site. developers to meet and work on future
[Link] developments of this open source protocol.
[Link]
In 1999, DFILM launched the MovieMaker,
which allowed users to create a short Ourmedia calls itself a “global home for
animated cartoon on a Web site and email it grassroots media.” Users can upload video
to friends. It is still going strong at: clips for free.
[Link] [Link]

Dialcom Networks, a Spanish specialist in Google has started to digitize historically

software applications for video communic- significant video from the National Archives
ation solutions and remote team-working in of the USA. See the current selection at:
real time, has launched a plug-in providing [Link]
high-quality video capabilities for Skype, the VideoPaper Builder 3 is a multimedia
Internet telephone service. creation tool for users of any level of
[Link] technology skills.
cleID=8104 [Link]
On2 Technologies produces advanced video At YouTube, users can tag their own videos
compression tools that give great results on and post them to the Web, plus see
the Web. See samples at: thousands of video clips posted by others.
[Link] [Link]
Brightcove allows users to publish and veotag allows users to upload videos, tag
syndicate video content to the Web. them, and divide them into chapters or
[Link] segments.
[Link]

190 © Brandon Hall Research

Veoh allows individuals to broadcast their [Link]
own television shows on the Internet or [Link]
watch video posted by others.
The IPTV Industry blog has vast resources
[Link]
on this topic.
[Link]
Online Resources
David Woolley collects and posts links on
“Multimedia Seeds” is a Web site devoted videoconferencing on his Web site.
to audio, video, and visual resources. [Link]
[Link] m
The e-Learning Centre in the UK supplies a The elearnspace blog by George Siemens
major listing of online resources for has a page devoted to “Media.” Subtopics
educational uses of streaming media. include video and streaming media.
[Link] [Link]
[Link]/eclipse/Resources/str tm
[Link]
Mefeedia is a no frills portal devoted to
The US Navy’s Human Performance Center video blogger feeds. The site already
Web site has an extensive listing of contains nearly 6,500 vlogs organized by
resources on digital video. popularity, by alphabet, and by tags, which
[Link] users can submit.
RID=TTE_OT_1000021 [Link]
DV Guru offers advice on all aspects of Knowledge@Wharton has an article entitled
digital video. For example, read “Ten video “Online Video: the market is hot, but
sharing services compared.” business models are fuzzy.”
[Link] [Link]
video-sharing-services-compared/ [Link]?articleid=1519
or [Link]
Bibliography
The Robin Good blog (by Luigi Canali De
Rossi) has a recent set of resources and Atwere, D. and Bates, P. (2003). Interactive
interviews on audio and video file TV: a learning platform with potential.
distribution with BitTorrent, through the London: Learning and Skills Development
Prodigem peer-to-peer content site. Agency.
[Link] [Link]
eo_publishing/video_distribution_via_p2p_
Bardia, Pradeep (2004). Industry
online_service_Prodigem_20050706.htm
Perspectives: emerging video apps need
The Robin Good blog (by Luigi Canali De programmability and flexibility. Online article
Rossi) also has an article on using video at:
taken with cell phones, termed “mobile [Link]
television.” p?id=8954&c=6
[Link]
Bates, Peter (2003). t-learning Study - A
levision/mobile_television_trends/mobile_t
study into TV-based interactive learning to
elevision_coming_20051019.htm
the home: Final Report.
A third useful article from the Robin Good [Link]
Blog on the impact of changes in television learning/[Link]
and streaming video is entitled “Watch TV
Canali De Rossi, Luigi (2005a). Beyond Wi-
Stations From The World Around: Online TV
Max: Wi-Bro Coming. Robin Good Blog, Dec.
Player.”
1, 2005.
[Link]
[Link]
05/03/26/watch_tv_stations_from_the.ht
05/12/01/beyond_wimax_wibro_coming.ht
m
m
EDUCAUSE has published a brochure
Canali De Rossi, Luigi (2005b). Beyond
entitled “7 things you should know
Wireless Broadband, Wi-Fi, Wi-Max, Wi-Bro:
about…Videoblogging.”

Do not reproduce 191

 XMax Goes The Distance. Robin Good Blog, [Link]
Dec. 2, 2005. .php
[Link]
Taplin, Jonathan. (2005). The IPTV
05/12/02/beyond_wireless_broadband_wif
Revolution. Online paper.
i_wimax.htm
[Link]
Curtis, L. and Swenson, P. (2003).
Thornhill, S., Asensio, M. and Young, C.
Video/Audio Production for Internet-Based
(Eds.) (2002). Video Streaming: a guide for
Courses: An Overview of Technologies for
educational development. Manchester, UK:
Use on both Desktop and Handheld
JISC Click and Go Video Project.
Devices. In Richards, G. (Ed.), Proceedings
[Link]
of E-Learn 2003 (pp. 417-419).
e_guide/Video_Streaming-The_Guide.pdf
[Link]
action=[Link]&paper_id=149
66
Foroohar, Rana (2005). Changing Channels.
Newsweek (International Ed.), June 6,
2005.
[Link]
site/newsweek/
Friedman, Matthew (2005). Telcos face
tough road deploying IPTV. Networking
Pipeline, April 26, 2005.
[Link]
[Link]?articleID=161600153
Goldfarb, Brian (2002). Visual Pedagogy:
Media Cultures in and beyond the
Classroom. Durham, NC: Duke University.
[Link]
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IBM (2006). The end of TV as we know it: a
future industry perspective. IBM Institute for
Business Value study.
[Link]
[Link]/services/us/imc/pdf/ge510-
[Link]
Klass, Brian (2005). Streaming Media in
Higher Education: Possibilities and Pitfalls.
Campus Technology, Mon. Nov. 7, 2005.
[Link]
[Link]/[Link]?id=7769
Meng, Peter (2005). Podcasting and
VODcasting: definitions, discussions and
implications. University of Missouri, IAT
Services White Paper.
[Link]
wp-
content/Missouri_Podcasting_White_Paper.
pdf
Nolle, Tom (2005). What’s the real future of
video? Business Communications Review,
Feb. 2005, 8-9.

192 © Brandon Hall Research

 only on end-users' machines.
Virtual Reality [Link]
hp/Main_Page
Related terms The Ancient Spaces Web site from the
University of British Columbia allows users
Augmented reality, augmented virtuality,
to reconstruct and play with historical prop-
desktop virtual reality, distributed virtual
erties. It aimed to bring experiential and
environments, mixed reality, simulation,
game-based learning to the highly tradi-
virtual environments
tional curricula of the Classical, Near East-
ern, and Religious Studies department.
Description [Link]
Virtual reality allows worlds to be created Kahootz is a powerful set of 3-D multimedia
that simply do not exist except as computer tools that allows students and teachers to
creations. Depending on the level of realism be creators, designers, inventors, and
achieved, and the aim of the virtual storytellers.
experience, virtual reality can be a powerful [Link]
e-learning tool or a colossal waste of time.
Canali De Rossi (2004) lists 10 advantages Savannah is a strategy-based adventure
of collaborating or learning inside a 3-D game where a virtual space is mapped
virtual immersive workspace: directly onto a real space. Children ‘play’ at
being lions in a savannah. By using aspects
> The space is persistent. of game play, Savannah challenges children
> Videoconferencing is not required. to explore and survive in the augmented
space. To do this, they must successfully
> A user's learning experience can be adopt strategies used by lions.
designed to fit specific task needs with [Link]
a flexibility and immediacy impossible in annah/[Link]
real life.
A collaborative project at Columbia
> Exploration and discovery are enabled. University between the Graphics and User
> Risks are reduced for dangerous and Interfaces Lab in the Computer Science
unorthodox explorations of new spaces. Department and the Building Technologies
Group in the Graduate School of
> Fantasy and imagination can be Architecture applies augmented reality in
unleashed. the construction industry.
[Link]
> Virtual 3-D spaces allow full recording
ects/arc/[Link]
of any activity, interaction, exchange
enabling, and re-experiencing or re- Equator is a six-year interdisciplinary
using past events. research collaboration to explore the
integration of physical and digital realities.
> Creed, skin color, and look do not count
[Link]
much in virtual spaces.
In collaboration with the Equator project
> People with major physical handicaps
(part of the EU's Disappearing Computer
appear as capable and beautiful as
initiative), Shape has developed the
anyone else.
augurscope, a portable mixed reality
> The ability to inhabit any type of body interface for outdoor use. The augurscope
and to customize one's own look gives consists of a tripod-mounted display that
many people the opportunity to express can be wheeled to different locations and
themselves as they truly feel and not as then rotated and tilted to view a virtual
society forces them to. environment that is aligned with the
physical background. Video from an
Selected Examples onboard camera is embedded into this
virtual environment.
Solipsis is an open source peer-to-peer [Link]
system for a massively shared virtual world. [Link]/highlights/[Link]
There are no central servers at all: it relies

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 ErgoNetz is the Internet service of the > [Link]
Virtual Reality laboratory at the Institute for uide/[Link]
Occupa-tional Physiology at the University of
The U.S. Navy’s Human Performance Center
Dort-mund in Germany. The site includes
has a Web page of Virtual Reality
usability guidelines for developing virtual
References and Links.
reality and examples of how it is used in
[Link]
training.
RID=POL_OT_1000274
[Link]
INTUITION is a Network of Excellence
Second Life is a virtual reality environment
focused on virtual reality and virtual
with many uses, including education. For
environments applications for future
example, an island for people with
workspaces. The Network includes 58
Asperger’s Syndrome teaches them to
partners and it is being coordinated by the
socialize in the safety of a virtual
Institute of Communication and Computer
community.
Systems of the National Technical University
> [Link] of Athens in Greece.
[Link]
> [Link]
m/html/current/[Link] Virtual Reality and Education Laboratory of
?PostID=19660 the College of Education, East Carolina
University, maintains a list of links on using
Active Worlds is a virtual reality community
virtual reality in educational settings.
that is appealing to educators. Its Active
[Link]
Worlds Educational Universe has been
designed for teachers and students.
[Link] Bibliography
p Bouras, C., Hornig, G., Triantafillou, V. and
The CREATE tool provides the ability to Tsiatsos, T. (2001). Architectures
author training and performance Supporting e-Learning Through
enhancement solutions that are scalable Collaborative Virtual Environments: the
from classrooms to mobile context aware Case of INVITE. Paper presented at ICALT
and mobile augmented reality 2001.
environments. [Link]
[Link] .pdf
The Web site of the Virtual Reality Lab at the Bouras, C., Philopoulos, A. and Tsiatsos, T.
Swiss Federal Institute of Technology is an (2001). e-Learning through distributed
outstanding place to learn more about virtual environments. Journal of Network
creating virtual reality. and Computer Applications, 24, 175-199.
[Link] [Link]
.pdf
Croquet is a new open source software
platform for creating deeply collaborative Bouras, C. and Tsiatsos, T. (2006).
multi-user online applications. Educational Virtual Environments: Design
[Link] Rationale and Architecture. Research
report.
[Link]
Online Resources [Link]
The Arts and Humanities Data Service has
Campus Technology Magazine (2006).
two guides to good practice. One is called
Technology Area - Virtual and Immersive
“Creating and Using Virtual Reality: a guide
Learning Innovators: Appalachian State
for the arts and humanities,” and the other
University & Purdue University, Campus
is called “Using Digital Resources in
Technology, August 9, 2006.
Teaching, Learning and Research in the
[Link]
Visual Arts” (see the case study of a Virtual
[Link]/[Link]?id=18952
Reality Multi-User Environment).
Canali De Rossi, Luigi (2004). 3D virtual
> [Link]
spaces for learning and collaboration. Robin
e/[Link]

194 © Brandon Hall Research

Good Blog, Sept. 27, 2004. McArdle, G., Monahan, T., Bertolotto, M. and
[Link] Mangina, E. (2005). Conceptual Agent
/27/3d_virtual_spaces_for_learning.htm Models for a Virtual Reality and Multimedia
E-Learning Environment. Proceedings, Web
Dickey, Michelle (2003). 3D Virtual Worlds:
Based Education 2005 conference.
An Emerging Technology for Traditional and
[Link]
Distance Learning. Paper presented at the
PaperID=19676
OLN 2003 conference.
For bibliography see:
[Link]
[Link]
papers/[Link]
?paperId=20697
Hoare, Stephen (2004). Virtual teaching
Monthienvichienchai, R., Conlan, O. and
aids become a reality. Guardian Unlimited,
Seyedarabi, F. (2005). Can Museum
Sept. 28, 2004.
Exhibits Support Personalised Learning in
[Link]
Collaborative Classroom Activities By Using
story/0,10577,1314022,[Link]
Augmented Reality? Paper presented at the
Jones, G. and Hicks, J. (2004). 3D Online CELDA 2005 conference.
Learning Environments for Emergency [Link]
Preparedness and Homeland Security ations/CELDA05_monthienvichienchai_B.p
Training. Paper presented at the eLearn df
2004 conference.
Prasolova-Førland, Ekaterina (2005). Place
[Link]
metaphors in educational CVEs: an
s_elearn04.pdf
extended characterization. Proceedings,
Kaplan-Leiserson, Eva (2004). Trend: Web-based Education 2005 conference.
augmented reality check. Learning Circuits, [Link]
Dec. 2004. PaperID=19716
[Link]
Queen, Gerard (2002). Rationale for the
004/0412_trends.htm
deployment of virtual reality technologies in
Katterfeld, C. and Sester, M. (2004). schools. Prometeus Journal of e-Learning,
Desktop virtual reality in e-learning No. 1.
environments. [Link]
rs/[Link]
International Archives of Photogrammetry,
Remote Sensing and Spatial Information Ross, S., Donnelly, M., Dobreva, M., Abbott,
Sciences, Vol. 35, ISPRS, Istanbul, 2004. D., McHugh, A. and Rusbridge, A. (2005).
[Link] DigiCULT: core technologies for the cultural
[Link]/publikationen/publikationen/ and scientific heritage sector. (Section on
2004/istanbul_Katterfeld.pdf Virtual Reality). DigiCult Technology Watch
Report 3, January 2005.
Katterfeld, C. & Sester, M. (2005). Virtual [Link]
Landscapes: An Interactive E-Learning [Link]
Environment Based On Xml Encoded
Geodata. Proceedings of 22nd International
Cartographic Conference, July 9-16, 2005,
La Coruna/Spain.
[Link]
eng/[Link]
Liarokapis, F., Petridis, P., Lister, P. and
White, M. (2002). Multimedia Augmented
Reality Interface for E-learning (MARIE).
World Transactions on Engineering and
Technology Education, 1(2).
[Link]
dtransactions/WorldTransAbstractsVo1No2
/06_Liarokapis10.pdf

Do not reproduce 195

 require a lot of explanation. Complex
Visualization visualizations and the tools that create
them can also cost a lot of money, so
Technologies purchase decisions in this field need to be
taken seriously.
Related terms
Cognitive maps, cognitive collage, Selected Examples
cybercartography, dynamic displays, Flash, The Visual Geophysical Exploration
geographical information systems, GIS, Environment (VGEE) addresses the needs of
graphics, images, location based systems, data users, learners and educators by
pattern recognition, mapping, Scalable providing a way to connect data with
Vector Graphics (SVG) curricula and tools to guide and facilitate
meaningful and appropriate use of the data.
Description The VGEE consists of four elements:
Visualization is the process of representing > An inquiry-based curriculum for guiding
abstract information in the form of images student exploration
that can assist in the understanding and > A learner-centered interface to a
analysis of the data (Ross, et al. 2003). My scientific visualization tool
first report in this series, entitled Emerging
E-Learning: New Approaches to Delivering > A collection of concept models
Engaging Online Learning Content (Brandon (interactive tools that help students
Hall Research, 2005), reviewed understand fundamental scientific
visualization as an online content format. concepts)
Now in this report I look at the tools
> A suite of El Niño-related data sets
available for developing visualizations.
adapted for student use
As complexity theory develops as an ([Link]
approach to education, new ways of
Vizserver is a product from Inxight that
modeling complex phenomena are
shows visualizations using hyperbolic star-
emerging that will require tracking. The
tree maps. See some amazing demos at:
ability to see and move through “the big
[Link]
picture” will be a commonplace educational
objective in the near future. Mapping of Semagix’s Freedom is one platform that
thoughts (“mind maps”) or pathways is one combines semantic representations with
example of this genre of educational visualization techniques.
materials. Another is the category of [Link]
“artificial life simulators.”
“Tag Clouds” are clusters of social
There are four primary stages to creating bookmarks that relate to a specific site,
visualizations: data input, data filtering, such as a blog. They are visual
data mapping, and data rendering. representations of the relative frequencies
of various topics discussed. For an example,
The educational advantages of visualization
see ZoomClouds.
are many. Humans analyze visual
[Link]
information better than written text. A good
visualization can give an improved Ontopia’s Omnigator 007 is a free topic
understanding or “big picture” view of a map navigator, which showcases their
complex phenomenon. Seeing a picture potential.
works with our unconscious in that the brain [Link]
processes pictures much faster than it [Link]
analyzes data. Finally, visualization can
Unified Field shows examples of 4-D
represent alternative points of view,
dynamic data visualization for the financial
allowing for innovation or new
sector.
understandings.
[Link]
On the other hand, a bad visualization can
often be very confusing or misleading and

196 © Brandon Hall Research

The European Space Agency’s EnviView A number of visualization techniques are
gateway has been introduced to facilitate outlined and demonstrated by Eoin Brazil of
the visualization of satellite information, the University of Limerick in his presentation
allowing users to access complex “Information Visualisation in Information
geophysical data in their preferred mode. Retrieval.”
[Link] [Link]
View_68.pdf formation%20Visualisation%20in%20Inform
ation%[Link]
Dynamic Digital Depth provides expert
stereo 3-D solutions for 3-D content Visualize the conversations in a chat room
creation, delivery, and display (without with “chat circles,” which use colors and
glasses!). geometric forms to convey presence and
[Link] activity.
[Link]
Numerous software visualization products
for the Visible Human Project that aims to Paul Nixon, a young graphic designer, has a
create complete 3-D representations of Weblog devoted to the visualization of
male and female human bodies. These information. See his list of resources at:
include the NPAC/OLDA Visible Human [Link]
Viewer, Java applet tool that allows users to
Visualize the history of Manhattan through
select and view 2-D slices of bodies.
the interactive time maps at the Manhattan
[Link]
Timeformations project.
sible_human.html
[Link]
The Texas Memorial Museum in Austin, [Link]
Texas uses VRCO Full Circle, Museum
Le Ceil Est Bleu Web site from France is an
Edition, a visualization system comprising
amazing collection of visualizations and
immersive 3-D display and dedicated
animations. Be sure to explore the “zoo.”
software, which allow models and
[Link]
information from various sources to be
virtually exhibited. Extraordinary visualizations come from
[Link] Marcos Weskamp and his [Link]
Web site in Tokyo. Especially take a look at
VRCO is a company specializing in
Newsmap as a fresh way to view the
producing advanced visualizations.
headlines.
[Link]
[Link]
“Type is an organism” with intelligence and
A lot can be learned from a 3-D visualization
a life on the Web. Explore a series of
of the human body - in English or Spanish.
visualization experiments at:
[Link]
[Link]
NASA maintains a “Scientific Visualization
Program 3-D graphics using the Alice v2.0
Studio” at the Goddard Space Flight Center.
authoring system. See:
It has images of space and the earth from
[Link]
space. Sample the collection at:
AutoStitch is the world's first fully automatic [Link]
2-D image stitcher. Capable of stitching full
For a practical application of visualization,
view panoramas without any user input
see ‘Scientists seek “map of science,”’ BBC
whatsoever, AutoStitch can be used for
News, April 7th, 2004.
panoramic photography, VR, and
[Link]
visualization applications. Free demo at:
/[Link]
[Link]
[Link] The visualization of scientific data is also
available from the Grok-It Science Web site.
The University of Birmingham has a Visual
[Link]
and Spatial Technology Centre with many
examples of the use of visualization. FeedTank is a collective of digital artists
[Link] using new technologies to create playful
interactive spectacles. Sample their efforts

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 at: OmniGlobe allows visual displays that are
[Link] best mapped onto a sphere. See this
technology in action.
Semagix’s Freedom platform combines
[Link]
semantics with visualization for knowledge
representation. ClustrMaps locates all visitors to a Web site
[Link] and displays them on a world map.
[Link]
The Omnigator from Ontopia is a technology
showcase and teaching aid designed to How do users visualize very large data sets,
demonstrate the power of Topic Maps. for example, one million items. Techniques
[Link] for solving this problem have been
[Link] developed at the University of Maryland.
[Link]
VRVis is an Austrian company promoting the
use of visualization through virtual reality. Using time as an added dimension, United
See their tool set and examples of their Field produces 4-D visualizations of
work. financial data.
[Link] [Link]
Quaternions are the key tool for The Visible Human Project is the creation of
understanding and manipulating complete, anatomically detailed, 3-
orientations and rotations in 3-D Cartesian dimensional representations of the normal
space. Professor Andrew Hanson does work male and female human bodies.
in this area and has written a book about [Link]
quaternions. sible_human.html
[Link]
Visualizations of developing weather
Check out the fascinating changes in the art systems have been produced by NOAA, the
of map design described in the online article National Oceanic and Atmospheric
Experiments with Territories: Post Administration, in the U.S.
Cartographic Map Design. [Link]
[Link] ery/
[Link]
The objective of VICODI is to enhance
“Executive dashboards” that aggregate and human comprehension of digital content on
summarize large amounts of business data the Internet. This objective is reached by
from within a corporation are available from introducing a novel visualization and
several vendors, including the following: contextualization environment for digital
content. The VICODI Contextualisation
Ambient Dashboard
Environment addresses how to manage
[Link]
search, retrieval, and information
oard/[Link]
presentation.
Top Tier [Link]
[Link]
The American Museum of Natural History
[Link]
has produced interesting visualizations and
XCelsius animations of a variety of natural objects.
[Link] [Link]
[Link]
CenterView
[Link] Spotfire DecisionSite is software to visualize
data to make decisions.
WorkPlace [Link]
[Link]
TimeMap is a novel mapping applet that
Digital Dashboard generates complete interactive maps with a
[Link] few simple lines of HTML code. It provides a
es/0700/Dashboard/ way of easily enriching Web pages with
iDashboard historical or contemporary information that
[Link]

198 © Brandon Hall Research

goes far beyond static JPG map images. OziExplorer GPS Mapping Software runs on
[Link] a PC or laptop. It works with the leading
brands of Global Positioning System (GPS)
TopoZone is the Web's center for
receivers.
professional and recreational map users.
[Link]
They have worked with the U.S. Geological
Survey (USGS) to create the Web's first Golden Software produces and sells a
interactive topographical map of the entire variety of mapping software packages,
United States. including the following: Voxler, for 3-D data
[Link] visualization; MapViewer, for thematic and
analytical mapping; Didger, for digitizing and
VisualAnalytics’ product VisuaLinks is the
coordinate conversion; Grapher, for 2-D and
premier analytical tool for "connecting the
3-D graphing; and, Strater, for well log and
dots" by extracting and visually analyzing
borehole plotting.
data to uncover patterns, associations,
[Link]
networks, trends, and anomalies in data.
[Link] Accurender developed Raytrace and
radiosity rendering software for architectural
Tangible Media Group is part of the MIT
applications.
Media Lab and focuses on the seamless
[Link]
couplings between the physical world and
the virtual world. DAZ3D offers several visualization
[Link] packages, including the following: Bryce, for
3-D landscaping and animation; Carrara, for
Intergraph is a world leader in delivering
3-D modeling, animation, and rendering;
software and services for managing and
and DAZ|Studio with pre-built 3-D
visually representing complex information,
characters.
especially for displaying and analyzing
[Link]
geospatial data.
[Link] form·Z is an award winning general purpose
solid and surface modeler with an extensive
ADVIZOR’s Visual Discovery software
set of 2-D/3-D form manipulating and
enables people to make better decisions
sculpting capabilities, many of which are
from their business data.
unique.
[Link]
[Link]
Music Animation Machine turns music into
Pixologic is 2.5-D modeling and rendering
a set of visualizations.
software.
[Link]
[Link]
Microsoft’s Visualization and Interaction for
Okino makes visual simulation data
Business and Entertainment (VIBE) team's
translation, modeling, and rendering
mission is to design elegant visualization
software.
and interaction techniques that span the
[Link]
full spectrum of devices and displays.
[Link] The Visual Thesaurus allows users to input a
word and then watch while the software
Visualization Tools: builds a set of dynamic visual links to
related terms. Clicking a related term
ESRI is a leading geographical information extends the process. Try a demo at:
systems and mapping software company. [Link]
[Link]
Mapinfo gives business intelligence Online Resources
information about a specific geographical
location. [Link] links to several
[Link] hundred visualizations of complex data
sets. Over 30 are “knowledge networks.”
Mapland has mapping software that is [Link]
based on data in Microsoft Excel. cfm
[Link]

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 The Pervasive Technology Labs at Indiana > [Link]
University researches “visualization and /
interactive spaces.” See their “Interactive
Ben Fry’s Master’s thesis on “Organic
Visualization and Data Analysis Tools.”
Information Design” applies dynamic
[Link]
visualization techniques to understanding
rview
complex systems.
A section on visualization is regularly [Link]
updated on the Robin Good blog. /[Link]
[Link]
Some beautiful visualizations of the human
on_design_and_data_visualization.htm
genome have been produced by Ben Fry, as
The Encyclopedia of Educational Technology part of his doctoral work at MIT. He finished
has 11 articles on visualization techniques. his PhD. in June 2004 and now has his own
[Link] Web site.
Ell, P., A Survey of Visualisation Tools in the > [Link]
Social Sciences, is available online.
> [Link]
[Link]
ey/[Link]
Bibliography
Course outlines with links for several
different university courses on visualization Alpert, Sherman (2003). Abstraction in
are available on the Web. Following are two: Concept Map and Coupled Outline
> [Link] Knowledge Representations. Journal of
s448b-04-winter/ Interactive Learning Research, 14(1), 31-49
[Link]
> [Link] n=[Link]&paper_id=17759
nfovis/
Anderson, K. and Woodill, G. (2005) Using
LivePlasma links album covers and song Information Visualization to Teach about
titles to each artist, together with their Complexity: support from the neurological
estimated depth of influence. It is also a sciences. Proceedings, Conference on Com-
visual discovery engine that searches for plexity Science and Educational Research.
favorite movies. [Link]
[Link] [Link]/conferences/2004/Documents/CSER
Topic Maps is an XML-based technology for 2_AndersonWoodill.pdf
visualizing large data sets. A comprehensive Bergmann, J., Paier, M. and Resetarits, A.
list of Web resources on topic maps is found (2003). Towards a Roadmap of Complexity
at: Research Using a Bibliometric Visualisation
[Link] Tool. Working Paper, EXYSTENCE network,
Topic Map developers will be interested in a [Link]
more technical site than the one above. Roadmapworkingpaper_vfinal1.pdf
[Link] Bertin, Jacques (1967). Sémiologie
Mechdyne Corporation has acquired VRCO Graphique: les diagrammes, les réseaux, les
and Fakespace, both visualization cartes. Paris: La Haye.
companies, to become one of the largest [Link]
companies in the visualization field. bre&lang=2#SemiologieGraphique
> [Link] Bertin, Jacques (1983). The Semiology of
Graphics. Madison: University of Wisconsin.
> [Link] [Link]
The GVU Center at the Georgia Institute of and-a-fetch-
Technology in Atlanta carries out research msg?msg_id=0000S0&topic_id=1
projects on visualization and graphics. Card, J., Mackinlay, J. and Shneiderman, B.
> [Link] (Eds.) (1999). Readings in Information
[Link] Visualization: using vision to think. San

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Francisco: Morgan Kaufmann, pp. 1-34. Metros, S. and Woolsey, K. (2006). Visual
[Link] Literacy: an institutional imperative.
605339/002-4609659- EDUCAUSE Review, 41(3), May/June.
0461665?v=glance&n=283155&n=50784 [Link]
6&s=books&v=glance [Link]
Botturi, Luca (2003). E2ML: Educational Mittal, A. and Pagalthivarthi, K. (2005). Use
Environments Modeling Language. of relational and conceptual graphs in
Unpublished doctoral dissertation. Lugano, supporting e-learning tasks. International
Switzerland: University of Lugano. Journal on E-Learning, 4(1), 69-82.
[Link] [Link]
2ml/ on/ViewPaper/id/16951/toc/yes
Botturi, Luca (2005). A framework for the Muirhead, Brent (2006). Creating Concept
evaluation of visual languages for Maps: Integrating Constructivism Principles
instructional design: the case of E²ML. into Online Classes. International Journal of
Journal of Interactive Learning Research, Instructional Technology and Distance
16(4), 329-351. Learning, 3(1), 17-30.
[Link] [Link]
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ullText&paper_id=5994
O'Regan, J.K. (1992). Solving the "real"
Clark, Ruth (2003). More than just eye mysteries of visual perception: the world as
candy: graphics for e-learning. eLearning an outside memory. Canadian Journal of
Developers’ Journal, August 11. Psychology, 46: 461-488.
[Link] [Link]
tracts/[Link]?action=viewonly2&id=29& [Link]/CanJ/[Link]
referer
Rhyne, Theresa (1998). Collaborative
Ell, P. (1998). Survey of Visualisation Tools Computing & Integrated Decision Support
in the Social Sciences, available online at Tools for Scientific Visualization. Siggraph.
[Link] [Link]
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Goldfarb, Brian (2002). Visual Pedagogy: Ross, S., Donnelly, M., Dobreva, M., Abbott,
Media Cultures in and beyond the D., McHugh, A. and Rusbridge, A. (2005).
Classroom. Durham, NC: Duke University. DigiCULT: core technologies for the cultural
[Link] and scientific heritage sector. (Section on
329646/002-4609659- Visualization). DigiCult Technology Watch
0461665?v=glance&n=283155&n=50784 Report 3, January 2005.
6&s=books&v=glance [Link]
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Jones, J., Morales, C. and Knezek, G.
(2005). 3-Dimensional online learning Scaife, Mike and Rogers, Yvonne (1996).
environments: examining attitudes toward External cognition: how do graphical
information technology between students in representations work? International Journal
Internet-based 3-dimensional and face-to- of Human-Computer Studies, Vol. 45, No. 2,
face classroom instruction. Educational August, pp. 185–213
Media International, Vol. 42, No. 3, [Link]
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[Link]
Shneiderman, B. (2004). Designing the User
[Link]/[Link]
Interface: Strategies for Effective Human-
Madhavan, K., Arns, L. and Bertoline, G. Computer Interaction. 4th Edition. Reading,
(2005). Inside Purdue’s Envision Center. MA: Addison Wesley Longman.
Campus Technology, June 1, 2005.
Spence, Robert. (2001). Information
[Link]
Visualization. Harlow, England: Addison-
[Link]/[Link]?id=11222
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Staley, David (2002). Computers,
Visualization, and History: How new
technology will transform our understanding
of the past. M.E. Sharpe.
[Link]
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Staley, David (2005). From multimedia to
multisensory education. Threshold, Fall.
[Link]
Tufte, Edward (2001). The Visual Display of
Quantitative Information. 2nd Edition.
Cheshire, CT: Graphics Press.
[Link]
Tufte, Edward (1997). Visual Explanations:
images and quantities, evidence and
narrative. Cheshire, CT: Graphics Press.
[Link]
Tufte, Edward (1990). Envisioning
Information. Cheshire, CT: Graphics Press.
[Link]
Ware, Colin. (2004). Information
Visualization: perception for design. 2nd Ed.
Amsterdam: Elsevier.
[Link]
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Woolman, Matt (2002). Digital Information
Graphics. New York: Watson-Guptill
Publications.
[Link]
013537/sr=8-
3/qid=1149946826/ref=sr_1_3/104-
4406419-7257534?%5Fencoding=UTF8

202 © Brandon Hall Research

 See a set of case studies on how Avaya
VoIP and Telephony Corporation has deployed its VoIP solutions
in education.
Related terms [Link]
usa/en-
Broadband phones, communications tools, us/resource/[Link]&Filter=Pillar:IP%20T
Internet telephony, Skype elephony;Industry:Education
Envision offering online coaching using VoIP
Description with its “Click2Coach” software.
Conversation is usually a major part of most [Link]
learning experiences. While the telephone Skype is the best known VoIP service, with
has been around for well over 100 years, unlimited free computer to computer calling
the emerging technology of “voice over and low charges for computer to phone
internet protocols” (VoIP) has opened up a connections.
new world of possibilities for using live voice [Link]
messaging as an e-learning activity.
Jajah allows the user to make a free VoIP
The quality of Internet phone calls is call but uses a telephone handset at each
currently not as clear as with dial-up long- end. You go to the Jajah web site and have
distance telephone, but it is rapidly it dial both your number and the number
improving. Consumers like VoIP because of you are trying to reach.
the low cost of long distance calls and the [Link]
flexibility of sending digital voice mail
messages to anywhere for later listening. Online Resources
Internet telephony is relatively simple,
requiring an Internet hookup, headphones The e-Learning Centre in the UK maintains a
or speakers, and a microphone. A high listing of online telephony applications in e-
speed Internet connection is recommended. learning.
[Link]
Schools have begun to use VoIP for teacher-
[Link]/eclipse/vendors/chat.
parent communications and for parents to
htm
monitor their children’s progress at school.
VoIP is also extending access to education The VoIP Weblog covers all aspects of VoIP
in countries without adequate educational and Internet telephony. Join the discussion
facilities, in remote communities, and to at:
children who must remain at home or in a [Link]
hospital.
VoIP Review has listings and consumer
In the near future, Internet telephony will be reviews for over 180 Internet calling plans.
used for making intercultural connections [Link]
between schools around the world and will
greatly facilitate foreign language teaching Bibliography
and practice. An electronic blackboard can
be used along with VoIP for synchronous Cherry, Steven (2005). Seven Myths about
teaching, a practice known as audio-graphic Voice over IP. IEEE Spectrum Online, March
teleconferencing (Ottoson, 1996). 2005.
[Link]
Selected Examples 8

Sony Ericsson has developed a “blogging Fitzpatrick, Geraldine (2005). The Use of
phone” that integrates with Google’s VoIP in Online Game Playing: implications
Blogger software. Using VoIP, bloggers using for collaborative e-learning. Presentation at
the equipment can see and hear each other the BT/PACCIT Conference.
while they are blogging. [Link]
[Link] s/pdfs/Technology%20Mediated%20Comm
8/75939_HNbloggingphone_1.html unication/PACCIT_05.pdf

Do not reproduce 203

 Ganchev, I., Stojanov, S. and O’Droma,
M. (2005). Mobile distributed e-learning
center. Paper presented at the 2005 ICALT
conference.
[Link]
p?tp=&arnumber=1508764&isnumber=32
317
Godwin-Jones, Robert (2005). Skype and
Podcasting: Disruptive Technologies for
Language Learning. Language Learning and
Technology, 9(3), September, 9-12.
[Link]
.pdf
Ottoson, Meredith (1996). A Literacy
Practitioner’s Guide to Audiographic
Teleconferencing. Project Report – funded
by the National Literacy Secretariat.
[Link]
[Link]

204 © Brandon Hall Research

 > [Link]
Wearable Computing op_hu/Cardinali_Towards_Ambient_Lea
[Link]
Related terms > [Link]
r_MoMo/[Link]
Ambient computing, ubiquitous computing
In January 2006, BBC News reported that
Description Levi was manufacturing jeans with iPods
already fitted into their pockets.
A wearable computer is a small portable [Link]
computer that is designed to be worn on the [Link]
body during use. Wearable computers are
usually either integrated into the user's The Bristol Wearable Computing Project
clothing or are attached to the body through explores the potential of computer devices
some other means, like a wristband or that are as unconsciously portable and
jewelry. personal as clothes or jewelry.
[Link]
Wearable computing pioneer Steve Mann at
the University of Toronto has identified six eXact Mobile is the first professional Mobile
informational flow paths associated with Learning and Wearable Training Content
this technology (Mann, 1998): Management Solution for creating,
managing, and delivering SCORM content to
1. It is unmonopolizing of the user's market-leading mobile devices and
attention wearable computers.
2. It is unrestrictive to the user [Link]
[Link]/?aID=2157
3. It is observable by the user
ION is a Walkman-sized wearable computer
4. It is controllable by the user that allows information to go anywhere,
5. It is attentive to the surrounding anytime. In the same way that a Walkman
environment. allowed stereo components to be portable,
the size of the computer and input and
6. It is communicative to others output components has been reduced. The
entire system, including batteries, weighs
Wearable computing is used by workers who
less than three pounds.
need just-in-time information and training
[Link]
while they are on the job. For example,
healthcare workers in training can wear tiny The vu-man wearable computer was devel-
earphones and microphones and cameras oped to improve the maintenance process
hidden in glasses as they move about a on complex machines, especially for comer-
hospital, training to do their jobs. cial airlines, the automotive industry, and
Supervisors at a remote location can see other organizations involved in inspecting,
and listen to what they are doing, and give training, or repairing complex machines.
advice in real time on how to handle a [Link]
situation as it arises. This can extend ml
professional training in to remote areas,
where local expertise on training in a SportBrain has a wearable device that
specific area is not available. tracks physical activity, thereby promoting
weight loss and improved fitness.
[Link]
Selected Examples m
In Europe, Giunti Labs is a leader in MIThril is a next-generation wearable re-
researching and developing “ambient” search platform developed at the MIT Media
technologies, including wearable comput- Lab. The goal of the MIThril project involves
ing. Their voice and gaze controlled wear- developing and prototyping new techniques
able computing technology is used in of human-computer interaction for body-
industrial training situations. worn applications.

Do not reproduce 205

 [Link] [Link]
il/[Link] [Link]?id=14008&ch=infotech
The design of “smart clothing,” including Graves, C. and Lupisella, M. (2004).
computers built into underwear, is Applying a Wearable Voice-Activated
described by Mmoma Ejiofor in Wired News. Computer to Instructional Applications in
[Link] Clean Room Environments. Proceedings of
[Link] the Knowledge Sharing and Collaborative
Engineering Conference (KSCE 2004).
Wear-IT Project at the University of
[Link]
Birmingham is developing new applications
[Link]
of wearable computing technologies.
[Link] Kharif, Olga (2005). Wearable computers
that you can slip into. Business Week
Online Resources Online, March 8, 2005.
[Link]
Professor Steve Mann of the University of content/mar2005/tc2005038_5955_tc11
Toronto is a leading scholar in the field of [Link]
wearable computing, especially in the area
of wearable cameras. See: Mann, S. and Niedzviecki, H. (2002).
Cyborg: digital destiny and human
> [Link] possibility in the age of the wearable
> [Link] computer. Toronto: Anchor Books.
ml [Link]
0385658257/702-2331721-7033653
> [Link]
Mann, Steve (1998). Wearable Computing
The Wearable Computing Laboratory at the as a Means of Personal Empowerment.
University of Oregon has several projects on Keynote address for the First International
wearable computing applied to learning. Conference on Wearable Computing, ICWC-
[Link] 98, May 12-13, Fairfax, VA.
ables/[Link] [Link]
The Wearable Computing site from
[Link] is a rich source of references.
[Link]
The Wearable Computing Laboratory at the
ETH Zurich has many research projects.
[Link]

Bibliography
de Freitas, S. and Levene, M. (2003).
Evaluating the development of wearable
devices, personal data assistants and the
use of other mobile devices in further and
higher education institutions. JISC
Technology and Standards Watch Report.
[Link]
hwatch_report_0305
Ejiofor, Mmoma (2006). What you’ll wear in
10 years. Wired News, March 24, 2006.
[Link]
[Link]
Garfinkel, Simson (2004). Wearable
Computing for the Commons. Technology
Review (Online), Dec. 1, 2004.

206 © Brandon Hall Research

 Web feeds can send content to many kinds
Web Feeds of devices, including cell phones, PDAs, and
laptops. The most common types of sites
Related terms with Web feeds are news sources; blogs;
listings of the latest books, CDs, and
Atom, feeds, Really Simple Syndication electronics; photo collections; social
(RSS), syndication bookmarking; job searches; TV guides;
podcasts; and course offerings.
Description MediaThink (2004) lists the following
Instead of having items e-mailed to you, benefits of Web feeds (specifically RSS):
with all the potential for viruses and spam, > Fast updating
Web feeds allow you to “subscribe” to a
Web site that then automatically sends an > Less time “surfing”
alert and a short description to your > Avoids extraneous information on a
computer when the Web site has been company’s Web site
updated. When changes are made to a Web
site, information about that change is sent > No need to provide an e-mail address to
to the desktop of everyone who subscribes receive information (therefore, no
to the “feed” for that Web site. The content spam)
of the Web site that sends the notice is said > Improved client relations for marketers
to be “syndicated,” as its content is
changed by the author, and then “picked For learners and teachers, Web feeds are
up” by multiple subscribers. Many blogs an efficient way to keep abreast of a
contain a Web feed button that allows users changing topic and to have the latest
to subscribe to their content. information available without going through
the trouble of searching.
This method of content syndication allows
users to poll a site that has a Web feed and
see if there are any updates since they last
Selected Examples
visited. Because the content is entirely There are many Web feed aggregators, each
controlled by the person who owns/ with its own features. Here is a list of 48:
manages the feed enabled site, this method
of finding out what is new is spam free. 1. Aggie
[Link]
The most common form of Web feed is RSS
(“Rich Site Summary”), and Atom is the 2. Amphetadesk
second. (The development of Atom was [Link]
motivated by perceived deficiencies in the desk
RSS 2.0 format). Both RSS and Atom are 3. Attensa
written in XML. To read content from a Web [Link]
feed, a user must have a Web feed reader
or “aggregator.” Aggregators connect with 4. Awasu
multiple Web feeds. [Link]

Aggregators are programs that gather 5. BlogExpress

favorite Web feed enabled Web sites and [Link]
present them in one, basic text format for [Link]
quick review. Only those sites that have RSS 6. Bloglet
or Atom feeds can be read by an aggregator. [Link]
Those sites usually have a small orange
XML graphic ( ) that links to the feed. 7. BlogLines
The URL associated with the orange graphic [Link]
is put into a user's Web feed aggregator, 8. Brightcove
enabling it to find the Web feed in the [Link]
future. The owner of the aggregator gets a
short description of all Web sites with feeds 9. CompleteRSS
that have changed. [Link]

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 10. EaZy RSS reader 31. Project D.U. Reader
[Link] [Link]
/[Link]
32. Protopage
11. Edu_RSS 0.2 [Link]
[Link]
33. PubSub
tm
[Link]
12. feedbeep
34. PulpFiction
[Link]
[Link]
13. FeedBurner m/products/pulpfiction/
[Link]
35. Rojo
14. Feed-Directory [Link]
[Link]
36. RSS Bandit
15. FeedForAll [Link]
[Link]
37. RSS2Exchange
16. FeedReader [Link]
[Link] hange/
17. Feedroll - [Link] 38. RSSCalendar
[Link]
18. FeedPublish
[Link] 39. RSS-to-Javascript
[Link]
19. FeedScout
[Link] 40. RSS Orbit
ml [Link]
tml
20. Feedster
[Link] 41. RSSReader -
[Link]
21. Feedtier
[Link] 42. RSS Software
[Link]
22. Fuzzy Duck
[Link] 43. Sage
/ [Link]
23. Gregarius 44. SharpReader
[Link] [Link]
24. LearningFeeds 45. StepNewz
[Link] [Link]
25. Topix 46. Syndirella
[Link] [Link]
26. My RSS Toolbar 47. Thunderbird
[Link] [Link]
[Link] d/
27. Newsgator 48. Videora
[Link] [Link]
28. NewsIsFree For a list of more aggregators, including
[Link] listings for various electronic devices, see:
[Link]
29. OnFolio
[Link].
[Link]
To have a blog aggregated, RSSify at
30. Pluck
Wytheville Community College currently
[Link]
offers the service for free. Just follow the

208 © Brandon Hall Research

instructions to add the appropriate 2003.
information to your blog template. [Link]
[Link] [Link]
[Link]
Canali De Rossi, Luigi (2004). The Personal
RSS NewsReader: Project DU And RSS
Online Resources Publishing - Possible Future Evolution.
Stephen Downes, senior research officer for Robin Good Blog, Oct. 31, 2004.
the National Research Council of Canada, [Link]
has been an early advocate and promoter of 04/10/31/the_personal_rss_newsreader_p
the use of Web feeds in e-learning. Read his [Link]
article written specifically for educators. David, Dan (2004). RSS could transform
[Link] online communications. eSchool News, Aug.
Stephen Downes has also set up Edu_RSS, 3, 2004.
a Web site that aggregates Web feeds from [Link]
educational Web sites. [Link]?ArticleID=5211
[Link] Downes, Stephen (2002). An Introduction to
Will Richardson provides RSS: A Quick Start RSS for Educators. Online paper.
Guide for Educators. [Link]
[Link] Downes, Stephen (2004). RSS: grassroots
ged/[Link] support leads to mass appeal. Learning
An excellent visual and audio presentation Circuits, June 2004.
on using RSS in education by Alan Levine, [Link]
Brian Lamb, and D’Arcy Norman is available 004/[Link]
[Link] D’Sousa, Quentin (2006). RSS Ideas for
mc1003/ Educators. Version 1.1. Online paper.
The Fuss, a blog by Alan Levine, Brian [Link]
Lamb, and D’Arcy Norman, maintains a long content/uploads/2006/01/RSS%20Ideas%
list of RSS resources. 20for%[Link]
[Link] Gannett, Anh (2005). RSS feeds college
bin/[Link]?TheFuss students’ diet for research. USA Today
An online tutorial on Webfeeds by Amy (online), Aug. 1, 2005.
Gahran entitled “What Are Webfeeds (RSS), [Link]
and Why Should You Care?” -08-01-rss-research_x.htm
[Link] Harrsch, Mary (2003). RSS: the next killer
/10/18/what-are-webfeeds-rss-and-why- app for education. The Technology Source
should-you-care Archives, University of North Carolina,
Quentin D’Sousa has published an July/August 2003.
electronic book on the variety of educational [Link]
uses of Web feeds. Kaplan-Leiserson, Eva (2004). RSS: a
[Link] learning technology. Learning Circuits, May
content/uploads/2006/01/RSS%20Ideas% 2004.
20for%[Link] [Link]
Tim Yang has a large list in Wiki format of 2004/0405_Trends.htm
things that can be done with RSS. Levine, A., Lamb, B. and Norman, D. (2003).
[Link] Syndicating Learning Objects with RSS and
thingsyoucandowithrss Trackback. Presentation to the MERLOT
International Conference, Vancouver, BC,
Bibliography Aug. 5-8, 2003.
[Link]
Brandon, Bill (2003). Using RSS and erlot03/
Weblogs for e-Learning: an overview.
eLearning Developers’ Journal, May 19,

Do not reproduce 209

 Levine, Jenny (2005). Why RSS and
Folksonomies are becoming so big. The
Shifted Librarian, June 18, 2005.
[Link]
s/2005/06/18/why_rss_and_folksonomies
_are_becoming_so_big.html
MediaThink (2004). RSS: the next big thing
online. MediaThink White Paper.
[Link]
k_rss_white_paper.pdf
Parparita, Mihai (2006). Namespaced
extensions in feeds. Google Reader Blog,
Aug. 3, 2006.
[Link]
/[Link]
Powers, Shelly (2005). What are
Syndication Feeds? O’Reilly eDoc.
[Link]
eeds/[Link]?CMP=ILC-
J04X34597568&ATT=[Link]
pub/a/2002/12/18/[Link]
Samuel, Alexandra (2005). 10 ways RSS
can help build online communities.
Otherwise Engaged, Sept. 13, 2005.
[Link]
13/10-ways-rss-can-help-build-online-
communities-6
Stafford, T. and Webb, M. (2006). What Is a
Wiki (and How to Use One for Your Projects).
O’Reilly Network, July 7, 2006.
[Link]
2006/07/07/[Link]?page=1

Udell, Jon (2005). Using RSS for data

integration. InfoWorld, March 23, 2005.
[Link]
3/13OPstrategic_1.html

210 © Brandon Hall Research

 Selected Examples
Wiki Tools
The best known wiki is Wikipedia, the online
encyclopedia that has been built with tens
Related terms of thousands of volunteer contributors.
Collaboration tools, social networking There are now over 1,300,000 articles in
English in Wikipedia.
[Link]
Description
Wikis are fully editable Web sites; anyone Wiki Tools:
can read or add content to a wiki site. Wikis
are great tools for online collaboration on MediaWiki, the software used to run
any topic. My first report in this series, Wikipedia, is available for other
entitled Emerging E-Learning: New applications.
Approaches to Delivering Engaging Online [Link]
Learning Content (Brandon Hall Research, tml
2005), reviewed wikis as a separate online SourceWatch is a wiki that tracks political
content format. Now in this report I look at comments in the USA. Anyone can add to it.
the tools available for developing wikis. [Link]
The term wiki (derived from the Hawaiian =SourceWatch
word for “quick”) is applied to a diverse set Tiki for Education is a wiki being set up to
of systems, features, approaches, and develop shared knowledge on all aspects of
projects. Some fundamental principles education. See the progress at:
include the following: [Link]
> Anyone can change anything. UseModWiki is the software used to set up
> Wikis use simplified hypertext mark-up. the first ever wiki.
[Link]
> Content is ego-less, time-less, and bin/[Link]?UseModWiki
never finished.
Schtuff is a free wiki service that allows
Tomkins (2005) identifies four different tagging, custom permissions, an image
forms of educational wikis: gallery, RSS, and email notification.
[Link]
1. Single-user wiki: Allows a person to
collect and edit his or her own There are "wiki farms" (places where you
thoughts using a Web-based can set up a wiki without needing your own
environment. server) such as SeedWiki.
[Link]
2. Lab book wiki: For students to keep
notes online. These can be shared There are hundred of “wiki engines.” The
or peer reviewed and changed by most complete listing is at the following site:
fellow students. [Link]
3. Collaborative writing wiki: With a MeatballWiki is a community of active
page locking system, can be used practitioners striving to teach each other
by a team for joint writing. how to organize people using online tools.
[Link]
4. Knowledge base wiki: A place to
bin/[Link]?MeatballWiki
collect all the knowledge within a
group. Frank Gilbane has an article on the
enterprise applications for blogs and wikis.
For wikis to work, it is important to have
[Link]
several contributors. With some basic
df
instructions, wikis can be important tools for
educational collaboration. Jotspot is an “application wiki.” Essentially,
it is a platform for open collaborative
software development. See why it is

Do not reproduce 211

 different. [Link] has lots of resources on
[Link] wikis. Especially useful is the article “For
Teachers New to Wikis.”
Not all uses of wikis in education work well.
[Link]
See the account of one educator’s “brilliant
failure” using wikis in his classroom. The e-Learning Centre in the UK maintains a
[Link] long list of Wiki Tools.
[Link]
Wikiversity is a project “to build an
[Link]/eclipse/vendors/wikis.
electronic institution of learning” based on
htm
the wiki model.
[Link] The Learning Commons project at the
time-to-vote University of Calgary has a brochure for
faculty on “Supporting Student
The South African Association of Science
Collaboration through the use of Wikis.”
and Technology Educators has developed a
[Link]
set of free online electronic textbooks using
[Link]
wiki technology.
[Link] Teresa Almeida d'Eça in Portugal has posted
:Technology a list of various Web teaching tools,
including wikis, that she updates regularly.
Elliott Masie has a LearningWiki devoted to
[Link]
supporting his work with the e-learning
[Link]#Wikis
community and his annual conference.
[Link] Stewart Mader, an Instructional
Technologist for Sciences and Math at
Jon Udell, a columnist for Infoworld
Brown University, produces a blog devoted
Magazine, gives an online talk on how a wiki
to the use of wikis in education, including a
can change over time, using the example of
section on wiki tools.
the “Heavy Metal Umlaut” article in
[Link]
Wikipedia.
[Link] Whiplash is a series of ten-minute
[Link] screencasts on various wikis.
[Link]
SocialText Wiki is designed for work groups
in corporate environments. A free trial is WWWTools for Education has an extensive
available. list of resources for wikis in education.
[Link] [Link]
cfm?x=0&rid=25242
Online Resources
Bibliography
A huge source of links to wikis, as well as an
analysis of how they work, is provided by Aronsson, L. (2002). Operation of a Large
David Mattison, an archivist with the British Scale, General Purpose Wiki Web site:
Columbia Archives. His article, “Quickiwiki, experience from [Link]’s first nine
Swiki, Twiki, Zwiki and the Plone Wars Wiki months in service. Paper presented at the
as a PIM and Collaborative Content Tool,” is ELPUB 2002 conference.
a rich source of information on wikis. [Link]
[Link]
Augar, N., Raitman, R. and Zhou, W. (2004).
[Link]
Teaching and learning online with wikis.
Brian Lamb, of the University of British Proceedings of the 2004 ASCILITE
Columbia, maintains an extensive list of wiki Conference, Perth, Australia, Dec. 5-8.
sites. [Link]
[Link] th04/procs/[Link]
adio/
Ciffolilli, Andrea (2003). Phantom authority,
James Farmer has a sample lesson plan self–selective recruitment and retention of
using a Wiki. members in virtual communities: The case
[Link] of Wikipedia. First Monday, 8(12), Dec.
ries/wikis/2004/02/[Link]

212 © Brandon Hall Research

[Link] Stafford, T. and Webb, M. (2006). What is a
ffolilli Wiki (and How to Use One for Your Projects).
Online article, O’Reilly Network, July 7,
EDUCAUSE (2005). 7 Things you should
2006.
know about…Wikis. Online paper, July.
[Link]
[Link]
2006/07/07/[Link]
[Link]
Tomkin, Emma (2005). Making the case for
Fountain, Renée (2005). Wiki pedagogy.
a wiki. Ariadne, Issue 42, January.
Profetic: dossiers pratiques.
[Link]
[Link]
ssier_imprimer.php3?id_rubrique=110 Udell, Jon (2004). The wiki way. InfoWorld,
Oct. 19, 2004.
Glaser, Anja (2004). Towards Emancipatory
[Link]
Use of a Medium: Wikis. International
0/[Link]
Journal of Information Ethics, 2, Nov.
[Link] Wood, Lauren (2005). Blogs & Wikis:
_002_09_ebersbach.pdf Technologies for Enterprise Applications?
Gilbane Report, 12(10), 2005.
Kulisz, Richard (2003). Why Wikis Work Not.
[Link]
Online article.
[Link]
Lamb, Brian (2004). Wide Open Spaces:
wikis ready or not. Educause Review, Sept.-
Oct., 36-48.
[Link]
[Link]
Leuf, Bo & Cunnin, W. (2001). The Wiki Way:
Collaboration and Sharing on the Internet.
Addison-Wesley Professional
[Link]
71499X/103-2496940-
8161425?v=glance&n=283155&s=books&
v=glance
Mattison, David (2003). Quickiwiki, Swiki,
Twiki, Zwiki and the Plone Wars - Wiki as a
PIM and Collaborative Content Tool.
Searcher, April 2003.
[Link]
[Link]
Rubenking, Neil (2003). Wiki Tools. Online
article at [Link].
[Link]
02872,[Link]
Schmitt, David (2004). UniversityWiki.
Online article at:
[Link]
bin/[Link]?UniversityWiki
Schwartz, L., Clark, S., Cossarin, M., and
Rudolph, J. (2004). Educational wikis:
features and selection criteria. International
Review of Research in Open and Distance
Learning, April 2004.
[Link]
e_xxvii.html

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 > Gesture and Facial Recognition
Part III: Innovation Technologies
> Haptics
in E-Learning – > Mashups and Web Services
Where We Are > Personal Learning Environments

Heading > Smart Labels and Tags

This research report demonstrates that the > Telepresence Technologies

field of e-learning technologies is rapidly > Wearable Computing
growing, with over 50 distinct tool sets
available to developers of online learning Ascending technologies
and teaching systems. These changes in Technologies that have been recently
available online technologies introduce new turned into products and are enjoying
possibilities not even considered a few increasing demand:
years ago.
> Social Networking Tools
The process of developing and deploying
technologies (sometimes called the > Web Feeds
technology adoption cycle) is part of a larger > Simulation Tools
operation – the knowledge life cycle.
Knowledge starts with new ideas and > Social Bookmarking
insights, which can then lead to inventions. > Personalization
Inventions may or may not be turned into
commercial products, which, in turn, may or > Semantic Web
may not be adopted by the significant
> Mobile Technologies
population. After a product has been
successfully launched, there are then spin- > Wiki Tools
offs and incremental changes until the
> Location Based Technologies
product either becomes absorbed into the
taken-for-granted landscape of everyday life > Gaming Design and Development Tools
or declines in use and disappears.
> Blogs
Because this report is about emerging e-
learning technologies, I have not described > Agents
declining e-learning technologies such as > Robotics
DVD-ROMs, CD-ROMS, floppy disks, and
computer-based training (CBT) using a time- Peaking technologies
sharing computer. However, adding them to Technologies that are dominating the
the 52 technologies described in this report market at the current time and in the next
allows me to divide the e-learning year:
technologies in this report into the following
five groups: > Collaboration Tools

Developing technologies > Search Engines

Technologies at the earliest stages of > Artificial Intelligence

experimentation and prototyping: > Visualization Technologies
> Affective Computing o Maturing technologies –
> Avatars Technologies that have
considerable history in the
> Classroom Response Systems market and are now only
> Data Mining ubject to incremental
changes:
> Decision Support Software
> Animation Software
> Assessment Tools

214 © Brandon Hall Research

> Audio and Podcasting Tools failure. However, change itself seems to be
inevitable.
> Authoring Tools
Teaching in Western societies has generally
> Browsers
been carried out by a teacher (instructor,
> Communications Tools professor) presenting materials from an
approved curriculum to a group of learners
> Competency Tracking Software (students) in a classroom. For a variety of
> Content Management Systems reasons, this approach is now rapidly
changing, both in classrooms and online.
> Display Technologies
There is a move away from a few “linear”
> E-Portfolio Tools teaching formats to a rich variety of
> Graphics Tools “nonlinear” teaching strategies. This has
been accompanied by a move from
> Learning Management Systems instructor led teaching to learner controlled
> Learning Objects and Repositories learning – again, in both formal and
informal settings. Further, learners have
> Metadata, Ontologies, and Taxonomies gone from passively receiving content to
> Natural Language Processing doing activities that lead them in many
different directions.
> Peer-to-Peer Technologies
The trend is towards individualization in all
> Portals learning activities and in the pace of learn-
> Presentation Tools ing. This has been made possible by dyna-
mic databases and software that simply did
> Rapid E-Learning Tools not exist twenty years ago. Not only has the
> Video and IPTV software evolved to manage each individ-
ual’s learning needs and desires, but the
> Virtual Reality types of software have exploded in terms of
variety and choice. We are living in a com-
> VoIP and Telephony
plex multi-channel world of information
Declining technologies abundance, without clear guidelines on how
to proceed. The old models of teaching and
Technologies that have significantly learning simply do not work.
dropped out of the marketplace:
Part of what drives change is the early
> CAI – Computer Assisted Instruction learning experiences of a younger
> CBT – Computer Based Training generation of media-savvy workers who
demand a different way of operating and
> CD-ROM learning in the workplace. There does seem
> DVD-ROM to be a distinct difference in how the under-
40-year-old generation learns compared
> Floppy Disks with older adults. The experience of younger
In time, many of the technologies in the learners with television, video games, and
developing phase will become products, computers, with a corresponding reduction
ascend the curve, peak, mature, and in the amount of time spent reading, means
decline. But not all technologies will travel that they actually think differently. The
this road; some will never leave the technology of e-learning, because it
development stage, or may never become resembles the media familiar to younger
commercially viable. Some will die quickly, learners, demands that they get actively
while others will last for decades. involved in the learning experience. The
resulting shift is a change from receptive
In any field, it is next to impossible to learning to active learning (Raschke, 2003).
accurately predict patterns of change. This The pressure of networked digital
is due, in part, to the complex, dynamic mix communications technology to move
of factors and influences that cause a learning from passive receptive modes of
product to be a successful innovation or a learning to active inquiring modes of
learning opposes the tendency of formal

Do not reproduce 215

 schooling to convert “dynamic knowledge world of reflection and imagination. Well-
into static information” (Beaugrande, 2002, written description can take us into a dream
p. 28). Schooling is often about learning world far away from where we are sitting
“facts” and not about learning about “life” (Birkerts, 1994). In contrast, elec-tronic
or integrating all of one’s experiences into media tends to be on the surface.
an illuminating and generative world view.
To keep our attention, designers of Sesame
Our early experiences orient us to ways of Street, commercials, and video games use
thinking and to learning interests later in quick animations and jump-cut editing to
life. In North America, people now over 80 revoke instinctual "orienting responses" to
were raised in much simpler material movement and novelty. It works for a time,
conditions, generally went to work earlier, until we become habituated. Then even
and were impacted by such experiences as more movement, surprise, sex, or violence
the Depression and World War II. Their is needed to keep our attention.
children, the baby boomers, experienced
In approaching electronic educational
the growing gadgetry of the 1950s, the
media, the under-40 generation has high
space race, libraries, television, movie
expectat-ions due to their experience with
theaters, mind-altering drugs, the civil rights
video and computer games. But they are
movement, and a sexual revolution brought
usually disap-pointed. For example, much of
on by birth-control pills.
the hype gen-erated by e-learning providers
The children of the baby boomers, born in is about the amazing results of
the 1970s, were the first generation to be “interactivity.” But much of what passes for
raised with widespread access to personal interactivity in e-learning is minimal
computers, video games, gaming consoles, compared to what it could be, especially
mobile phones, and personal digital when compared with the interact-ivity of
assistants. The last 35 years have also video games. Generally, interactivity in e-
brought AIDS, terrorism, ecological learning consists of turning pages by click-
disasters, global warming, and the ing hyperlinks. True interactivity is based on
globalization of corporate capitalism. The feedback loops, whereby the action of one
speed of change increases with each participant, the learner, results in an action
passing year. This rapidly changing world by the other participant, the computer, in a
makes it necessary to obtain the ability to back-and-forth exchange. With feedback,
both unlearn and relearn throughout one's learners reflect on what is happening by
life. seeing the results of their actions or decis-
ions. We also learn by being challenged or
Given the differences in the experiences
questioned about our decisions. There is
and environments of the three generations
little of this level of interactivity in today's e-
described above, is not surprising that each
learning content.
has its own interests and ways of learning.
The under-40 generation has been However, that is all about to change. Within
described as “digital natives,” while those of the next five years, we will see the restruct-
us who are over 40 and have ventured into uring of education and training, as we finally
the computer world have been called realize the advantages of these new
“digital immigrants.” Prensky (2001) technol-ogies. Networked computer
describes the younger generation as technology is emerging as a multi-sensory
operating at “twitch speed” because of its learning environ-ment, with such
training on video games and the innovations as information visualization and
requirements of a high-speed world to auralization; digitization of smell, touch and
produce at a faster and faster pace. taste; huge data wall displays; wearable
Because of this, Prensky suggests that computers; and digital ink and electronic
“digital game-based learning” is most paper.
appropriate for the under-40 group.
Networked Computer Technology is now
For the older generation, the ability to read able to simulate complexity in a way that
well is at the heart of a good education. was never possible before in human hist-
ory. Witness the rise of the sophisticated
Once we master the art of reading, the
models of “artificial life,” the dynamic visu-
words on the page disappear as we enter a
alization of chaos and complexity at the sub-

216 © Brandon Hall Research

atomic and cosmic levels of phenom-ena, Rushkoff, Douglas (2005). Get Back in the
and the modeling of complex systems like Box: innovation from the inside out. New
nuclear reactors or the human body. York: Collins.
[Link]
In the next wave, networked computers will
Innovation-
mirror a form of collective intelligence that
Inside/dp/B000IU3E50/ref=sr_11_1/104-
is much more able than the problem-solv-
8608784-5591139?ie=UTF8
ing capabilities of any individual. With the
addition of the Semantic Web or similar Seidensticker, Bob (2006). FutureHype: the
schemes, the entire Internet will reflect myths of technology change. San
group intelligence of the human race. It will Francisco:Berrett-Koehler.
also be the ultimate library of ideas, port- [Link]
folios, creative products, and the mapping Myths-Technology-
of everything. It is already a place for mass- Change/dp/1576753700/ref=sr_11_1/10
ively multiple player games; shortly, it will be 4-8608784-5591139?ie=UTF8
a giant collaborative workspace. The
Utterback, James (1994). Mastering the
problem is that we have not figured out
Dynamics of Innovation. Boston: Harvard
what to do with that amount of power.
Business School Press.
At the individual level, the result of all this [Link]
power and choice is that individual learners Dynamics-Innovation-James-
either can be potentially freer to follow their Utterback/dp/0875847404/sr=1-
own goals because of the flexibility of learn- 1/qid=1160624848/ref=pd_bbs_1/104-
ing paths, or can be more bound up by the 8608784-5591139?ie=UTF8&s=books
technologies, which have also greatly in-
Woodill, Gary (2006). Emerging e-Learning:
creased the possibilities of surveillance and
innovative content, technologies and
control.
services for the next 5 years. Paper
Two hundred years ago, you needed a guide presented at the American Society for
to take a wagon train from the East-ern Training and Development (ASTD)
seaboard of North America to the “Wild International Conference and Exhibition,
West.” Today we have multiple methods and Dallas, Texas, May 2006.
an infrastructure to get there, none of which [Link]
involve needing a guide (although guided
tours are still one option). Likewise, the
multitude of new technologies and on-line
content make it possible to take cont-rol of
one’s own learning journey. Guides are
optional.

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1/qid=1160624770/ref=pd_bbs_1/104-
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Do not reproduce 217

 SE-901 87 UMEÅ Sweden
Part IV: List of Tel: +46 90 786 6771
Fax: +46 90 786 6550
Companies and [Link]
[Link]
Organizations Special Interest Group on Computer-Human
Interaction (SIGCHI)
c/o Association for Computing Machinery
Affective Computing 1 Astor Plaza, 1515 Broadway, 17th Floor,
Affective Computing Group New York, New York 10036-5701 USA
c/o The Media Laboratory, MIT Tel: +1-212-869-7440
Building E15 Toll free: +1-800-342-6626
77 Massachusetts Avenue [Link]
Cambridge, MA 02139-4307 USA
MYSELF Project
Tel: (617) 253-5960
c/o Massimo Balestra
Fax: (617) 258-6264
ACSE SPA, Via San Senatore 6/1
[Link]
Milan, Italy
Affective Computing Portal Tel: +39/02 88129731
Eindhoven University of Technology Fax: +39/02 88129752
Department of Industrial Design [Link]
Room HG 2.51, Den Dolech 2
Nielsen Norman Group
P.O. Box 513, 5600 MB Eindhoven
48105 Warm Springs Boulevard
Tel: +31 (0)40 247 5175
Fremont, CA 94539-7498 USA
Fax: +31 (0)40 247 5376
Tel. +1 (415) 682-0688
[Link]
[Link]
[Link]
WEBIST
Cognition and Affect Project
Av. D. Manuel I,
c/o School of Computer Science
27A 2º esq, 2910-595 Setúbal - Portugal
The University of Birmingham
Tel.: +351 265 520 184
Edgbaston, Birmingham
Fax: +351 265 520 186
B15 2TT United Kingdom
[Link]
Tel: +44 121 414 3744
Fax: +44 121 414 4281
[Link] Agents
Geneva Emotion Research Group Agentlink
c/o Sylvie Staehli, Administrative Secretary c/o Peter McBurney
Department of Psychology Department of Computer Science
University of Geneva University of Liverpool
40, Boulevard du Pont-d'Arve Liverpool , L69 7ZF, UK
CH-1205 Geneva Switzerland [Link]
Tel: +41-22-379-9215
AiLive Inc.
Fax: +41-22-379-9219
3400 Hillview Avenue, Building 5,
[Link]
Palo Alto, CA 94304 USA
Humaine Project [Link]
c/o Dr. Marc Schröder, DFKI GmbH
Auburn University
Forschungsbereich Sprachtechnologie
Auburn, Alabama 36849 USA
Stuhlsatzenhausweg 3 / Building 43.1
Tel: (334) 844-4000
D-66123 Saarbrücken, Germany
[Link]
Tel: +49-681-302-5303
[Link] Center for Advanced Research for
Technology in Education (CARTE)
Q-Life
c/o USC Information Sciences Institute
Department of Informatics
4676 Admiralty Way Suite 1001
Umeå University
Marina del Rey, CA 90292 USA

218 © Brandon Hall Research

Tel: (310) 822-1511 Teachable Agents Group
Fax: (310) 823-6714 c/o Vanderbilt University
[Link] 2201 West End Avenue
Nashville, Tennessee 37235 USA
CodeBaby Corp.
Tel: (615) 322-7311
#1910, 10004-104 Avenue.
[Link]
Edmonton, AB T5J 0K1 Canada
Tel: (780) 432-522
[Link] Animation Software
Department of Computer Science Adobe Systems Incorporated
c/o Professor Michael Wooldridge 345 Park Avenue
University of Liverpool San Jose, CA 95110-2704
Liverpool, L69 7ZF, UK Tel: (408) 536-6000
Tel: (+44 151) 795 4272 Fax: (408) 537-6000
Fax: (+44 151) 794 3715 [Link]
[Link]
Alchemy Mindworks
Educause P.O. Box 5200,
4772 Walnut Street, Suite 206 Huntsville, Ontario P1H 2K6 Canada
Boulder, CO 80301-2538 USA Tel: 1 (705) 789-5238
Tel: (303) 449-4430 Fax: 1 (705) 789-7781
Fax: (303) 440-0461 [Link]
[Link]
Animation Factory
Extempo Systems, Inc. c/o Jupiterimages
P. O. Box 2124 2000 W. 42nd Street Suite C
Menlo Park, CA 94026-2124 USA Sioux Falls, SD 57105 USA
Tel: (650) 327-1106 Tel: 1 (605) 339-4722
Fax: (940) 234-6089 Fax: 1 (605) 335-1554
[Link] [Link]
IEEE Computer Society Animats
1730 Massachusetts Avenue, N.W. 999 Woodland Avenue
Washington, DC 20036-1992 USA Menlo Park, CA 94025 USA
Tel: +1-202-371-0101 Tel: (650) 326-9109
Fax: +1-202-728-0884 [Link]
[Link]
Apple Computer, Inc
s/[Link]
1 Infinite Loop
Indiana University School of Informatics Cupertino, CA 95014
c/o Filippo Menczer, 1900 East Tenth St. Tel: (408) 996-1010
Bloomington, IN 47406 USA [Link]
Tel: (812) 856-1377
Ascension Technology Corporation
Fax: (812) 856-1995
P.O. Box 527, Burlington, VT 05402 USA
[Link]
Tel: (802) 893-6657
Multi Agent Bio-Robotic Lab (MABL) Fax: (802) 893-6659
c/o Dr. Ferat Sahin [Link]
79 Lomb Memorial Drive
Australian Society for Computers in
Rochester, NY 14623 USA
Learning In Tertiary Education (ASCILITE)
Tel: (585) 475-2175
c/o Robyn Debbes, Secretariat, CEDIR
Fax: (585) 475-5845
University of Wollongong NSW 2522
[Link]
Tel: (612) 4221-4895
Redwood E-learning Systems Fax: (612) 4225-8312
479A Wellington St. W [Link]
Toronto, Ontario M5V 1E7 Canada Page
[Link]
Autodesk, Inc.
111 McInnis Parkway

Do not reproduce 219

 San Rafael, CA 94903 USA [Link] Pty Ltd
Tel: (415) 507-5000 The Basement, 33 Ewell Street
Fax: (415) 507-5100 Balmain NSW 2041 AUSTRALIA
[Link] [Link]
Avid Technology, Inc. Viewpoint Corporation
Avid Technology Park, One Park West 498 7th Avenue Suite 1810
Tewksbury, MA 01876 USA New York, NY 10018 USA
Tel: (800) 00-2843 Tel: (212) 201-0800
[Link] Fax: (212) 201-0801
[Link]
Character Animation Technologies Ltd.
PO Box 24478, 110 Cuba Mall, Ulead Systems
Wellington, New Zealand 970 W. 190th Street, Suite #480
Tel: +64 4 384 7316 Torrance, CA 90502 USA
Fax: +64 4 384 7328 Tech Support: +1 (510) 979-7118
[Link] Fax: +1 (310) 512-6408
EI Technology Group, LLC
20770 Hwy 281 North, Suite 108-414 Artificial Intelligence
San Antonio, Texas 78258-7500 USA
American Association for Artificial
Tel: (210) 745-3104
Intelligence (AAAI)
Fax: (210) 579-1430
445 Burgess Drive, Suite 100
[Link]
Menlo Park, California 94025 USA
Hegarty Spatial Thinking Lab Tel: (650) 328-3123
c/o Department of Psychology Fax: (650) 321-4457
University of California, [Link]
Santa Barbara, CA 93106-9660 USA
Association for Computational Linguistics
Tel: (805) 893-2791
3 Landmark Center
Fax: (805) 893-4303
East Stroudsburg, PA 18301 USA
[Link]
Tel: +1 (570) 476-8006
[Link]
Fax: +1 (570) 476-0860
Macromedia, Inc. [Link]
601 Townsend Street
AutoTutor
San Francisco, CA 94103 USA
c/o Dr. Art Graesser
Tel: (415) 832-2000
University of Memphis
Fax: (415) 832-2020
202 Psychology Building
[Link]
Memphis , TN 38152 USA
Massive Software [Link]
PO Box 5456
Cognitive Science Society
Auckland 1036 New Zealand
Department of Psychology, University of
Tel: (310) 837-7878
Texas
[Link]
1 University Station A8000
NewTek, Inc. Austin, TX 78712 USA
5131 Beckwith Blvd. Tel: (512) 471-2030
San Antonio, TX 78249 USA Fax: (512) 471-3053
Tel: (210) 370-8000 [Link]
Fax: (210) 370-8001
Cognitive Tutor Authoring Tools
[Link]
Human Computer Interaction Institute
SIGGRAPH School of Computer Science
c/o Mark Haley, Walt Disney New Carnegie Mellon University
Technology & New Media U.S.A. Pittsburgh, PA 15213-3891
Tel: +1.818.460.6450 Tel: (412) 268-8808
[Link] Fax: (412) 268-1266
[Link]

220 © Brandon Hall Research

European Distance and E-Learning Network Murrysville, PA 15668 USA
Budapest University of Technology and Tel: (724) 733-8603
Economics, H-1111 Budapest, Fax: (724) 325-2062
Egry J. u. 1. Hungary [Link]
Tel: + 36 1 463 1628
Stottler Henke Associates
Fax:+ 36 1 463 1858
951 Mariner's Island Blvd., Suite 360
[Link]
San Mateo, CA , 94404 USA
Gemini Performance Systems Tel: (650) 931-2700
2nd Floor 683 - 10th Street S.W. Fax: (650) 931-2701
Calgary, Alberta Canada T2P 5G3 Canada [Link]
Tel: (403) 263-8649
Tutor Research Group
Fax: (403) 261-4688
Worcester Polytechnic Institute
[Link]
100 Institute Road
Illinois Institute of Technology Worcester, MA 01609-2280 USA
Computer Science Department Tel: (508) 831-5000
10 West 31st Street, Stuart Building 235 [Link]
Chicago, IL 60616 USA
University of Calgary
Tel: (312) 567-5150
c/o Behrouz Homayoun Far
Fax: (312) 567-5067
Dept. of Electrical & Computer Engineering
[Link]
2500 University Drive N.W.
Intelligent Tutoring Systems Research Calgary, Alberta, T2N 1N4 Canada
School of Information Technologies Tel: (403) 220-5806
Madsen Building F09, University of Sydney Fax: (403) 282-6855
NSW 2006 Australia [Link]
Tel: +61 2 9351 3423
University of South Australia
Fax: +61 2 9351 3838
School of Computer and Information
[Link]
Science
h/current_computer_science_education_re
GPO Box 2471 Adelaide
[Link]
South Australia 5001 Australia
Knowledge Engineering Tel: +61 8 8302 6611
Suite 600, 303 Twin Dolphin Drive Fax: +61 8 8302 2466
Redwood City, CA 94065 USA [Link]
Tel: (650) 632-4388
Virtuel Age International (Main Office)
Fax: ( 650) 632-4389
75 Queen Street, Suite 1500
[Link]
Montreal, Quebec H3C 2N6 Canada
Licef Research Centre Tel: (514) 393-0880
Télé-Université, 100 Sherbrooke St. West Fax: (514) 393-0881
Montreal, Quebec H2X 3P2 Canada [Link]
Tel : (514) 843-2015
Fax : (514) 843-2151
[Link]
Assessment Tools
[Link] Assessment Resource Center
University of Maryland University College
Pittsburgh Advanced Computer Tutoring
3501 University Blvd. East
Project
Adelphi, Maryland 20783 USA
Human Computer Interaction Institute
Tel: (800) 888-8682
School of Computer Science
[Link]
Carnegie Mellon University
Pittsburgh, PA 15213-3891 Brainbench Employment Testing
Tel: (412) 268-8808 14100 Parke Long Court, Suite K,
Fax: (412) 268-1266 Chantilly, VA 20151 USA
[Link] Tel: (703) 437-4800
Fax: (703) 437-8003
Quantum Simulations, Inc.
[Link]
5275 Sardis Road

Do not reproduce 221

 Centre for the Study of Higher Education Pedagogue Testing
The University of Melbourne c/o Pedagogue Solutions
VIC 3010 Australia 100 Thanet Circle, Suite 105
Tel: +61 03 8344 4605 Princeton, NJ 08540-3674 USA
Fax: +61 03 8344 7576 Tel: (609) 921-7585
[Link] [Link]
Computer Based Assessment Project Questionmark
Univ. of Wolverhampton Technology Centre 535 Connecticut Avenue, Suite 100,
Wulfruna Street, Wolverhampton Norwalk, CT 06854 USA
WV1 1SB UK Tel: (800) 863-3950
Tel: +44 1902 321402 [Link]
Fax: +44 1902 321478
Quintessential Careers
[Link]
DeLand, FL 32720 USA
CTI Computing Faculty of Informatics [Link]
University of Ulster at Jordanstown
Red inQ
Shore Road, Newtownabbey, Co. Antrim
c/o Hurix Systems Private Limited
BT37 OQB N. Ireland
4064 N Lincoln Ave, Suite #282
Tel: +44 (0) 1232 368020
Chicago IL 60618 USA
Fax: +44 (0) 1232 368206
Tel: (773) 769 3100
[Link]
Fax: (773) 409 5470
Diploma [Link]
c/o Horizon Wimba html
520 8th Avenue, Suite 2300
Resource Management Services
New York, NY 10018 USA
The Old Vicarage
Tel: +1 212 533 1775
10 Church Street
Fax: +1 212 533 6041
Rickmansworth
[Link]
Herts WD3 1BS England
Educational Testing Service (ETS) Tel: +44 (0)1923 770077
Rosedale Road [Link]
Princeton, NJ 08541 USA
Testcraft
Tel: (609) 921-9000
c/o Ingenious Group LLC
Fax: (609) 734-5410
P.O. Box 317
[Link]
New Hartford, CT 06057 USA
Latent Semantic Analysis @ UC Boulder Tel: (888) 541-4896
University of Colorado, Outside the U.S.: (860) 738-2231
Boulder, Colorado 80309 USA Fax: (860) 738-2241
Tel: (303) 492-1411 [Link]
[Link]
Texas Center of Educational Technology
National Institute for Science Education P.O. Box 305280
University of Wisconsin-Madison Denton, TX 76203-5280
1025 W. Johnson Street, Suite 753 Tel: (940) 565-4433
Madison, WI 53706 USA [Link]
Tel: (608) 263-9250
University of Illinois’ Office of Instructional
Fax: (608) 262-7428
Resources
[Link]
c/o Kathy Duvall,
Operitel Corporation Measurement and Evaluation
160 Charlotte Street, Suite 201 Room 247 Armory, MC-528
Peterborough, Ontario K9J 2T8 Canada 505 East Armory Avenue
Tel: (705) 745-6605 Champaign, IL 61820 USA
Fax: (705) 745-1248 Tel: (217) 333-3490
[Link] [Link]
ml

222 © Brandon Hall Research

Vantage Learning Fax: (617) 423-9007
110 Terry Drive, Suite 100 [Link]
Newtown, PA 18940
Educational Podcast Network
Tel: (800) 322-0848
c/o David Warlick
Fax: 215-579-8391
Raleigh, NC 27609 USA
[Link]
Tel: (919) 571-3292
XStream Software, Inc. Fax: (919) 571-2760
2280 St. Laurent Blvd., Suite 200 [Link]
Ottawa, Ontario, K1G 4K1 Canada
e-Learning Centre
Tel: (613) 731-9443
Learning Light Ltd.,
Fax: (613) 731-9615
Sheffield Technology Parks,
Products: Performance Analyzer
Cooper Buildings, Arundel Street,
[Link]
Sheffield, S1 2NS UK
[Link]
Audio and Podcasting Envision Center
Tools Purdue University
Adobe Systems Incorporated 128 Memorial Mall, Stewart Center
345 Park Avenue West Lafayette IN 47906 USA
San Jose, CA 95110-2704 Tel: (765) 496-7888
Tel: (408) 536-6000 [Link]
Fax: (408) 537-6000 iTunes
[Link] Apple Computer, Inc
AudioLink, Inc. 1 Infinite Loop
50 Hunt St., Watertown, MA 02472 USA Cupertino, CA 95014
Tel: (617) 926-9007 Tel: (408) 996-1010
[Link] [Link]

Automatic Synch Technologies Sonic Foundry

Tel: (510) 582-3437 222 West Washington Avenue
[Link] Madison, WI 53703 USA
[Link] Tel: (608) 443-1600
Fax: (608) 443-1601
AVSMedia [Link]
Online Media Technologies Ltd.
29 Harley Street
London W1G 9QR United Kingdom Authoring Tools
Fax: (44) 207 182 6722 Adobe Systems Incorporated
[Link] 345 Park Avenue, San Jose, CA 95110-
[Link] 2704
BIAS, Inc Tel: (408) 536-6000
140 Keller Street Fax: (408) 537-6000
Petaluma, CA 94952 USA [Link]
Tel: 1 (707) 782-1866 Accordent Technologies
Fax: 1 (707) 782-1874 300 N. Continental Blvd., Suite 200
[Link] El Segundo, CA 90245 USA
Bremmers Audio Design Tel: (310) 374-7491
Vlamingstraat 71 Fax: (310) 374-7391
2611 KS Delft [Link]
The Netherlands AcroServices
[Link] c/o L.A. Grime and Associates, Inc.
Cakewalk 860 Sandalwood Road, West Perrysburg,
268 Summer Street OH 43551-3225 USA
Boston, MA 02210 USA Tel: (419) 872-9999
Tel: (617) 423-9004

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 [Link] Strelley Hall, Nottingham, NG8 6PE, UK
products/[Link] Tel. +44 (0)115 9061375
Fax. +44 (0)115 9061251
Anark Corporate Headquarters
[Link]
1434 Spruce Street, Suite 200
[Link]/[Link]
Boulder, CO 80302
Tel: (303) 545-2592 CopyCat
Fax: (303) 545-2575 Tel: +44(0)845 4900 228
[Link] Fax: +44(0)870 900 9098
[Link]
AuthoLearn
c/o TrainVision CourseGenie
[Link] 1116 Ramat c/o Horizon Wimba
Yishai 30095, Israel 520 8th Avenue, Suite 2300
Tel: 972-4-993 0484 New York, NY 10018 USA
Fax: 972-4-983-1715 Tel: +1 (212) 533-1775
[Link] Fax: +1 (212) 533-6041
[Link]
Banshee
c/o McKinnon-Mulherin Inc. Coursemaker Studio
136 South Main Street, Suite A300 c/o [Link], Inc.
Salt Lake City, UT 84101 USA 14000 NW 4th Street
Tel: (801) 531-1631 Sunrise, FL 33325 USA
[Link] Tel: (954) 233-4000
[Link]/[Link] Fax: (954) 233-4001
[Link]
Bloki
c/o Zapatec Inc. CourseWare
1700 Martin Luther King Jr Way c/o Bridge
Berkeley, CA 94709-2114 USA Via Sangallo 32,
Tel: 1 (866) 522-7941 20100 Milan, Italy
[Link] [Link]
Brainshark, Inc. Custom Learning Studio
Two University Office Park c/o MyKnowledgeMap Ltd
51 Sawyer Road, Waltham, MA 02453 USA 37a Micklegate
Tel: (781) 370-8000 York YO1 6JH UK
[Link] Tel: +44 (0)1904 659465
[Link] Fax: +44 (0)1904 466081
[Link]
Camstasia Studio
c/o Lifeboat Distribution DazzlerMax
1157 Shrewsbury Avenue c/o MaxIT Corporation
Shrewsbury, NJ 07702-4321 USA 2771-29 Monument Road MS-355
Tel: (800) 847-7078 Jacksonville, FL 32225 USA
Fax: (732) 389-2066 Tel: (904) 998-9520
[Link] Fax: (904) 998-0221
asp [Link]
CLI Virtuoso Authoring System Designer’s Edge
c/o Cisco Learning Institute c/o Allen Communication Learning Services
1661 East Camelback Road Suite 300 175 W. 200 South, Ste. 100 Garden Level
Phoenix, AZ 85016 USA Salt Lake City, UT 84101 USA
Tel: (602) 343-1500 Tel: (801) 537-7800
Fax: (602) 343-1600 Fax: (801) 537-7805
[Link] [Link]
Virtuoso/[Link]
Dynamic Power Trainer
Content Point c/o Dynamic Media
c/o Atlantic Link Straßganger Straße 287

224 © Brandon Hall Research

8053 Graz, Austria Fax: +47 97 32 37 08
[Link] [Link]
EasyAuthor Experience Builders LLC
c/o Eclipsys Corporation 836 Custer Avenue
1750 Clint Moore Road Evanston, Illinois 60202 USA
Boca Raton, FL 33487 USA Tel: (847) 475-4400
Tel: (561) 322-4321 [Link]
Fax: (561) 322-4320
ExpertAuthor, ExpressTrain
[Link]
c/o Knowledge Quest
[Link]
301 Forest Avenue
EasyProf Laguna Beach, CA 92651 USA
Rambla Brasil, 38-40, local 3 Tel: (949) 376-8150
E-08028 Barcelona, Spain [Link]
Tel: +34 93 490.64.10
Firefly Publisher
Fax: +34 93 490.64.68
c/o KnowledgePlanet
[Link]
5095 Ritter Road, Suite 112
Edufolio Mechanicsburg, PA 17055 USA
c/o Terra Dotta, LLC Tel: (717) 790-0400
501 West Franklin Street, Suite 105 Fax: (717) 790-0401
Chapel Hill, NC 27516 USA [Link]
Tel: (919) 929-8400
Flash Companion eLearning Studio
Fax: (919) 883-5093
Rapid Intake Inc.
[Link]
441 W Main St, Suite B
Eedo ForceTen Lehi, Utah 84043 USA
76 Northeastern Blvd ., Suite 29A Tel: (866) 231-5254
Nashua, NH 03062 USA Fax: (360) 838-0828
Tel: (603) 889-3784 [Link]
Fax: (603) 595-7932
iLessons
[Link]
c/o Counterpoint MTC Ltd
ml
Unit 2 Timberlaine Trading Est., Decoy Rd.,
e-Learning Consulting Worthing, West Sussex, BN14 8ND, UK
1722 232 Avenue NE Tel: +44 (0)1903 538844
Sammamish, WA 98074 USA Fax: +44 (0)1903 536080
Tel: (425) 868-4841 [Link]
[Link]
Impatica Inc.
E-Learning in a Box 1725 St. Laurent Blvd., Suite 205
c/o KnowledgeXtensions, Inc. Ottawa, Ontario K1G 3V4 Canada
500 Kenwood Avenue Tel: (613) 736-9982
Delmar, New York 12054 USA Fax: (613) 736-9084
Tel: (866) 532-7659) [Link]
[Link]
Instant Demo
Elicitus Content Publisher c/o NetPlay Software
Harbinger Knowledge Products Tamarind Drive, Unanderra
P. O. Box 2827 Wollongong, NSW, Australia.
Redmond, WA 98073 USA Fax: +61 2 4272 1338
Tel: (425) 861-8400 [Link]
[Link]
Intiva
Enterprise e-Learning Publishing System c/o Business Performance Technology
c/o Mohive, P.O. Box 9083 1224 Mill Street East, Berlin, CT
Grønland N-0133 Oslo Norway 06023 USA
Tel: +47 22 44 94 50 Tel: (860) 828-5650

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 Fax: (860) 828-3017 Tel: 1 (800) 616-5409
[Link] Fax: (250) 361-9362
[Link]
Intuition Publisher
IFSC House LEARNERLand
International Financial Services Centre c/o MEDIAmaker Ltd
Custom House Quay MEDIA HOUSE, Padge Road, Beeston
Dublin 1 Ireland Nottingham UK NG9 2RS
Tel: +353 1 605 4300 Tel: +44 (0)115 925 5440
Fax: +353 1 605 4301 [Link]
[Link]
Learning Composer
shtml
c/o TEDS Inc.
iPerform Course Builder 235 Mountain Empire Road
Integrated Performance Systems, Inc. Atkins, VA 24311 USA
111 Water St. East Tel: (276) 783-6991
Dundee, IL 60118 USA [Link]
Tel: (847) 836-1800
Lectora
Fax: (847) 836-1818
c/o Travantis
[Link]
311 Elm Street, Suite 200
Kallidus Authoring System Cincinnati, OH 45202 USA
c/o e2train Limited Tel: (877) 929-0188
1st Floor, 101/102 Cirencester Bus. Park [Link]
Love Lane, Cirencester, Gloucestershire,
Lecturnity
GL7 1XD, UK
c/o imc AG
Main Tel: +44 (01285) 883900
Altenkesseler Straße 17/ D3
Fax: +44 (01285)883901
66115 Saarbrücken Germany
[Link]
Tel: +49 681/ 94 76 - 0
_Author.htm
[Link]
KBridge
Lersus easyContent
c/o KnowledgeXtensions, Inc.
c/o Delfi Software
500 Kenwood Avenue
Lietzenburgerstr. 46
Delmar, New York 12054 USA
10789 Berlin Deutschland
Tel: (866) 532-7659)
Tel: +49 (30) 81298133
Fax: (518) 689-3095
[Link]
[Link]
n-solutions/authoring-system/
[Link]
MindOnSite – Integral Coaching SA
Knowledge Assembler
Soleil Levant 6
c/o Generation21 Learning Systems
1170 Aubonne, FRANCE
17301 W. Colfax Avenue
Tel: +41 21 807 01 31
Building 200, Suite 225
[Link]
Golden, CO 80401 USA
[Link]
Tel: (303) 233-2100
Fax: (303) 462-8849 Microsoft Corporation
[Link] One Microsoft Way
Redmond, WA 98052-6399 USA
KnowledgeHub Authoring Services
Tel: (800) 642-7676
c/o 500 Canal View Boulevard
Fax: (425) 936-7329
Rochester, NY 14623 USA
[Link]
Tel: (585) 240-7500
Fax: (585) 240-7760 MindIQ Corporation
[Link] 7742 Spalding Drive, #205
Norcross, GA 30092-4207 USA
KnowledgePresenter
Tel: (770) 248-0442
GeoMetrix Data Systems
Fax: (770) 248-1949
240 Bay Street
[Link]
Victoria, BC V9A 3K5 Canada

226 © Brandon Hall Research

Nuvvo Fax: (613) 731-9615
c/o Savvica Inc. [Link]
110 Fourth Ave.
RapidGuide
Courtice, ON, L1R 3K7 Canada
c/o XStream Software, Inc.
Tel: (416) 907-8618
2280 St. Laurent Blvd., Suite 200
[Link]
Ottawa, Ontario, K1G 4K1 Canada
Opus Pro Tel: (613) 731-9443
c/o Digital Workshop [Link]
The Innovation Centre
ReadyGo!
Warwick Technology Park
1761 Pilgrim Avenue
Gallows Hill, Warwick, CV34 6UW UK
Mountain View, CA 94040 USA
Tel: +44 (0)870 120 2186
Tel: (650) 559-8990
Fax: +44 (0)870 120 2187
Fax: (650) 559-5950
[Link]
[Link]
podia Ltd
Respondus
6th Floor, World Trade Centre
17127 NE 83rd Ct.
Exchange Quay
Redmond, WA 98052 USA
Manchester M5 3EJ United Kingdom
Fax: (425) 881-3329
Tel: +44 (0) 8707 80 26 36
[Link]
Fax: +44 (0) 8707 80 26 37
[Link] Reusable Objects
Richmond Forum
PointeCast Publisher Professional
Cnr. Cedar Ave & Napier Road,
355 South 520 West, Suite 150
Richmond, Johannesburg, South Africa
Lindon, Utah 84042-1911 USA
Tel: +27 11 482 7543
Tel: +1(801) 805-3600
Fax: +27 11 482 8447
[Link]
[Link]
Presentation Studio
SCOBuilder
c/o WebEx Communications, Inc.
c/o Westcliff Data Services Ltd
3979 Freedom Circle
PC House, 150 Hamlet Court Road
Santa Clara, CA 95054 USA
Westcliff-on-Sea, Essex SS0 7LN UK
Tel: (408) 435-7000
Tel: +44 (0)1702 436600
Fax: (408) 496-4353
Fax: +44 (0)1702 434888
[Link]
[Link]
[Link]
ontent=products/scobuilder
Presenter
SCORMxt
c/o Articulate
c/o Westcliff Data Services Ltd
244 5th Avenue Suite 2960
PC House, 150 Hamlet Court Road
New York, NY 10001 USA
Westcliff-on-Sea, Essex SS0 7LN UK
Tel: 1 (800) 861-4880
Tel: +44 (0)1702 436600
[Link]
Fax: +44 (0)1702 434888
Quest [Link]
c/o Allen Communication Learning Services ontent=products/scobuilder
175 W. 200 South, Ste. 100 Garden Level
ScreenWatch Producer
Salt Lake City, UT 84101 USA
15191 Humbug Rd. 3rd Floor
Tel: (801) 537-7800
Magalia, CA 95954
Fax: (801) 537-7805
Tel: (530) 852-7070 x103
[Link]
[Link]
RapidBuilder
ScribeStudio
c/o XStream Software, Inc.
15 Maiden Lane, Suite 400
2280 St. Laurent Blvd., Suite 200
New York, NY 10038
Ottawa, Ontario, K1G 4K1 Canada
Tel: (212) 353-0022
Tel: (613) 731-9443
[Link]

Do not reproduce 227

 Seminar Learning System Thinkingcap Studio
Burleigh House, 15 Newmarket Road c/o Agile, 250 The Esplanade
Cambridge CB5 8EG United Kingdom Toronto, ON M5A 1J2 Canada
Tel: +44 (0)1223 312227 Tel: 1 (416) 977-4675
Fax: +44 (0)1223 310200 Fax: 1 (416) 599-1441
[Link] [Link]
Sensa e-Learning ToolBook
4465 W. Gandy Blvd, Suite 200 1808 North Shoreline Boulevard
Tampa, FL 33611 USA Mountain View, CA 94043 USA
Tel: (813) 831-8181 Tel: +1 (650) 934-9500
Fax: (813) 831-8221 Fax: +1 (650) 962-9411
[Link] [Link]
SmartBuilder Trainersoft
c/o Suddenly Smart FunEducation, Inc.
523 Encinitas Blvd. Ste 202 110 West C Street Suite 2200
Encinitas, CA 92024 San Diego, CA 92101 USA
Tel: (800) 690.4259 [Link]
Fax: (760) 635.5709
TurboDemo
[Link]
c/o Bernard D&G, Birnenweg 15
Snap! Studio 72766 Reutlingen Germany
c/o Percepsys Tel: + 49 7121 1688-0
4686 Rosebush Road Fax: 212 937 5201
Mississauga ON L5M5H3 Canada [Link]
Tel: 1 (877) 719-4789
ViewletBuilder
[Link]
c/o Qarbon, 55 South Market St., Suite
StudyMate 1550
c/o Respondus San Jose, CA 95113 USA
17127 NE 83rd Ct. Tel: (408) 907-4800
Redmond, WA 98052 USA Fax: (408) 907-4808
Fax: (425) 881-3329 [Link]
[Link]
Visual Course Builder
[Link]
c/o MaxIT Corporation
SyberWorks Competency Management 2771-29 Monument Road MS-355
Module Jacksonville, FL 32225 USA
Tel: (888) 642-7078 Tel: (904) 998-9520
Fax: (781) 891-1994 Fax: (904) 998-0221
[Link] [Link]
Thesis XplanaWorkbook
c/o HunterStone c/o Xplana, Inc., 323 Newbury Street
10628 C Broad River Rd Boston, Massachusetts 02115 USA
Irmo, SC, USA 29063-9688 USA Tel: (617) 262-0202
Tel: (803) 749-8980 [Link]
Fax: (803) 781-7149
[Link]
Avatars
time4you GmbH communication & learning
CodeBaby Corp.
Maximilianstr. 4, 76133 Karlsruhe,
#1910, 10004-104 Avenue.
Germany
Edmonton, AB T5J 0K1 Canada
Tel. +49(0)721.83 01 60
Tel: (780) 432-522
Fax +49(0)721.83 01 616
[Link]
[Link]
ime4you/ibt/en/[Link]?pos=ibtAuthorin DA Group
g The Lighthouse, 70 Mitchell Street
Glasgow G1 3LX UK

228 © Brandon Hall Research

Tel: +44 (0) 141 582 0600 Moorestown, NJ 08057 USA
[Link] Tel: (856) 787-9100
Fax: (856) 787-0707
Daden Chatbots
[Link]
103 Oxford Rd, Moseley,
Birmingham, B13 9SG, United Kingdom WaveMarket, Inc.
Tel: 0 (121) 247-3628 5858 Horton Street Suite 250
[Link] Emeryville, CA 94608 USA
[Link]
Knowledge Environments, Inc.
Tel: (413) 458-5611
[Link] Browsers
Oddcast Flock
589 8th Ave., 11th Floor 100 View Street, Suite 100
New York, NY 10018 USA Mountain View CA 94041, USA
Tel: (212) 375-6290 [Link]
[Link]
Mozilla Corporation
Redwood E-learning Systems 1981 Landings Drive
479A Wellington St. W Building K
Toronto, Ontario M5V 1E7 Canada Mountain View, CA 94043-0801 USA
[Link] [Link]
Second Life OmniWeb
Tel: (415) 243-9000 Omni Development, Inc.
[Link] 2707 NE Blakeley Street
Seattle, WA 98105-3118 USA
TelSim Software Learning Technology Tel: (206) 523-4152 x0
0012 N. Dale Mabry Hwy., Ste. 219 Fax: (206) 523-5896
Tampa, FL 33618 [Link]
Tel: (813) 868-1661 mniweb
Fax: (813) 908-3559
[Link] Opera Software ASA
P.O. Box 2648 St Hanshaugen
Vcom 3d NO-0131 Oslo NORWAY
3452 Lake Lynda Drive, Suite 260 Tel: +47 24 16 40 00
Orlando, FL 32817 USA Fax: +47 24 16 40 0
Tel: (407) 737-7310 [Link]
Fax: (407) 737-6821
[Link] Qube
c/o Qelix Technologies
Blogging St. Mary Apts, 6th Flr.,
Nesbit Rd, Mazgaon, Mumbai 10, INDIA.
BlogBurst
Tel: (022) 2371-2194
c/o Pluck Corporation
Fax: (022) 2372-9177
720 Brazos St., Suite 900
[Link]
Austin, TX 78701 USA
Tel: (512) 457-5220
[Link] Classroom Response
Blogpulse Systems
c/o Nielsen Buzzmetrics Active Learning Site
56 West 22nd Street Third Floor c/o Dr. Charles Bonwell
New York, NY 10010 USA Active Learning Workshops, P.O. Box 407
Tel: (646) 253-1900 Green Mountain Falls, CO 80819
[Link] Tel: (719) 684-9261
CramerSweeney Instructional Design [Link]
Moorestown Office Center GTCO CalComp, Inc.
110 Marter Avenue, Suite 209 7125 Riverwood Drive

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 Columbia, MD 21046 Batipi
Tel: (410) 381-6688 11 St. Jospeh Street, Suite 103
Fax: (410) 290-9065 Toronto, Ontario, Canada
[Link] M4Y 3G4
Tel: (416) 840-3476
Open Technologies Interactive
[Link]
399 36th Street, SW, Orlando, FL 32811
Tel: (407) 872-3333 Blenks int bv
Fax: (407) 872-3330 Postbus 75310
[Link] 1070 AH AMSTERDAM
Tel: 0900-468 326 48
Pearson Education Australia
Fax: (+31) 84-7161430
Tel: (02) 9454 2222
[Link]
[Link]
udienceResponseSystems/[Link] BlueTie, Inc.
1050 Pittsford Victor Rd.
Qwizdom, Inc.
Pittsford, NY 14534 USA
12617 Meridian E,
Tel: (800) 258-3843
Puyallup, WA 98373 USA
[Link]
Tel: (253) 845-7738
[Link] Breeze
c/o Macromedia, Inc.
Smartroom Learning Solutions, Inc.
601 Townsend Street
4631 Dandelion Circle
San Francisco, CA 94103 USA
Marietta, GA 30067 USA
Tel: (415) 832-2000
Tel: (404) 419-6060
Fax: (415) 832-2020
[Link]
[Link]
Univeristy of Massachusetts Physics
Brevient
Education Research Group
Tel: 414.944.0162
c/o Dr. Ian Beatty
[Link]
Lederle Graduate Tower B-416
University of Massachusetts Bridgepoint
710 N. Pleasant St. c/o TelNetZ, 1192 East Draper Parkway,
Amherst, MA 01003-9305 USA Suite 522, Draper, UT 84020 USA
Tel: (413) 545-9483 Tel: (801) 303-2525
[Link] [Link]
[Link]
Collaboration Tools 404 Fifth Avenue, 6th Floor
New York, NY 10018 USA
aveComm
Tel: (212) 594-4500
c/o Atinav
[Link]
100 Franklin Square Drive, Suite# 401,
Somerset, NJ - 08873 USA Caucus Care
Tel: (732) 412-3000 2630 Lillian Road
Fax: (732) 412-2145 Ann Arbor, MI 48104 USA
[Link] Fax: (734) 973-6915
[Link]
Backpack
c/o 37 Signals Centra
400 North May Street #301, c/o Saba, 2400 Bridge Parkway
Chicago IL 60622 USA Redwood Shores, CA 94065-1166 USA
[Link] Tel: (650) 581-2500
Fax: (650) 581-2581
Bantu
[Link]
8110 Gatehouse Rd. Suite 101E
Falls Church, VA 22042 Central Desktop, Inc.
Tel: (703) 766-4577 100 North Lake Avenue, #205
[Link] Pasadena, CA 91101

230 © Brandon Hall Research

Tel: (626) 593-7007 Digi-Net Technologies, Inc.
[Link] 1034 N.W. 57th Street
Gainesville, FL 32605 USA
Cisco Systems, Inc.
Tel: (352) 333-3042
170 West Tasman Dr.
Fax: (352) 333-1117
San Jose, CA 95134 USA
[Link]
Tel: (408) 526-4000
[Link] Digité, Inc.
ps5664/ps5669/[Link] 82 Pioneer Way, Suite # 102
Mountain View CA 94041 USA
Citrix Systems, Inc.
Tel: (650) 210-3900
851 West Cypress Creek Road
Fax: (650) 210-3901
Fort Lauderdale, Florida 33309 USA
[Link]
Tel: (954) 267-3000
Fax: (954) 267-9319 Edufolio
[Link] c/o Terra Dotta, LLC
501 West Franklin Street, Suite 105
Collaboration Loop
Chapel Hill, NC 27516 USA
CMP Media LLC, 795 Folsom Street, 6th
Tel: (919) 929-8400
Floor
Fax: (919) 883-5093
San Francisco, CA 94107 USA
[Link]
Tel: (415) 905-2300
[Link] Elluminate USA
6301 NW 5th Way Suite 3600
Communique
Ft. Lauderdale, Florida 33309-6197 USA
8280 Greensboro Dr.
Tel: (954) 229-2622
Suite 630
Fax: (954) 337-0330
McLean, VA 22102 USA
[Link]
Tel: (202) 266-0058
Fax: (703) 471-1621 EMC Corporation
[Link] 176 South Street
Hopkinton, MA 01748 USA
Community Zero
Tel: (508) 435-1000
c/o Ramius
[Link]
294 Albert Street, Suite 600
Ottawa, Ontario K1P 6E6 Canada [Link]
Tel: 13-230-3808 ext. 232 40 Village Centre Place
[Link] Mississauga, Ontario, Canada
L4Z 1V9
Comotiv Systems
Tel: (905) 273-9991
111 SW Columbia St. Suite 950
Fax: (905) 273-6691
Portland, OR 97201 USA
[Link]
Tel: (503) 224-7496
Fax: (503) 222-0185 EPAM Systems
[Link] Princeton Pike Corporate Center
989 Lenox Dr., Suite 305
CourseForum Technologies
Lawrenceville, NJ 08648 USA
67 King Street
Tel: (609) 844-0400
Guelph, Ontario
[Link]
Canada N1E 4P5
Fax: (519) 837-8017 eStudio
[Link] c/o [Link] LLP
PO Box 325, Sanibel FL, 33957 USA
Covenos
Tel: (239) 395-7655
100 Enterprise Way
[Link]
Mod A-1
Scotts Valley, CA 95066 Exact Software
Tel: +1 (831) 600-1400 300 Brickstone Square
Fax: +1 (831) 600-1405 Andover, MA 01810 USA
[Link]

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 Tel: (978) 474-4900 Fax: (954) 267-9319
[Link] [Link]
eZmeeting Grapevine Software
Tel: (318) 449-9900 33532 Atlantic Ave.
[Link] Dana Point lCA 92629 USA
Tel: (949) 697-.4517
Facilitate
[Link]
4323 23rd Street
San Francisco, CA 94114 USA Groove Networks, Inc.
Tel: (805) 682-6939 100 Cummings Center
[Link] Suite 535Q
Beverly, MA 01915
Flypaper
Tel: (978) 720-2000
c/o Marq Systems
Fax: (978) 720-2001
1140 Whitemarsh Court
[Link]
San Jose, CA 95120
Tel: 1 (408) 333-9368 [Link] B.V.
[Link] PO Box 340
5500 AH Veldhoven
Forum One Communications
Tel: +31 (0) 40 258 21 60
2200 Mount Vernon Avenue
Fax: +31 (0) 40 258 21 61
Alexandria, VA 22301 USA
[Link]
Tel: (703) 548-1855
Fax: (703) 995-4937 Groupwise
[Link] c/o Novell, 3100 Steeles Avenue East, Suite
500
Genesys Conferencing
Markham, ON, L3R 8T3 Canada
Immeuble L’Acropole
Tel: (905) 940-2670
954-980, avenue Jean Mermoz
Fax: (905) 940-2688
34000 Montpellier, France
[Link]
Tel: +33 (0) 4 99 13 27 67
Fax: +33 (0) 4 99 13 27 50 hotComm
[Link] c/o 1stWorks Corporation
30 Noon Hill Avenue
Glance Networks, Inc.
Norfolk, MA 02056 USA
1167 Massachusetts Avenue
Tel: (508) 541-6781
Arlington, MA 02476 USA
[Link]
Tel: (781) 646-8505
Fax: (781) 646-8508 HP Virtual Classroom
[Link] Tel: (919) 595-4243
[Link]
Global School Net
132 N. El Camino Real, Ste. 395 Horizon Wimba
Encinitas, CA 92024 USA 520 8th Avenue, Suite 2300
Tel: (760) 635-0001 New York, NY 10018 USA
Fax: (760) 635-0003 Tel: +1 (212) 533-1775
[Link] Fax: +1 (212) 533-6041
[Link]
Gordano
18 Kenn Road, HyperOffice
Clevedon, North Somerset BS21 6EL UK 6101 Executive Blvd. #115
Tel: +44 (0)1275 345100 Rockville, Maryland 20852 USA
Fax: +44 (0)1275 345132 Tel: (301) 255-0018
[Link] [Link]
[Link] Lotus QuickPlace
c/o Citrix Systems, Inc. c/o IBM
851 West Cypress Creek Road 1133 Westchester Avenue
Fort Lauderdale, Florida 33309 USA White Plains, New York 10604 USA
Tel: (954) 267-3000 Tel: (800) 426-4968

232 © Brandon Hall Research

[Link] Fax: (520) 670-7101
[Link]/servers/eserver/iseries/quickp [Link]
lace
LiveMeeting
IceWeb c/o Microsoft Corporation
205 Van Buren St. Suite #150 One Microsoft Way
Herndon, VA 20170 USA Redmond, WA 98052-6399 USA
Tel: (703) 964-8000 Tel: (800) 642-7676
Fax: (703) 964-0160 Fax: (425) 936-7329
[Link] [Link]
[Link]
iLinc Communications
2999 N. 44th St. LiveOffice, Corp
Phoenix, AZ 85018 2780 Skypark Drive, Suite 300
Tel: (602) 952-1200 Torrance, CA 90505 USA
Fax: (602) 952-0544 Tel: (800) 251-3863
[Link] [Link]
Interwoven Mayetic
803 11th Avenue. 249 rue Saint-Martin
Sunnyvale, CA 94089 USA 75003 – Paris, France
Tel: + 1 (408) 774-2000 Tel : +33 1 46 22 07 00
Fax: +1 (408) 774-2002 [Link]
[Link]
MeetingOne
inQuest Technologies 999 Eighteenth Street
144 Turnpike Road North Tower, Suite 1401
Southborough, MA 01772 USA Denver, CO 80202 USA
Tel: (508) 787-1090 Toll Free: 1-866-523-1137
Fax: (508) 787-1097 [Link]
[Link]
MITRE
Interwise, Inc. 202 Burlington Road
25 First Street, Suite 412 Bedford, MA 01730-1420 USA
Cambridge, MA 02141 USA Tel: (781) 271-2000
Tel: +1 (617) 475-2200 [Link]
Fax: +1 (617) 621-3922
MyWorldChat/Raissa Publishing
[Link]
PO Box 295
IntraLinks Port Angeles, WA 98362 USA
1372 Broadway, 11th floor Tel: (360) 460-3093
New York, NY 10018 USA [Link]
Tel: (212) 543-7700
Near-Time, Inc.
Fax: (212) 543-7978
1289 N. Fordham Blvd., Suite A-410
[Link]
Chapel Hill, NC 27514 USA
ivocalize Tel: (919) 360-7343
Tel: 206-388-3706 [Link]
[Link]
Netspoke
JDH Technologies 600 West Cummings Park, Suite 6500
Suite 302 12388 Warwick Boulevard Woburn, MA 01801 USA
Newport News, Virginia 23606 USA Tel: (781) 438-6611
Tel: (757) 873-4747 [Link]
Fax: (757) 873-8484
onProject, Inc.
[Link]
3 Wing Drive, Suite 225
Linktivity Cedar Knolls, NJ 07927 USA
3760 North Commerce Drive, Suite 100 Tel: (973) 971-9970
Tucson, AZ 85705 USA [Link]
Tel: (520) 670-7100

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 Open Text Corporation Projistics
275 Frank Tompa Drive c/o Nagarro
Waterloo, ON N2L 0A1 Canada 226 Airport Parkway, Suite 440
Tel: (519) 888-7111 San Jose, CA 95110 USA
[Link] Tel: (408) 436-6170
Fax: (408) 436-7508
OPM Creator Limited
[Link]
Mayfair House
14-18 Heddon Street Q2Learning LLC
Mayfair, London W1B 4DA England 2686 Hillsman Street
Tel: +44 (0)870 760 5521 Falls Church, VA 22043
[Link] Tel: (877) 751-2200
Fax: (877) 751-2200
Oracle Collaboration Suite
[Link]
500 Oracle Parkway
Redwood Shores, CA 94065 USA RADVISION Inc.
Tel: (650) 506-0024 17-17 State Highway 208, Suite 300
[Link] Fair Lawn, NJ 07410-2819 USA
ml Tel: (201) 689-6300
[Link]
Parlano
10 S. Riverside Plaza, Suite 1450 Raindance Communications, Inc.
Chicago, IL 60606 USA 1157 Century Drive
Tel: (312) 655-8330 Louisville, CO 80027 USA
[Link] Tel: (303) 928-2400
[Link]
PeopleCube Corporate Headquarters
411 Waverley Oaks Road Selden Integrated Systems, Inc.
Waltham, MA 02452 USA 1175 58th Avenue, Suite 200
Tel: (781) 530-2600 Greeley, CO 80634 USA
[Link] Tel: (970) 336-5960
[Link]
Performance Solutions Technology
PO Box 2157, Harbor, OR 97415 USA ShareMethods
Tel: (877) 487-3001 Tel: 1 (877) 742-7366
[Link] [Link]
Photon Infotech Inc. SharePoint
New No. 35, Suite B, First Main Road c/o Microsoft Corporation
Gandhi Nagar,Adyar One Microsoft Way
Chennai,TamilNadu Redmond, WA 98052-6399 USA
India – 600020 Tel: (800) 642-7676
Tel: +91 44 – 39181110 [Link]
[Link] 003/technologies/sharepoint/[Link]
ProjectDox SiteScape
c/o Informative Graphics Corporation 12 Clock Tower Place, Suite 210
4835 E. Cactus Rd, Suite 445 Maynard, MA 01754 USA
Scottsdale, Arizona 85254 Tel: (978) 450-2200
Tel: (602) 971-6061 [Link]
Fax: (602) 971-1714
SpiderWeb Communications, Inc.
[Link]
3679 Concord Road, P.O. Box 3325
project-open York, PA 17402 US
Ronda de Sant Antoní, 51, 1o 2a Tel: (717) 757-2679
E-08011 Barcelona [Link]
Tel: +34 (933) 250-914
Stalker Software
Fax: +34 (932) 890-729
c/o CommuniGate Systems
[Link]
655 Redwood Hwy, Ste 275
Mill Valley, Ca 94941 USA

234 © Brandon Hall Research

Tel: (415) 383-7164 Vignette
[Link] 1301 South MoPac Expressway, Suite 100
ml Austin, TX 78746 USA
Tel: (5 2) 741-4300
SumTotal
Fax: (512) 741-1537
1808 North Shoreline Boulevard
[Link]
Mountain View, CA 94043 USA
Tel: +1 (650) 934-9500 Vodium
Fax: +1 (650) 962-9411 1629 K Street NW, Suite 950
[Link] Washington, DC 20006 USA
Tel: (202) 223-1800
Tacit
Fax: (202) 223-5890
2100 Geng Road
[Link]
Palo Alto, CA 94303 USA
Tel: (650) 251-2000 Wave3
[Link] c/o wireless logix group
2755 E Oakland Park Blvd Fort
TeamDynamix
Lauderdale, FL 33306-1637 USA
Tel: (877) 752-6196
Tel: (954) 566-0992
[Link]
[Link]
Teamspace
WebOffice
c/o 5 POINT AG
c/o L & W InterLab
Heidelberger Straße 55-61
77 Finch Avenue East, Suite 810
64285 Darmstadt, Germany
Toronto, Ontario M2N 6H8, Canada
Tel: +49 (0) 6151 13097-0
[Link]
[Link]
Web Crossing, Inc.
Teamware
[Link] 2900
P.O. Box 135
Alameda, CA 94001 USA
FIN-00381 Helsinki, Finland
Tel: (415) 771-7099
Tel: +358 (0)207 515 300
[Link]
[Link]
WebAsyst
Tomoye
PO Box 25331, 1100 Lovering Avenue
86 Promenade du Portage
Wilmington, Delaware 19899 USA
Gatineau, Quebec J8X 2K1 Canada
Tel: +1 (302) 351-4649
Tel: +1 (819) 246-9007
[Link]
[Link]
WebEx Communications, Inc.
Trichys WorkZone
3979 Freedom Circle
701 East Elm Street
Santa Clara, CA 95054 USA
Conshohocken, PA 19428
Tel: (408) 435-7000
Tel: (610) 828-2877
[Link]
[Link]
Usability First WebTrain Communications
c/o Foraker Design 475 West Georgia Street, Suite 1050
5277 Manhattan Circle Suite 210 Vancouver, BC V6B 4M9 Canada
Boulder, CO 80303 USA Tel: (604) 408-0027
Tel: (303) 449-0202 [Link]
Fax: (303) 265-9286
Writeboard
[Link]
c/o 37 Signals
[Link]
400 North May Street #301,
Viack Chicago IL 60622 USA
14811 N. Kierland Blvd., Suite 100 [Link]
Scottsdale, AZ 85254
Xcolla
Tel: (480) 735-5900
c/o Axista
Fax: (480) 735-5901
Tel: (917) 438-7087
[Link]
[Link]

Do not reproduce 235

 Zoho Virtual Office SyberWorks Competency Management
c/o AdventNet, Inc., Module
5200 Franklin Dr, Suite 115 Tel: (888) 642-7078
Pleasanton, CA 94588, USA Fax: (781) 891-1994
Tel: (925) 924-9500 [Link]
[Link]
Content Management
Communications Tools Systems
The Learning Place ATutor
c/o Department of Education and the Arts c/o Adaptive Technology Resource Centre
PO Box 15033, City East J.P. Robarts Library, First Floor
QLD 4002 Australia University of Toronto,
Tel: 61-7-3237-0111 130 St. George St.
[Link] Toronto, Ontario, M5S 1A5 Canada
Live Video Tel: (416) 978-4360
Santa Cruz Networks, Inc. [Link]
1684 Dell Avenue AuthorIT Software Corporation
Campbell, CA 95008 USA PO Box 300-273
Tel: (408) 871-1713 Albany 0752, Auckland
[Link] NEW ZEALAND
Tel: +64 (9) 915 5070
Competency Tracking [Link]
Carr Performance Group e-Learning Centre
Tel: (281) 798-3791 Learning Light Ltd.,
[Link] Sheffield Technology Parks, Cooper
Buildings. Arundel Street,
Desire2Learn Inc. Sheffield, S1 2NS UK
72 Victoria Street South [Link]
Suite 401, Kitchener-Waterloo
Ontario, Canada Plone Foundation
N2G 4Y9 4617 Montrose Blvd, Suite C215
Tel: (519) 772-0325 Houston, TX. 77006 USA
Fax: (519) 772-0324 Tel: (302) 397-2132
[Link] [Link]
HRSG
402-1355 Bank Street Data Mining
Ottawa, Ontario K1H 8K7 CANADA Convera
Tel: (613) 745-6605 1921 Gallows Road Suite 200
Fax: (613) 745-4019 Vienna, VA 22182
[Link] Tel: (703) 761-3700
LearnFlex Fax: (703) 761-1990
c/o Operitel Corporation [Link]
160 Charlotte St, Suite 201 KDNuggets
Peterborough, Ontario K9J 2T8 Canada Tel: (617) 264-9914
Tel: (866) 849-3630 Fax: (325) 204-7702
Fax: (866) 279-1248 [Link]
[Link]
Oracle Decision Support Software
500 Oracle Parkway
Redwood Shores, CA 94065 USA BNH Expert Software Inc.
Tel: (650) 506-0024 4000 Steinberg Street
[Link] St. Laurent, QC, Canada H4R 2G7

236 © Brandon Hall Research

Tel: (514) 745-4010 ePortfolio Tools
[Link]
ANGEL Learning
Facilitate 7601 Interactive Way, Suite 100
4323 23rd Street Indianapolis, IN 46278
San Francisco, CA 94114 USA Tel: (317) 333-7300
Tel: (805) 682-6939 [Link]
[Link]
Chalk and Wire
GrassGro 19 Leawood Avenue
c/o Assoc. Prof. Jim Scott St. Catherines, ON L2T 3R5 Canada
Decision Support Systems Tel: 1 (877) 252-2201
Agronomy and Soil Science [Link]
UNE NSW 2351 Australia
[Link] FolioTek
.html c/o LANIT Consulting, Inc.
5900-B North Tower Drive
Meetingworks Columbia, MO 65202 USA
46 Village Way PMB 107 Tel: 1 (888) 365-4639
Port Ludlow, WA. 98365 USA [Link]
Tel: (206) 467-1234
Fax: (206) 467-1238 LiveText
[Link] 1 S. La Grange Road, Second Floor
La Grange, Illinois 60525-2455 USA
Tel: 1 (866) 548-3839
Display Technologies edu-solutions@[Link]
FogScreen Inc., Helsinki
Nuventive
Tammasaarenkatu 1
3996 Mount Royal Blvd
00180 Helsinki, Finland
Allison Park, PA 15101-3518 USA
Tel: +358 (0) 20 7118 610
Tel: (412) 487-8700
[Link]
[Link]
IO2Technology
Pebble Learning
310 Shaw Road
e-Innovation Centre
S. San Francisco, CA 94080 USA
University of Wolverhampton
Tel: (650) 583-5230
Shifnal Road, Telford, TF2 9NT UK
[Link]
Tel: +44 (0) 1952 288300
NTERA [Link]
100 Four Falls Corporate Center
1001 Conshohocken State Rd, Suite 606, Gaming Design and
West Conshohocken, PA 19428 USA
Tel: (484) 534-2150 Development Tools
[Link] Clickteam France
ProVision 69 rue Ampère
9253 Eton Avenue 75017 Paris France
Chatsworth, CA 91311 USA Tel: +33 472 39 94 59
Tel: (818) 775-1624 [Link]
[Link] Freescale Semiconductor Inc
Silicon Light Machines 6501 William Cannon Drive West
3939 North First Street Austin, Texas 78735 USA
San Jose, CA 95134-1506 USA Tel: 1 (800) 521-6274
Tel: (408) 240-4700 [Link]
Fax: (408) 456-0708 Magnetar Games
[Link] 5775 Toronto Road PH4
Vancouver B.C. V6T-1X4 Canada
Tel: (604) 224-4620
[Link]

Do not reproduce 237

 Microsoft XNA Fax: (781) 890-828
c/o Microsoft Corporation [Link]
One Microsoft Way
Autodesk, Inc.
Redmond, WA 98052-6399 USA
111 McInnis Parkway
Tel: (800) 642-7676
San Rafael, CA 94903 USA
[Link]
Tel: (415) 507-5000
Programmers Heaven [Link]
Synchron Data
AUTO-TROL Technology Corporation
Av. Clemente Diaz Ruiz
12500 N. Washington Street
Urb. Puebla Lucia local 7, 12-20
Denver, CO 80241-2400 USA
296 40 Fuengirola Spain
Tel: (303) 452-4919
[Link]
[Link]
The Serious Games Initiative
Blender
Woodrow Wilson Center for Scholars
c/o Stichting Blender Foundation
1300 Pennsylvania Ave., NW
Frederiksstraat 12-2
Washington, DC 20004-3027 USA
1054 LC Amsterdam Netherlands
Tel: 1 (888) 286-3541
[Link]
[Link]
Broderbund
Softimage Solutions
c/o Riverdeep, Inc.
c/o Avid Technology, Inc
100 Pine Street, Suite 1900
Avid Technology Park, One Park West
San Francisco, CA 94111
Tewksbury, MA 01876 USA
Tel: (415) 659-2000
Tel: (800) 800-2843
[Link]
[Link]
s/[Link] Corel Corporation
1600 Carling Avenue
Thinking Worlds
Ottawa, Ontario K1Z 8R7 Canada
Caspian Learning, St Peter's Gate
Tel: (800) 772-6735
Sunderland Science Park
[Link]
Charles Street, Sunderland
Tyne and Wear, SR6 0AN UK IBM Corporation
[Link] 1133 Westchester Avenue
White Plains, New York 10604 USA
Gesture and Facial Tel: (800) 426-4968
[Link]
Recognition Technologies
ITEDO Software LLC
Machine Perception Laboratory SeaBreeze Plaza
University of California, San Diego 111 Anza Boulevard, Suite 300
9500 Gilman Drive, Dept. 0445 Burlingame, CA 94010 USA
La Jolla, CA 92093-0445 USA Tel: (650) 558-3840
[Link] [Link]
Microsoft Corporation
Graphics Tools One Microsoft Way
Adobe Systems Incorporated Redmond, WA 98052-6399 USA
345 Park Avenue Tel: (800) 642-7676
San Jose, CA 95110-2704 [Link]
Tel: (408) 536-6000 [Link]
Fax: (408) 537-6000 9909 Mira Mesa Blvd., Suite 300
[Link] San Diego, CA 92131
Advanced Visual Systems Inc. Tel: (858) 225-3300
300 Fifth Avenue [Link]
Waltham, MA 02451 USA
Tel: (781) 890-4300

238 © Brandon Hall Research

Haptics E Ink Corporation
733 Concord Avenue
Force Dimension Cambridge, MA 02138 USA
PSE-C Tel: (617) 499-6000
CH-1015 Lausanne, Switzerland [Link]
Tel: +41 21 693-1911
[Link] Fujitsu Limited
Shiodome City Center
HandshakeVR 1-5-2 Higashi-Shimbashi
564 Weber Street North, Unit 9 Minato-ku, Tokyo 105-7123 Japan
Waterloo, Ontario Tel: 81-3-6252-2220
Canada N2L 5C6 [Link]
Tel: (519) 747-3969 Logitech Inc.
[Link] 6505 Kaiser Drive
Fremont, CA 94555 USA
Immersion
Tel: (510) 795-8500
801 Fox Lane
[Link]
San Jose, California 95131 USA
Tel: +1 (408) 467-1900 National Clearinghouse for Educational
[Link] Facilities
National Institute of Building Sciences
MIRALab
1090 Vermont Ave., NW Suite 700,
Centre Universitaire d'Informatique
Washington, D.C. 20005 USA
24 rue du General Dufour
Tel: (202) 289-7800
CH-1211, Geneve-4 Switzerland
[Link]
[Link]
[Link]
MPB Technologies Inc.
SMART Technologies Inc.
Tel: (514) 694-8751
1207 – 11 Avenue SW, Suite 300
[Link]
Calgary, AB T3C 0M5 CANADA
Robotics Group of the University of Pisa Tel: (403) 245-0333
Facoltà di Ingegneria, Università di Pisa [Link]
Via Diotisalvi, 2-56126 Pisa, Italy
Wacom Technology Corporation
Tel: +39 050 2217050
1311 SE Cardinal Court
Fax: +39 050 2217051
Vancouver, WA 98683 USA
[Link]
Tel: (360) 896-9833 (Dial 4)
SenseGraphics AB [Link]
Electrum Q. Office
Isafjordsgatan 22 C5
16440 Kista, SWEDEN
Learning Management
Tel: +46-8 750 8070 Systems and Virtual
[Link] Learning Environments
SensAble Technologies, Inc. Allen Communication Learning Services
15 Constitution Way 175 W. 200 South, Ste. 100 Garden Level
Woburn, MA 01801 Salt Lake City, UT 84101 USA
Tel: +1 (781) 937-8315 Tel: (801) 537-7800
Fax: +1 (781) 937-8325 Fax: (801) 537-7805
[Link] [Link]
Cornerstone OnDemand, Inc.
Interface Devices 1601 Cloverfield Blvd. Suite #620
Anoto Inc. Santa Monica, CA 90404 USA
7677 Oakport Street, 12th Floor Tel: (310) 752-0200
Oakland, CA 94612 USA [Link]
Tel: (510) 777-0071 CourseMill LMS
[Link] c/o Trivantis Corporation
311 Elm Street, Suite 200

Do not reproduce 239

 Cincinnati, OH 45202 USA iPerform
Tel: (513) 929-0188 c/o Integrated Performance Systems, Inc.
[Link] 111 Water St., East Dundee, IL 60118 USA
Tel: (847) 836-1800
DOTS - Dynamic Online Training System
[Link]
WebRaven Pty Ltd
Suite 404 Intellinex LMS
303 Adelaide St c/o Intellinex LLC, Huntington Building,
Brisbane QLD 4000 925 Euclid Avenue
Australia Cleveland, OH 44115-1476 USA
Tel: +61 7 3220 2229 Tel: (216) 685-6000
[Link] [Link]
intraLearn XE
Ed Training Platform
c/o IntraLearn Software Corporation
c/o Strategia
276 West Main Street
1010 de Serigny, Suite 660
Northboro, MA 01532
Longueuil, Quebec, J4K 5G7 Canada
Tel: (508) 393-2277
Tel: (450) 679-8239
[Link]
[Link]
KnowledgePlanet Enterprise Learning Suite
element k
c/o Knowledge Planet
c/o 500 Canal View Boulevard
5095 Ritter Road, Suite 112
Rochester, NY 14623 USA
Mechanicsburg, PA 17055 USA
Tel: (585) 240-7500
Tel: (717) 790-0400
[Link]
[Link]
Enterprise Knowledge Platform (EKP)
KnowledgeBridge
c/o NetDimensions
Websoft Systems Inc.
10/F, Siu On Centre
1 West Front Street
188 Lockhart Road
Red Bank, NJ 07701
Wan Chai, Hong Kong
Tel: (732) 212-1933
Tel: +852 2122 4500
[Link]
[Link]
Learn Enterprise LMS
Generation21 Learning Systems
Compendium Corporation
17301 W. Colfax Avenue
10890 Nesbitt Avenue South
Building 200, Suite 225
Minneapolis, MN 55437
Golden, CO 80401
Tel: (952) 881-1608
Tel: (888) 601-1300
[Link]
[Link]
LearnCenter
GeoMaestro
c/o [Link], Inc.
GeoLearning, Inc.
14000 NW 4th Street
4600 Westown Parkway, Suite 301
Sunrise, FL 33325 USA
West Des Moines, IA 50266 USA
Tel: (954) 233-4000
Tel: (515) 222-9903
[Link]
[Link]
LearnFlex
IBM Workplace Collaborative Learning
c/o Operitel Corporation
c/o IBM, 1133 Westchester Avenue
160 Charlotte St, Suite 201
White Plains, New York 10604 USA
Peterborough, Ontario K9J 2T8 Canada
Tel: (800) 426-4968
Tel: (866) 849-3630
[Link]
[Link]
f/RedpieceAbstracts/[Link]?Open
Isoph Blue
InfoSource, Inc.
c/o LearnSomething Inc.
6947 University Blvd.
2457 Care Drive
Winter Park, FL 32792
Tallahassee, FL 32308 USA
Tel: (407) 677-0300
Tel: (850) 385-7915
[Link]
[Link]

240 © Brandon Hall Research

LearnerWeb 671 N. Glebe Road, Suite 700
MaxIT Corporation Arlington, VA 22203-2110 USA
2771-29 Monument Road MS-355 Tel: (703) 292-0200
Jacksonville, FL 32225 USA [Link]
Tel: (904) 998-9520
Saba Enterprise Learning Suite
[Link]
c/o Saba
LMSLive 2400 Bridge Parkway
Wizdom Systems Inc. Redwood Shores, CA 94065-1166 USA
1300 Iroquois Avenue Tel: (650) 581-2500
Naperville, IL 60563 USA [Link]
Tel: (630) 357-3000 ng/[Link]
[Link]
SAP Learning Solution
Meridian KSI Knowledge Centre SAP America Inc
c/o Meridian Knowledge Solutions, Inc. 3999 West Chester Pike
4465 Brookfield Corporate Drive Newtown Square, PA 19073 USA
Suite 201, Chantilly, VA 20151 USA Tel: +1 (610) 661-1000
Tel:1 (703) 322-9565 [Link]
Fax: 1 (703) 322-9568 suite/erp/hcm/learningsolution/[Link]
[Link]
SSA Learning Management
mGen Enterprise c/o SSA Global Technologies Inc.
mGen, Inc. 500 West Madison, Suite 2200
100 Foxborough Blvd. Suite 260 Chicago, IL 60661 USA
Foxborough, MA 02035 USA Tel: (312) 258-6000
Tel: (508) 549-0970 [Link]
Fax: (508) 549-0979
SSElearn Portal
[Link]
c/o SSE, 77 West Port Plaza
On-Tracker LMS Suite 500, St. Louis, MO 63146
c/o Interactive Solutions New Media Inc. Tel: (314) 439-4700
550 Queen St. East ,Suite 350 [Link]
Toronto, Ontario M5A 1V2 Canada
Syntrio Enterprise LMS
Tel: (416) 364-5390
Syntrio
[Link]
33 New Montgomery Street, Suite 1280
Oracle Learning San Francisco, CA 94105 USA
500 Oracle Parkway Tel: (415) 951-7913
Redwood Shores, CA 94065 USA [Link]
Tel: (650) 506-0024
TEDS Inc.
[Link]
Tel: (276) 783-6991
n_resources/[Link]
[Link]
Outstart Evolution
TeraLearn LCMS
c/o Outstart Studios
c/o [Link], Inc.
3 Bunhill Row
PO Box 100
London EC1Y 8YZ UK
Fair Oaks, CA 95628 USA
Tel: +44 (0) 20 7847 4087
Tel: (916) 536-1279
[Link]
[Link]
PeopleSoft Learning Management
TM SIGAL
500 Oracle Parkway
c/o Technomedia Training Inc.
Redwood Shores, CA 94065 USA
1001 De Maisonneuve Blvd. West, Fifth
Tel: (650) 506-0024
Floor
[Link]
Montreal, Quebec H3A 3C8 Canada
soft/hcm/ent/module/learning_mgmt.html
Tel: (514) 287-1561
Plateau Learning Management System [Link]
Plateau Systems, LTD

Do not reproduce 241

 Total LMS WebMentor LMS
c/o SumTotal, 1808 North Shoreline Blvd Avilar Technologies, Inc.
Mountain View, CA 94043 USA 6760 Alexander Bell Drive, Suite # 105
Tel: (650) 934-9500 Columbia, MD 21046 USA
[Link] Tel: (410) 290-0008
[Link]
Training Mine
c/o Frontline Data Solutions, Inc. Western Cooperative For Educational
122 West Way, Suite 401A Telecommunications (WCET)
Lake Jackson, Texas 77566 USA P.O. Box 9752
Tel: (979) 285-3650 Boulder, CO 80301-9752 USA
[Link] Tel: (303) 541-0231
[Link]
Training Partner
c/o Geometrix Data Systems, Inc. XStream RapidShare LMS
240 Bay Street, XStream Software Inc.
Victoria, BC V9A 3K5 Canada 2280 St. Laurent Blvd., Suite 200
Tel: (250) 361-9300 Ottawa, Ontario, K1G 4K1 Canada
[Link] Tel: (613) 731-9443
[Link]
Training Wizard MX/SST
c/o Gyrus, 563 Southlake Boulevard Xtention Learning Management System
Richmond, Virginia 23236 USA c/o Xtention Inc.
Tel: (804) 320-1414 1619 Sumter Street
[Link] Columbia , SC 29201 USA
Tel: (803) 732-3080
TRACCESS
[Link]
c/o TTG Systems Incorporated
#2100, 10130-103 Street
Edmonton, Alberta T5J 3N9 Canada Learning Objects and
Tel: (780) 462-6365 Repositories
[Link]
California Digital Library
[Link] University of California
Platte Canyon Multimedia Software Office of the President
Corporation 8870 Edgefield Drive 415 20th Street, 4th Floor
Colorado Springs, Colorado 80920 USA Oakland, CA 94612-2901 USA
Tel: (719) 548-1110 Tel: (510) 987-0425
[Link] [Link]
Virtual Training Assistant Digital Library of Information Science and
c/o RISC, Inc. Technology
17041 El Camino Real, Suite 101 c/o School of Information Resources &
Houston, Texas 77058 USA Library Science,
Tel: (281) 480-7910 The University of Arizona
[Link] 1515 East First Street
Vuepoint Learning System Tucson, Arizona 85719 USA
Vuepoint Corp. Tel: (520) 621-3565
4 Expressway Plaza, Suite 200 [Link]
Roslyn Heights, NY. 11577 USA Center for International Education
Tel: (888) 883-7646 University of Wisconsin - Milwaukee
[Link] 2441 East Hartford Avenue
WBT TopClass LMS Garland Hall 138
Horizon Technology Group plc Milwaukee, WI 53211 USA
14 Joyce Way, Park West Business Park Tel: (414) 229-3757
Nangor Road Dublin 12 Ireland [Link]
Tel: + 353 (0)1 620 4900 eduSource
[Link] c/o Netera

242 © Brandon Hall Research

University of Calgary Tempe, AZ 85250 USA
BI 530 2500 University Drive [Link]
Calgary, Alberta T2N 1N4 Canada
MERLOT
Tel: (403) 220-6778
CSU Long Beach
[Link]
1250 Bellflower Boulevard Psy-100
ENC Learning Inc. Long Beach CA 90840-0901 USA
1275 Kinnear Road Tel: (562) 985-2348
Columbus, OH 43212 USA [Link]
Tel: (800) 471-1045
National Science Digital Library (NSDL)
[Link]
P.O. Box 3000
Gateway to 21st Century Skills Boulder, CO 80307 USA
Administered by the GEM Exchange Tel: (303) 497-2940
c/o JES & Co. [Link]
5151 East Broadway, Suite 1600
Public Library of Science
Tucson, AZ, 85711 USA
185 Berry Street, Suite 3100
Tel: (520) 881-3317
San Francisco, CA 94107 USA
[Link]
Tel: (415) 624-1200
Language Learning Environment and [Link]
Resource Network (LLEARN)
Suite 2301 - 4464 Markham Street
Victoria, British Columbia V8Z 7X8 Canada
Location Based
Tel: (250) 658-8238 Technologies
Toll Free: (866) 479-7627 Cadcorp Ltd.
[Link] Sterling Court, Norton Road,
LESTER Stevenage, Hertfordshire, SG1 2JY, UK
c/o Lisa Spiro, ETRAC, Fondren Library, MS Tel: +44 (0) 1438 747996
44, Rice University, P.O. Box 1892, [Link]
Houston, TX 77005-1892USA Clark Labs
Tel: (713) 348-2954 Clark University
[Link] 950 Main Street
tabindex=0&tabid=1 Worcester, MA 01610-1477 USA
LoLa Exchange Tel: (508) 793-7526
c/o Wesleyan University [Link]
Wesleyan Station Earth Observation System
Middletown, CT 06459 USA University of Montana
[Link] c/o Jeff Crews
LORNET Research Network Tel: (406) 243 2644
TÉLUQ [Link]
100 Sherbrooke West, m
Montreal (Quebec) H2X 3P2 Canada ESRI
Tel: (514) 843-2015 Suite 300, 1 Corporate Place
[Link] 55 Ferncroft Road
m Danvers, MA 01923 USA
LRC project Tel: (978) 777-4543
University of New South Wales [Link]
Sydney NSW 2052 Australia GeoCommunity
Tel: +61 2 9385 1000 c/o Qlinks Media Group
[Link] 1161 John Sims Pkwy E
Maricopa Center for Learning & Instruction Niceville, FL 32578
Maricopa Community Colleges Tel: (850) 897-1002
2411 West 14th Street [Link]

Do not reproduce 243

 Geographical Information Systems (GIS) Tel: (614) 764-6000
Applications for Schools [Link]
c/o Mr. Tino Johansson
IMS
University of Helsinki, Dept. of Geography,
801 International Parkway
P.O. BOX 64 (Gustaf Hällströmin katu 2)
5th Floor, PMB #112
FIN-00014 University of Helsinki, Finland
Lake Mary, FL 32746 USA
Tel: +358 9 191 51045
Tel: 1 (407) 362-7783
[Link]
Fax: 1 (407) 284-1265
500,5372,30670
[Link]
Intergraph Corporation
P.O. Box 240000
Huntsville, AL 35824 USA
Mobile Technologies
Tel: (256) 730-2000 HandLeR Project
[Link] Education Technology Research Group
Electronic, Electrical and Computer
MapInfo
Engineering, University of Birmingham
One Global View
B15 2TT United Kingdom
Troy, NY 12180 USA
[Link]
Tel: (518) 285-6000
[Link]
[Link]
KLIV project
Museum of Vertebrate Zoology
c/o Stockholm Challenge
3101 Valley Life Sciences Building
DSV, Forum 100
University of California
SE 164 40 Kista Sweden
Berkeley, CA 94720-3160 USA
[Link]
[Link]
Knowledge Pulse
PanGo Networks, Inc.
Leopoldskronstraße 30
959 Concord Street, Suite 100
5020 Salzburg, Austria
Framingham, MA 01701 USA
[Link]
Tel: (508) 626-8900
[Link] MOBILearn
c/o Dr. Giancarlo Bo
Science Museum of Minnesota
GIUNTI Interactive Labs
120 West Kellogg Boulevard
Tel: +39-0185-42123
Saint Paul, MN 55102 USA
[Link]
Tel: (651) 221-9423
[Link] Spotlight Mobile, Inc.
17 SE 3rd Avenue, Suite 501
Portland, Oregon 97214 USA
Metadata, Ontologies and Tel: (503) 224-1630
Taxonomies Fax: (503) 231-8425
Cancore [Link]
Norm Friesen, Director
14083 Blackburn Ave Natural Language
White Rock BC, V4B 2Z6 Canada
Tel: (604) 535-6243
Processing
[Link] American Association for Artificial
Intelligence (AAAI)
CETIS Metadata and Digital Repositories
445 Burgess Drive, Suite 100
University of Bolton
Menlo Park, California 94025 USA
Deane Road
Tel: (650) 328-3123
Bolton , BL3 5AB UK
[Link]
[Link]
html
Dublin Core Metadata Initiative
ELSNET
OCLC Online Computer Library Center,
Trans 10, 3512 JK UTRECHT
6565 Frantz Road
The Netherlands
Dublin, Ohio 43017-3395 USA

244 © Brandon Hall Research

Tel: +31 30 253 6050 Victoria, British Columbia V8Z 7X8 Canada
[Link] Tel: (250) 658-8238
Toll Free: (866) 479-7627
Lexxe Pty Ltd
[Link]
PO Box 235, Concord NSW 2137 Australia
Tel: +61 2 8765 1108 LOCKSS
[Link] c/o Victoria Reich, Director
Tel: (650) 725-1134
Linguistic Data Consortium
[Link]
3600 Market Street
Overnet
Suite 810
45 W 21th St #6D
Philadelphia, PA, 19104-2653, USA
New York, NY, 10010 USA
Tel: (215) 898-0464
[Link]
[Link]
MoveDigital, Inc.
TCC Division Cognitive and Communication
947 Ilima Way
Technologies
Palo Alto, CA 94306 USA
Via Sommarive, 18 I-38050
Tel: (650) 331-0244
Povo-Trento, Italy
Fax: (650) 384-0002
[Link]
[Link]
Seti@Home
Peer-to-Peer Technologies SETI Institute
Advanced Reality Inc. 515 N. Whisman Road
3000 Richmond Rive Mountain View, CA 94043 USA
Houston, TX 77098 USA Tel: (650) 961-6633
Tel: (713) 333-1724 [Link]
[Link] MIsE&b=179086
Groove Networks, Inc.
100 Cummings Center Personal Learning
Suite 535Q Environments
Beverly, MA 01915
Tel: (978) 720-2000 CETIS
Fax: (978) 720-2001 c/o Prof. Oleg Liber
[Link] University of Bolton, Deane Rd,
Bolton BL3 5AB UK
[Link] Tel: 01204 903660
1000 Oakbrook Drive, Suite 300, [Link]
Ann Arbor MI 48104 USA
Tel: (734) 913-4250
[Link] Personalization
jxta Asian Art Museum
c/o Sun Microsystems, Inc. 200 Larkin Street
4150 Network Circle San Francisco, CA 94102 USA
Santa Clara, CA 95054 Tel: (415) 581-3500
Tel: (650) 960-1300 [Link]
[Link] ELENA
KLIV c/o Barbara Kieslinger - Project Coordinator
c/o Stockholm Challenge CSI - Centre for Social Innovation
DSV, Forum 100 Linke Wienzeile 246, 1st Floor
SE 164 40 Kista Sweden A - 1150 Wien
Fax: +46 8 594 400 06 Tel: +43 1 495 04 42 31
[Link] [Link]
Language Learning Environment and National Museum of Ethnology
Resource Network (LLEARN) Rijksmuseum voor Volkenkunde
Suite 2301 - 4464 Markham Street Postbus 212, 2300 AE Leiden
The Netherlands

Do not reproduce 245

 Tel: +31 (0)71-5168800 Slate Hill, New York 10973 USA
[Link] [Link]
Virtual Museum of Canada The Training Registry
15 Eddy Street, 15-4-A Tel: (919) 847-0331
Gatineau, Quebec K1A 0M5 Canada [Link]
Tel: 1 (819) 994-1200
World Wide Learn
[Link]
Suite 100, Box 172
1039 - 17th Avenue SW
Portals Calgary, Alberta, T2T 0B2 Canada
Tel: (403) 802-6116
CyberU, Inc.
[Link]
2850 Ocean Park Boulevard, Suite 225
Santa Monica, CA 90405 USA
Tel: (310) 752-0200 Presentation Tools
Fax: (310) 752-0199
Anystream Apreso
[Link]
Tel: (703) 450-7030
Elearningeuropa [Link]
c/o Pau Education
Centra
Muntaner 262, 3º
c/o Saba
08021 Barcelona, ES
2400 Bridge Parkway
Tel: +34 93 367 04 00
Redwood Shores, CA 94065-1166 USA
[Link]
Tel: (650) 581-2500
Element K [Link]
500 Canal View Boulevard
Elluminate Canada
Rochester, NY 14623 USA
Suite 304, 3016 5th Ave. NE
Tel: (585) 240-7500
Calgary, Alberta, T2A 6K4 Canada
[Link]
Tel: (403) 204-7896
ExecuTrain
[Link]
2500 Northwinds Parkway, Suite 600
Alpharetta, Georgia 30004 USA Genesys Conferencing
Tel: (770) 667-7700 Tel: (303) 267-1059
[Link] [Link]
ProQuest iCampus
789 E. Eisenhower Parkway Tel : (617) 253-5856
P.O. Box 1346 [Link]
Ann Arbor, MI 48106-1346 USA
Tel: 34 761-4700 ext. 3333 Liberty Science Center
[Link] 251 Phillip Street
Liberty State Park
SharePoint Jersey City, NJ 07305 USA
c/o Microsoft Corporation Tel: (201) 200-1000
One Microsoft Way [Link]
Redmond, WA 98052-6399 USA
Tel: (800) 642-7676 Macromedia, Inc.
[Link] 601 Townsend Street
San Francisco, CA 94103 USA
Saba Tel: (415) 832-2000
2400 Bridge Parkway Fax: (415) 832-2020
Redwood Shores, CA 94065-1166 USA [Link]
Tel: (650) 581-2500
[Link] [Link]
50 S. Ninth St.
Teachnology, Incorporated: Consulting Minneapolis, MN 55402 USA
Services Tel: 612.333.6526
County Route 93 [Link]
ns/[Link]

246 © Brandon Hall Research

Virtual Classroom Norman, OK 73069 USA
c/o Hewlett-Packard Company Tel: (405) 579-4609
3000 Hanover Street [Link]
Palo Alto, CA 94304-1185 USA
Euron
Tel: (650) 857-1501
c/o Prof. Henrik I Christensen,
Fax: (650) 857-5518
Centre for Autonmous Systems,
[Link]
Numerical Analysis and Computer Science,
Kungliga Tekniska Högskolan,
Rapid e-learning Tools SE-100 44 Stockholm, SWEDEN.
Tel: (+46) 8 790 6792
Articulate
[Link]
244 5th Avenue Suite 2960
New York, NY 10001 Evolution Robotics, Inc.
Tel: 1 (800) 861-4880 130 W. Union St.
[Link] Pasadena, CA 91103 USA
Tel: (626) 229-3199
Raptivity
[Link]
P. O. Box 2827, Redmond, WA 98073 USA
Tel: (425) 861-8400 General Robotics Corporation
[Link] 760 South Youngfield Court
Lakewood, Colorado 80228-2813 USA
ReadyGo Inc.
Tel: 1 (303) 988-5636
1761 Pilgrim Avenue
[Link]
Mountain View, CA 94040, USA
Tel: (650) 559-8990 Intelligent Robotics Laboratory
Fax: (650) 559-5950 2-1 Yamada-oka Suita
[Link] Osaka 565-0871 Japan
Tel: +81-6-6879-4180
Scate Technologies
[Link]
40 Engelwood Dr., Suite B
Orion, Michigan, USA 48359 Mystic Aquarium & Institute for Exploration
Tel: 248-371-0315 55 Coogan Blvd
[Link] Mystic, CT 06355-1997 USA
Tel: (860) 572-5955
Robotics Fax: (860) 572-5969
[Link]
Active Robots Limited
10A New Rock Industrial Estate NASA Robotics Alliance Project
New Rock, Chilcompton, Radstock c/o Cassie Bowman, Deputy Coordinator
Somerset, BA3 4JE United Kingdom Tel: (650) 269-2787
Tel: +44 (0)1761 239 267 [Link]
[Link] Robotics Academy
ATR Intelligent Robotics and The National Robotics Engineering
Communication Laboratories Consortium
2-2-2 Hikaridai Keihanna Science City Carnegie Mellon University, Ten 40th Street
Kyoto 619-0288 JAPAN Pittsburgh, PA 15201 USA
Tel: +81-774-95-1405 Tel: (412) 681-7160
[Link] Fax: (412) 681-696
[Link]
Australian Antarctic Division
Channel Highway, Kingston Tasmania 7050 Woods Hole Marine Systems, Inc. (WHMSI)
Australia PO Box 164 Woods Hole
Tel: +61 3 6232 3209 Massachusetts 02543 USA
[Link] Tel: (508) 548-6665
Fax: (508) 540-1036
Botball [Link]
c/o KISS Institute for Practical Robotics
1818 W. Lindsey Bldg. D, Ste. 100

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 Search Engines Google (including Froogle, Google, Google
Book Store and Google Scholar)
[Link] 1600 Amphitheatre Parkway
229 West 43rd Street Mountain View, CA 94043 USA
New York, NY 10036 USA Tel: (650) 253-0000
Tel: (212) 204-4000 [Link]
[Link]
[Link]
Alexa Internet 6433 Topanga Canyon Blvd #210
Presidio of San Francisco Canoga Park, CA 91303 USA
Building 37 P.O. Box 29141 Tel: (888) 472-0604
San Francisco, CA 94129-0141 [Link]
Tel: (415) 561-6900
[Link] Gigablast
Tel: (505) 797-3913
[Link] Headquarters [Link]
555 12th Street, Suite 500
Oakland, CA 94607 Gnod, Gnoosic
Tel: (510) 985-7400 c/o Marek Gibney, Scheideweg 39b
[Link] 20253 Hamburg, Germany
Tel: 040-200 45 36
Copernic [Link]
360 Franquet Street, Suite 60 Healthfinder
Quebec, QC G1P 4N3 Canada P.O. Box 1133
[Link] Washington, DC 20013-1133
[Link]
dmoz
AOL LLC Ice Rocket
22000 AOL Way Tel: (214) 658-7161
Dulles, VA 20166 USA [Link]
Tel: (703) 265-1000
[Link] [Link]
150 North Michigan Avenue
Dogpile Suite 2800, Chicago, Illinois 60601 USA
c/o InfoSpace, Inc. Tel: (312) 624-7727
601 108th Avenue NE [Link]
Suite 1200
Bellevue, WA 98004 USA Intute
Tel: (425) 201.6100 MIMAS
[Link] Manchester Computing
Exaclibur The University of Manchester
c/o Convera Oxford Road, Manchester M13 9PL UK
1921 Gallows Road Suite 200 Tel: 0161 275 0620
Vienna, VA 22182 [Link]
Tel: (703) 761-3700 Ixquick
[Link] Tel: +31 23 5325888
[Link] [Link]
IAC/InterActiveCorp KartOO
152 West 57th Street, 42nd Floor Tel: +33 4 73 44 56 21
New York, NY 10019 USA [Link]
Tel: (212) 314-7300
[Link] Koders Inc.
831 3rd St #101
FindLaw Santa Monica, CA 90403 USA
610 Opperman Drive Tel: (800) 653-1423
Eagan, MN 55123 USA [Link]
Tel: (651) 687-7000
[Link] Krugle
Tel: (650) 853-1986

248 © Brandon Hall Research

[Link] PubSub Concepts, Inc.
Lalisio GmbH 64 Fulton Street, Seventh Floor
Puschkinstraße 1 New York, NY 10038
99084 Erfurt Germany Tel: (212) 227-4101
[Link] [Link]
Lexxe Pty Ltd QBIC
PO Box 235, Concord NSW 2137 Australia c/o IBM
Tel: +61 2 8765 1108 1133 Westchester Avenue
[Link] White Plains, New York 10604 USA
Tel: (800) 426-4968
LitLinker
[Link]
c/o ACM, One Astor Plaza
1515 Broadway, 17th Floor Qube
New York, New York 10036-5701 USA c/o Qelix Technologies
Tel: (212) 869-7440 St. Mary Apts, 6th Flr.,
[Link] Nesbit Rd, Mazgaon,, Mumbai 10, INDIA.
56808.1057022 Tel: (022) 2371-2194
[Link]
LookSmart, Ltd.
625 Second Street Raw Sugar
San Francisco, CA 94107 USA 1900 Embarcadero Road, Suite 211
Tel: (415) 348-7000 Palo Alto , CA 94303 USA
[Link] Tel: (650) 354-1360
[Link]
Metacrawler
c/o InfoSpace, Inc. RetrievalWare
601 108th Avenue NE, Suite 1200 c/o Convera
Bellevue, WA 98004 USA 1921 Gallows Road Suite 200
Tel: (425) 201-6100 Vienna, VA 22182
[Link] Tel: (703) 761-3700
[Link]
Mooter Media Limited
PO Box 5159, West Chatswood SearchKing, Inc.
NSW 1515 Australia 2400 N.W. 23rd
Tel: +61 2 9325 5900 Oklahoma City, Oklahoma 73107 USA
[Link] Tell: (405) 231-1911
[Link]
MSN Search
One Microsoft Way Seekport Internet Technologies GmbH
Redmond, WA 98052-6399 USA Fraunhoferstraße 17
Tel: (800) 642-7676 D - 82152 Martinsried
[Link] [Link]
Netscape
Truveo, Inc.
AOL LLC, 22000 AOL Way
An AOL Company
Dulles, VA 20166 USA
333 Bush Street, 23rd Floor
Tel: (703) 265-1000
San Francisco, CA 94104
[Link]
Tel: (415) 844-9000
Pandora Media, Inc. [Link]
360 22nd Street, Suite 390
Technorati
Oakland CA 94612 USA
665 3rd Street, Suite 207
Tel: (510) 451-4100
San Francisco, CA 94107 USA
[Link]
Tel: (415) 896-3000
Proteus Project [Link]
715 Broadway, 7th floor,
VisualSEEK
New York, NY 10003, USA
Department of Electrical Engineering
Tel: (212) 998-3497
Columbia University
[Link]
1312 S.W. Mudd 500 West 120th Street

Do not reproduce 249

 New York, NY 10027 Assima Ltd.
Tel: (212) 854-3105 10 Old Bailey, EC4M 7NG
[Link] London, United Kingdom
chProjects/MultimediaIndexing/VisualSEEk Tel: +44 (0)207 038 1702
/[Link] [Link]
Yahoo! Inc. Biographix
701 First Avenue 1st Canadian Place
Sunnyvale, CA 94089 USA 100 King Street West
Tel: (408) 349-3300 Toronto, Ontario, M5X 1C9 Canada
Products: Altavista, Yahoo Tel: (416) 516-0071
[Link] [Link]
Zoom Information Inc. Captivate
307 Waverley Oaks Road c/o Macromedia, Inc.
Waltham, MA 02452 USA 601 Townsend Street
Tel: (781) 693-7500 San Francisco, CA 94103USA
[Link] Tel: (415) 832-2000
[Link]
Semantic Web Experience Builders LLC
836 Custer Avenue
ELENA
Evanston, Illinois 60202 USA
c/o Barbara Kieslinger - Project Coordinator
Tel: (847) 475-4400
CSI - Centre for Social Innovation
[Link]
Linke Wienzeile 246, 1st Floor
A - 1150 Vienna Flash
Tel: +43 1 495 04 42 31 c/o Macromedia, Inc.
[Link] 601 Townsend Street
San Francisco, CA 94103 USA
IBM Integrated Ontology Development
Tel: (415) 832-2000
Toolkit
[Link]
1133 Westchester Avenue
White Plains, New York 10604 USA Forio Business Simulations
Tel: (800) 426-4968 365 Brannan Street
[Link] San Francisco, CA 94107 USA
anticstk Tel: (415) 440-7500
[Link]
Personal Reader
c/o Nicola Henze Intermezzon
ISI - AG Semantic Web Box 173 SE-402 26
Appelstrasse 4 G öteborg, Sweden
30167 Germany Tel: +46 (0) 31-40 84 50
Tel: +49-511-762-19716 [Link]
[Link]
Kaplan IT Learning
Semantic Computing Research Group 250 South Oak Way, GreenPark
c/o Docent, Professor Reading, Berkshire RG2 6UG
Tel: +358 9 451 3362 United Kingdom
[Link] Tel: +44 (0) 118 921 2070
[Link]
Simulation Tools Knowledge Quest
Access Technologies Group 301 Forest Avenue
P.O. Box 1558 Laguna Beach, CA 92651
New Canaan, CT 0684 USA Tel: (949) 376-8150
Tel: (203) 966-8572 [Link]
[Link] Knowledge Planet
5095 Ritter Road, Suite 112
Mechanicsburg, PA 17055 USA

250 © Brandon Hall Research

Tel: (717) 790-0400 SimCorder
[Link] c/o TEDS Inc.
Tel: (276) 783-6991
KnowledgePresenter
[Link]
c/o GeoMetrix Data Systems
240 Bay Street Softsim
Victoria, BC V9A 3K5 Canada Outstart Studio, 3 Bunhill Row
Tel: (250) 361-9497 London EC1Y 8YZ UK
[Link] Tel: +44 (0) 20 7847 4087
[Link]
Knowledge Director Pte Ltd
88 Joo Chiat Road Levels 3 and 4 Stagecast Software, Inc.
Singapore 427382 1325 Howard Avenue #705
Main Line: +65 63444 765 / 63444 903 Burlingame, CA 94010-4212 USA
[Link] Tel: (650) 599-0399
[Link]
MASIE Center, Inc.
PO Box 397 STT Trainer
Saratoga Springs, NY 12866 – USA c/o Kaplan IT Learning
Tel: (518) 350-2216 500 Northridge Road, Suite 240
[Link] Atlanta, GA 30350 USA
Tel : (678) 277-3231
Muzzy Lane Software
[Link]
44 Merrimac St.
Newburyport, MA 01950 USA Tactic!
Tel: (978) 499-9099 c/o EDU-PERFORMANCE CANADA
[Link] 7900 Boul. Taschereau Ouest, Suite A-207
Brossard, Québec, J4X 1C2 Canada
NexLearn, LLC
Tel: (450) 466-7275
100 South Main Street, Suite 300
[Link]
Wichita, Kansas 67202 USA
[Link]
Tel: (316) 265-2170
[Link] Viewlet Builder
c/o Qarbon, 55 South Market St., Suite
NOAA/ESRL
1550
325 Broadway
San Jose, CA 95113 USA
Boulder, CO 80305-3328 USA
Tel: (408) 907-4800
Tel: (303) 497-5487
[Link]
[Link]
Visual Course Builder
RapidBuilder
c/o MaxIT Corporation
c/o XStream Software, Inc.
2771-29 Monument Road MS-355
2280 St. Laurent Blvd., Suite 200
Jacksonville, FL 32225 USA
Ottawa, Ontario, K1G 4K1 Canada
Tel: (904) 998-9520
Tel: (613) 731-9443
[Link]
[Link]
Virtual Control Room
SimAgent TOOLKIT
c/o Jørgen Bøegh, ASH Project Manager
School of Computer Science,
DELTA Danish Electronics, Light &
The University of Birmingham
Acoustics, Venlighedsvej 4 DK-2970
Birmingham, B15 2TT, England
Hørsholm, Denmark
[Link]
Tel: +45 72 19 43 97
ts/poplog/packages/[Link]
[Link]
SimBionic
Wizard Training Suite
c/o Stottler Henke
c/o Assima, 1821 Walden Office Square,
951 Mariner's Island Blvd., Suite 360
Suite 400, Schaumburg, IL 60173 USA
San Mateo, CA , 94404 USA
Tel: (800) 608-5373
Tel: +1 (650) 931-2700
[Link]
[Link]

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 Smart Labels and Tags San Francisco, CA 94107 USA
Tel: (415) 848-2468
Checkpoint Systems, Inc. [Link]
101 Wolf Drive, Thorofare, NJ 08086
Tel: (856) 848-1800 Shadows
[Link] c/o Pluck Corporation
720 Brazos St., Suite 900
Visualization and Interactive Spaces Lab Austin, TX 78701 USA
c/o Pervasive Technology Labs Tel: (512) 457-5220
501 N. Morton Street, Suite 224 [Link]
Bloomington, IN 47404 USA Spurl ehf.
Tel: (812) 855-4810 Klapparstigur 28
[Link] IS-101 Reykjavik, Iceland
rview Tel: +354 860 3800
[Link]
Social Bookmarking Tabblo
[Link] c/o Yahoo! Inc. 810 Memorial Dr
701 First Ave Cambridge, MA 02139 USA
Sunnyvale, CA 94089 USA [Link]
[Link] Tagzania
Eventful c/o CodeSyntax
c/o EVDB, Inc Azitaingo Industrialdea 3K
9191 Towne Centre Drive, Suite 125 E-20600 EIBAR
San Diego, California 92122 USA Tel: (+34) 943 82 17 80
Tel: (858) 964-0697 [Link]
[Link] Zvents
FURL 2108 Sand Hill Rd.
c/o LookSmart, Ltd., 625 Second Street Menlo Park, CA, 94025 USA
San Francisco, CA 94107 USA Tel: (650) 234-9629
Tel: (415) 348-7000 [Link]
[Link]
Jots Social Networking Tools
c/o VPOP Technologies, Inc.
1772J Avenida de los Arboles PMB #374 Analytic Technologies
Thousand Oaks, CA 91362 USA P.O. Box 920089
Tel: (805) 529-9374 Needham, MA 02492 USA
[Link] Tel: +1 (781) 453-7372
[Link]
[Link]
Tel: (415) 364-0070 Classmates Online, Inc.
[Link] 2001 Lind Ave. SW, Suite 500
Renton, WA 98055 USA
Netscape [Link]
c/o AOL LLC
22000 AOL Way Friendster, Inc.
Dulles, VA 20166 USA 568 Howard Street
Tel: (703) 265-1000 San Francisco, CA 94105 USA
[Link] [Link]
Social Software Alliance
Network c/o Social Text, 655 High Street
c/o The TechnoCentre, Puma Way Palo Alto, California 94301
Coventry CV1 2TT United Kingdom Tel: (650) 323-0800
Tel: (+44) 024 7623 6891 [Link]
[Link]
SocioSite
Rojo Networks, Inc. c/o Albert Benschop
795 Folsom St., First Floor Nieuwe Jonkerstraat 16

252 © Brandon Hall Research

1011 CM Amsterdam, Netherlands iTunes
Tel: +31 (0) 612120759 Apple Computer, Inc
[Link] 1 Infinite Loop, Cupertino, CA 95014
Tel: (408) 996-1010
Sparta Social Networks, LLC
[Link]
15 Skehan Street
Somerville, MA 02143 USA Jabber Software Foundation
Tel: (617) 921-0185 P.O. Box 1641
[Link] Denver, CO 80201-1641 USA
[Link]
Telepresence Technologies PERCRO
Scuola Superiore Sant'Anna
Advanced Network & Services
Via Rinaldo Piaggio, 34
2600 South Road, Suite 44-193
56025 Pontedera (PI) - Italy
Poughkeepsie , New York, 12601 USA
Tel: +39 050 883 287
Tel: (845) 795-2090
[Link]
[Link]
Veoh Networks, Inc.
Fakespace
7220 Trade Street, Suite 115
11 E. Church Street, 4th Floor
San Diego, CA 92121 USA
Marshalltown, Iowa 50158-5011 USA
[Link]
Tel: (641) 754-4649
[Link] XstreamEngine2
c/o Winnov L.P
Halo
3285 Scott Boulevard
c/o Hewlett-Packard Company
Santa Clara, CA 95054-3014 USA
3000 Hanover Street
Tel: (408) 207-4400
Palo Alto, CA 94304-1185 USA
[Link]
Tel: (650) 857-1501
[Link]
Jabber Software Foundation Virtual Reality
P.O. Box 1641
Activeworlds Inc.
Denver, CO 80201-1641 USA
95 Parker Street
[Link]
Newburyport, MA 01950 USA
PERCRO Tel: (978) 499-0222
Scuola Superiore Sant'Anna [Link]
Via Rinaldo Piaggio, 34
Erg Netz
56025 Pontedera (PI) - Italy
Institut für Arbeitsphysiologie
Tel: +39 050 883 287
an der Universität Dortmund (IfADo)
[Link]
Ardeystrasse 67, D-44139
Dortmund Germany
Video Tel: +49 (231) 1084-303
[Link]
DFILM
7095 Hollywood Blvd. Suite 1001 Futurelab
Los Angeles, CA 90028 USA 1 Canons Road
[Link] Harbourside, Bristol BS1 5UH
Tel: 44 (0)117 915 8200
BitTorrent
[Link]
201 Mission Street, Suite 900
San Francisco, CA 94105 USA Human Performance Center (HPC) Spider
[Link] Commanding Officer: CAPT Matt Peters
2025 Tartar Avenue
Brightcove, Inc.
Virginia Beach, VA 23461-1924
One Cambridge Center
[Link]
Cambridge, MA 02142 USA
Tel: (617) 500-4947 Information in Place
[Link] Indiana University Research Park

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 501 North Morton Street, Suite 206 Tel: 1 (801) 495-1777
Bloomington, IN 47404 USA [Link]
Tel: (812) 856-4202
ESRI
[Link]
Suite 300, 1 Corporate Place
Intuition 55 Ferncroft Road, Danvers, MA 01923 USA
9, Irron Politechniou str Tel: (978) 777-4543
GR-157 73 Zografou, Athens-Greece [Link]
Tel: +30 210 7721663
FeedTank
[Link]
590 Grand St., Suite 3
Virtual Reality Lab Brooklyn, NY 11211 USA
EPFL, IC ISIM VRLAB, Station 14 Tel: (718) 384-2202
CH-1015 LAUSANNE, Switzerland [Link]
Tel: +41-21-693-5215 Formz
[Link] 2011 Riverside Drive,
Columbus, OH 43221 USA
Virtual Reality and Education Laboratory
Tel: (614) 488-8838
College of Education, East Carolina
[Link]
University
Tel: (252) 328-6621 Golden Software, Inc.
[Link] 809 14th Street, Golden,
Colorado 80401-1866 USA
Tel: (303) 279-1021
Visualization Technologies [Link]
Accurender
HCIL/UMIACS
c/o Robert McNeel & Associates
University of Maryland
3670 Woodland Park Ave N
A.V. Williams Building
Seattle, WA 98103 USA
College Park, MD 20742 USA
Sales Tel: (206) 545-7000
Tel: (301) 405-2769
[Link]
[Link]
ADVIZOR Solutions, Inc.
HP Visual and Spatial Technology Centre
1333 Butterfield Rd. Suite 280
Metallurgy and Materials Building
Downers Grove, IL 60515 USA
University of Birmingham
Tel: (630) 971-5250
Edgbaston, Birmingham B15 2TT
[Link]
Tel: +44 (0)121 414 5513
Ambient Devices [Link]
One Broadway 14th Floor
iDashboards
Kendall Square, Cambridge, MA 02142 USA
5750 New King Street, Suite 110
Tel: (617) 758-4129
Troy, MI 48098 USA
[Link]
Tel: (248) 952-0840
CenterView [Link]
c/o CORDA Technologies, Inc.
Intergraph Corporation
350 South 400 West, Suite 100
P.O. Box 240000
Lindon, UT 84042
Huntsville, AL 35824
Tel: (801) 805-9400
Tel: (256) 730-2000
[Link]
[Link]
CSXcelsius
MapInfo
10509 Vista Sorrento Parkway, Suite 317
One Global View, Troy, NY 12180 USA
San Diego, CA 92121 USA
Tel: (518) 285-6000
Tel: (866) 437-2171
[Link]
[Link]
Mapland
DAZ3D
c/o Software Illustrated
12637 South 265 West #300,
P.O. Box 884, Tracy, CA 95378 USA
Draper, UT 84020 USA

254 © Brandon Hall Research

Tel: (209) 832-7353 Visual Analytics Inc.
[Link] 20010 Fisher Avenue, 2nd Floor
Poolesville, MD 20837
Music Animation Machine
Tel: (301) 407-2200
Post Office Box 13622
[Link]
Berkeley, CA 94712 USA
[Link] Visible Human Project
c/o Reference and Web Services
Okino Computer Graphics
National Library of Medicine
3397 American Drive, Unit # 1
8600 Rockville Pike
Mississauga, Ontario L4V 1T8, Canada
Bethesda, MD 20894 USA
Tel: (905) 672-9328
Tel: (301) 594-5983
[Link]
[Link]
Ontopia AS sible_human.html
Waldemar Thranes gate 98
Visual Thesaurus
N-0175 Oslo, Norway
c/o THINKMAP, Inc.
Tel: +47 23 23 30 80
155 Spring Street, Suite 3A
[Link]
New York, NY 10012 USA
Pixologic, Inc. [Link]
320 West 31st Street
VRVis Research Center for Virtual Reality
Los Angeles, CA 90007 USA
and Visualization, Ltd.
Tel: (888) 748-5967
Donau-City-Strasse 1, A-1220 Vienna,
[Link]
Austria
Spotfire, U.S. Tel: +43(1)20501 30100
212 Elm Street [Link]
Somerville, MA 02144
Vizserver
Tel: +1 (617) 702-1600
c/o Inxight Software, Inc.
[Link]
500 Macara Avenue
Top Tier Sunnyvale, CA 94085 USA
Tel: (415) 225-5840 Tel: (408) 738-6200
[Link] Fax: (408) 738-6203
[Link]
Topzone
c/o Maps a la carte, Inc.
73 Princeton Street, Suite 305 VoIP and Telephony
North Chelmsford, MA 01863 USA Skype Technologies
[Link] 2 Stephen Street
Unified Field, Inc. London, W1T 1AN United Kingdom
3 East 28th St, 9th floor [Link]
New York, NY 10016 USA JAJAH Inc.
Tel: (212) 532-9595 2513 Charleston Road, Suite 102
[Link] Mountain View, California, 94043 USA
VIBE [Link]
c/o Microsoft Corporation
One Microsoft Way Wearable Computing
Redmond, WA 98052-6399 USA
Tel: (800) 642-7676 SportBrain Holdings Inc.
[Link] 869 97th Ave N, Unit A2
Naples, FL 34108 USA
Vicodi [Link]
Edvins Snore, RIDemo
Brivibas 183, Riga, LV-1012 LATVIA Wearable Cumputing Lab
Tel: +371-7-378155 ETH Zentrum, ETZ H
[Link] Electronics Lab, Gloriastrasse 35
CH-8092 Zurich

Do not reproduce 255

 Fax: +41-1-632 12 10 Pluck Corporation
[Link] 720 Brazos St., Suite 900
Austin, TX 78701 USA
Tel: (512) 457-5220
Web Feeds [Link]
Attensa, Inc.
PubSub Concepts, Inc.
111 SW Fifth Avenue, Suite 2260
64 Fulton Street, Seventh Floor
Portland, OR 97204 USA
New York, NY 10038 USA
Tel: (503) 973-6060
Tel: (212) 227-4101
[Link]
[Link]
Bloglines
Rojo Networks, Inc.
655 Technology Parkway, Suite 100
795 Folsom St., First Floor, San Francisco,
Campbell, CA 95008 USA
CA 94107
[Link]
Tel: (415) 848-2468
Brightcove, Inc. [Link]
One Cambridge Center
RSS Reader
Cambridge, MA 02142 USA
c/o Ykoon B.V., Kruisstraat 2
Tel: (617) 500-4947
2312 BH Leiden, Nederland
[Link]
Tel: +31.715135858
FeedBeep [Link]
c/o Santa Cruz Tech, 303 Potrero #40E
StepNewz
Santa Cruz CA 95060 USA
c/o Feedzilla, Coldbrook Business Corp.
Tel: (877) 742-7786
Rue Guillaume-Tell 10, P.O Box 1909
[Link]
CH-1211 Geneva, Switzerland
FeedBurner World Headquarters [Link]
549 W Randolph, 6th Floor
Thunderlizard
Chicago IL 60661 USA
c/o Mozilla Corporation
Tel: (312) 756-0022
1981 Landings Drive, Building K
[Link]
Mountain View, CA 94043-0801 USA
FeedForAll [Link]
PO Box 296, Hanover, MA 02339 USA
Windows Live
Tel: (781) 829-0500
c/o Microsoft Corporation
[Link]
One Microsoft Way
Feedreader / i-Systems Inc. Redmond, WA 98052-6399 USA
Valdeku 100, Tallinn, Tel: (800) 642-7676
11211, Estonia [Link]
[Link]
Feedscoute
c/o Bytescout, Pacific Business Centre
Wiki Tools
#101 - 1001 W. Broadway, Suite 381 Wikimedia Foundation Inc.
Vancouver, BC V6H 4E4 Canada 200 2nd Ave. South #358
[Link] St. Petersburg, FL 33701-431 USA
Tel: (727) 231-0101
Feedster, Inc.
[Link]
116 New Montgomery Street, Suite 605
San Francisco, CA 94105 USA JotSpot, Inc.
Tel: (415) 348-9119 167 Hamilton Ave, 2nd Floor
[Link] Palo Alto, CA 94301 USA
Tel: (650) 323-3225
Onfolio
[Link]
Four Cambridge Center, 3rd Floor
Cambridge, MA 02142-1406 USA Socialtext
Tel: (617) 679-0909 655 High Street
[Link] Palo Alto, California 94301 USA

256 © Brandon Hall Research

Tel: +1 (650) 323-0800
[Link]

Do not reproduce 257

258 © Brandon Hall Research
Index
3-D graphics, 20, 21, 22, 46, 47, 52, 57, 138, 146, 159, 160, 176, 177, 180,
89, 93, 100, 101, 103, 109, 110, 121, 181, 184, 189, 190, 191, 196, 200,
169, 170, 171, 193, 197, 198, 199, 201 203, 207, 208, 209, 211, 212
Adaptive systems, 15, 16, 27, 29, 36, 39, Boolean searches, 158
50, 84
Brandon Hall Research, 2, 45, 50, 51, 90,
Adobe, 21, 44, 45, 46, 69, 100, 170, 219, 110, 112, 149, 153, 169, 180, 189,
223, 238 196, 209, 211
Advantages of e-learning, 4, 5, 35, 59, 137, Broadband, 42, 192
174, 180, 193, 196, 216
Browsers, 21, 46, 48, 50, 57, 58, 64, 66,
Affective computing, 11, 12, 13, 35, 97, 67, 70, 74, 139, 170, 176
218
Cell phones, 74, 93, 119, 127, 174, 189,
Agents, 15, 16, 17, 18, 23, 25, 28, 85, 165 191, 207
Air display, 88 Classroom response systems, 59, 60
Aircraft Industry CBT Committee (AICC), 6, Clickers, 59, 60
49
Cognition, 23, 24, 27, 28, 35, 93, 94, 114,
AJAX, 122 140, 196, 201
Ambient computing, 7, 121, 127, 141, 205 cognitive collage, 196
Animation, 20, 21, 22, 47, 52, 100, 101, cognitive maps, 196
171, 199
collaboration, 24, 63, 65, 66, 69, 70, 71,
Architectures, 4, 5, 8, 34, 63, 65, 109, 127, 72, 74, 84, 93, 113, 122, 125, 127,
128, 140, 180 136, 145, 159, 160, 165, 176, 177,
193, 194, 203, 211, 217
Artificial Intelligence, 15, 18, 23, 24, 25,
26, 27, 28, 29, 30, 31, 33, 85, 97, 132, Collaboration, 4, 46, 62, 63, 64, 65, 66, 67,
139 68, 69, 70, 71, 72, 85, 91, 109, 122,
135, 137, 146, 149, 150, 158, 160,
assessment, 90
165, 177, 179, 180, 193, 194, 211,
Assessment, 35, 36, 37, 39, 40, 41, 48, 231, 233
78, 91, 95, 127, 145, 156, 172
Collaborative writing wiki, 211
Audio, 42, 43, 44, 46, 47, 48, 50, 65, 66,
Communications Tools, 39, 63, 66, 67, 74,
67, 69, 70, 116, 128, 146, 148, 159,
75, 122, 165, 190, 203, 209, 215
161, 162, 178, 181, 190, 191, 203, 209
Communities of practice, 145, 180
Augmented reality, 144, 184, 193, 194,
195 Competency Tracking, 77, 78, 79
Authoring tools, 21, 26, 27, 36, 45, 46, 47, Complexity theory, 83, 128, 170, 196, 216
48, 49, 50, 80, 93, 94, 170, 171, 197,
Computer based assessment, 35
226
Content management, 69, 80, 81, 112, 145
Authorware, 45
Conversational learning, 16, 74, 127
Avatars, 15, 52, 53
Cooperation, 18, 72, 88
barcodes, 174
cybercartography, 196
Bayesian probability, 18, 23, 26, 29, 85
Dashboards, 198
Blogs, educational, 27, 43, 50, 54, 55, 56,
57, 65, 74, 80, 81, 89, 91, 112, 116, Data mining, 23, 24, 82, 83, 84, 86, 158
117, 118, 123, 125, 129, 130, 137,

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 Decision support systems, 26, 84, 85, 86 Geocaching, 119
Deep Web, 158 Geographic Information System (GIS), 119,
120, 121, 196, 243
Design, 4, 6, 11, 13, 17, 26, 27, 34, 37, 45,
47, 49, 51, 53, 55, 58, 70, 74, 80, 88, Geographic Positioning System (GPS), 119,
94, 100, 106, 114, 116, 125, 137, 146, 199
152, 154, 173, 198, 199, 200, 201,
Gesture recogntion, 11, 16, 25, 89, 97, 98
202, 205, 206
GIF graphic format, 20, 49
Digital Ink and Paper, 88, 89, 106, 107,
108, 216 Google, 54, 64, 74, 101, 119, 120, 158,
159, 160, 163, 164, 189, 190, 203,
Director, 45
210, 248
Displays, 5, 59, 60, 69, 88, 89, 106, 107,
graphics, 196
120, 151, 158, 162, 169, 176, 178,
180, 183, 193, 196, 197, 198, 199, 216 Graphics, 3, 20, 47, 48, 68, 100, 101, 103,
107, 110, 152, 193, 196, 197, 200, 201
Distributed systems, 5, 8, 63, 70, 80, 93,
109, 122, 123, 124, 127, 134, 141, Grid computing, 5, 9, 19, 80, 134, 165
176, 193, 194, 204
Handwriting recognition, 106
Dreamweaver, 45
Haptics, 97, 103, 104, 106
dynamic displays, 196
Head mounted displays, 88, 106
e-Commerce, 26
Healthcare applications, 37, 161, 162
Emotional design, 11, 12, 13, 15, 16, 24
History, 3, 42, 57, 86, 121, 139, 155, 158,
e-Portfolios, 7, 9, 35, 90, 91, 137, 184 162, 170, 187, 197, 214
e-Science, 167 Human-centered computing, 23
evaluation, 35, 90 Human-computer interaction (HCI), 13, 106,
205
Experiential learning, 169
Hybrid systems, 9, 25, 66, 80, 81, 122, 123
Expert systems, 23, 25, 85
Hype in e-learning, 166, 217
Extreme learning, 152, 153
images, 196
Facial recognition, 11, 16, 25, 97, 170
Immersive environments, 88, 103, 169,
Federated searches, 163
187, 193, 197, 239
Findability, 119
Individualization, 215
FireFox, 57
Informal learning, 9, 91, 158
Flash, 20, 21, 22, 45, 46, 47, 48, 49, 52,
Informatics, 18, 23, 27, 184, 219
100, 149, 152, 154, 170, 196, 225, 250
Infrared tags, 59, 174, 175
Folksonomies, 124, 125, 179, 210
Innovation in e-Learning, 7, 57, 60, 63, 71,
formative assessment, 35
94, 109, 122, 175, 178, 196, 215, 217
Frameworks, e-learning, 4, 5, 8, 26, 33, 72,
Instant messaging, 63, 64, 65, 66, 67, 69,
75, 78, 79, 93, 109, 110, 134, 156,
70, 74, 75, 127, 134, 146, 149, 186,
166, 201
187
FrontPage, 45
Intelligent tutoring, 11, 15, 16, 23, 24, 25,
Fuzzy Logic, 30, 83, 191 26, 27, 28, 29, 30, 31, 32, 33, 34, 84,
85, 86, 114, 131, 132, 133, 139
Games, 4, 26, 49, 52, 88, 93, 94, 95, 119,
134, 153, 162, 169, 170, 172, 174,
180, 189, 193, 215, 216, 217, 238

260 © Brandon Hall Research

Interface devices, 21, 23, 47, 53, 54, 65, Meta-search engines, 158, 162, 163
70, 97, 98, 100, 106, 107, 109, 131,
Microformats, 165
134, 145, 161, 171, 174, 193, 196
Microlearning, 152, 153
Internet Protocol Television (IPTV), 189,
190, 191, 192, 215 Microsoft, 43, 45, 46, 47, 49, 57, 60, 63,
64, 65, 66, 68, 80, 93, 101, 107, 108,
Interoperability, 6, 35, 90, 114, 122, 124
120, 134, 145, 146, 199, 226, 233,
iPod, 42, 43, 190 234, 237, 238, 246, 249, 255, 256
Knowledge base wiki, 211 Microworlds, 95, 155, 156, 169, 171
Knowledge management, 54, 58, 125 M-learning, 127, 129, 130
Lab book wiki, 211 Mobile computing, 7, 107, 119, 121, 127,
128, 129, 130, 174, 191, 194, 205,
latent semantic analysis, 35
206, 216, 244
Latent Semantic Analysis (LSA), 26, 34, 35,
Motion Graphics, 20
36, 133
Museums, 119, 120, 139, 140, 141, 144
Learning Content Management Systems,
45, 80, 81, 109, 111, 112, 241 Navigation, 48, 68, 119, 139, 152
Learning Management Systems, 18, 36, 45, Networks, 4, 6, 7, 8, 25, 26, 34, 42, 65, 85,
46, 48, 77, 78, 79, 80, 93, 109, 110, 134, 140, 160, 180, 181, 182, 183,
111, 112, 113, 122, 123, 127, 137, 190, 199
138, 145, 183, 239, 240, 241, 242
Neural networks, 23, 25, 97
learning object model, 114
Ontologies, 26, 30, 32, 40, 124, 125, 165,
learning object repository, 114 166, 176, 178, 179
Learning Objects, 6, 26, 45, 49, 80, 114, Optical tags, 174
115, 116, 124, 139, 143, 152
OWL – Web Ontology Language, 165
Lecturing, 42, 47, 48, 59, 69, 116, 140,
pattern recognition, 196
148, 149, 150, 156
Pedagogy, 2, 6, 15, 16, 17, 74, 81, 114,
Legacy materials, 77, 152
153, 172, 189, 213
Libraries, 17, 26, 29, 60, 65, 78, 91, 113,
Peer to peer technologies (P2P), 62, 65, 76,
115, 124, 129, 130, 135, 137, 143,
110, 128, 134, 135, 136, 146, 180,
146, 147, 159, 172, 178, 180, 191,
189, 190, 191, 193, 211
213, 216, 217
Personal digital assistants (PDAs), 119,
Live Presentations and Webinars, 246
127, 139, 174, 189, 207
Location based tools, 5, 54, 63, 119, 120,
Personal learning environments (PLE), 137,
121, 127, 128, 135, 165, 174, 175,
138, 139
176, 178, 180, 186, 187, 196, 199, 205
Personalization, 4, 7, 15, 23, 24, 26, 27,
Macromedia, 20, 21, 22, 45, 47, 69, 80,
42, 66, 82, 90, 114, 122, 125, 127,
100, 148, 149, 150, 154, 170, 220,
137, 139, 140, 141, 142, 143, 144,
230, 246, 250
145, 166
mapping, 196
Pervasive computing, 7, 11, 89, 124, 127
Mashups, 4, 80, 122, 123
Podcasting, 42, 43, 44, 128, 192, 204,
Medical applications, 31, 85, 86, 103, 116, 215, 223
148, 149, 160, 161, 171
Portals, 109, 145, 146, 166
Metacognition, 26
PowerPoint, 45
Metadata, 6, 62, 114, 124, 125, 134, 135,
165, 176, 244

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 Presentation tools, 9, 40, 50, 71, 72, 83, Shareable Content Object Reference Model
84, 110, 125, 138, 141, 148, 150, 156, (SCORM), 6, 9, 46, 47, 48, 49, 50, 114,
166, 183, 203, 209, 215, 227, 246 116, 205
Privacy, 11, 82, 119, 174 Shockwave, 20, 21
Project management, 54, 64, 68, 152 Simple Object Access Protocol (SOAP), 9,
81, 122, 123
Projectors, 88, 106
Simulations, 4, 11, 15, 16, 21, 26, 35, 36,
Proximity tools, 119
45, 46, 47, 48, 49, 50, 52, 74, 88, 93,
quizzes, 35 94, 95, 153, 155, 169, 170, 171, 172,
173, 193, 199
Quizzes, 35, 36, 46, 47, 48, 69, 70
Single-user wiki, 211
Radio, 42, 54, 55, 59, 134, 174, 175, 212
Skypecasting, 148
Radio frequency identification tags (RFID),
141, 174, 175 Smart labels and tags, 141, 174
Rapid e-learning, 22, 47, 48, 49, 150, 152, Social bookmarking, 57, 62, 124, 137, 158,
153, 154, 215, 225, 247 176, 177, 178, 179, 207
rapid learning, 114 Social networking, 62, 91, 160, 180, 181,
182, 184, 185, 211
Repositories, 7, 9, 80, 91, 114, 115, 116,
184 Social networking analysis (SNA), 180, 181
Resource Description Framework (RDF), Speech recognition, 131, 132
165, 167, 168
Streaming video, 189, 191
résumés, 90
summative assessment, 35
Reusability, 46, 114, 116, 117, 118, 154,
Symbology tags, 174, 175
167
Tag clouds, 122
reusable learning objects, 114
Tagging, 125, 159, 174, 176, 177, 178,
Robotics, 97, 155, 156, 247
179, 180, 189, 211
Role-playing, 47, 52, 93, 169, 170, 171
Tags, 66, 89, 119, 124, 161, 174, 175,
Scenarios, 26, 169, 171 176, 177, 178, 179, 191
Science, 26, 27, 86, 87, 112, 115, 120, Tangible computing, 106, 199
129, 134, 141, 155, 170, 172, 197, 221
Taxonomies, 5, 35, 37, 38, 124, 125, 165,
SCORM, 114 176
Screencasting, 54, 148, 149, 150, 189 Team management, 64
Search engines, 54, 57, 83, 110, 124, 131, Telephony, 74, 75, 203
137, 158, 159, 160, 161, 162, 163,
Telepresence, 74, 186, 188, 189
177, 189
Television, 189, 190, 191, 215, 216
Security, 11, 65, 119, 122, 174
Tests, 4, 27, 35, 36, 37, 38, 39, 47, 48, 77,
self-evaluation, 35
109, 139, 152
Semantic Web, 26, 30, 34, 35, 36, 40, 125,
Thin clients, 57
133, 135, 163, 165, 166, 168, 196
T-Learning, 189, 191
Serious games, 93, 94, 95
Tours (online), 119, 144, 217
Service oriented architectures (SOA), 5, 8,
39, 109, 122 Translation, 131, 134, 199
sharable content objects, 114 Turing Test, 23

262 © Brandon Hall Research

Ubiquitous computing, 9, 11, 91, 121, 205 Wearable computing, 7, 106, 119, 127,
205, 206, 216, 255
Usability, 13, 56, 90, 108, 109, 194
Web conferencing, 148, 150
Video, 22, 44, 49, 98, 106, 150, 160, 187,
189, 190, 191, 192, 193, 215, 236, 253 Web feeds (Atom and RSS), 57, 74, 164,
177, 207, 208, 209, 210, 211, 256
Videocasting, 189
Webcasting, 148, 150
virtual classroom, 148
Webinars, 148
Virtual classrooms, 148, 149, 154
Whiteboards, 64, 66, 68, 69, 74, 88, 89,
Virtual learning environments, 112, 113,
106, 107, 108, 137, 145, 239
137
Wikipedia, 57, 123, 182, 211, 212
Virtual reality, 130, 193
Wikis, 60, 65, 182, 209, 210, 211, 212,
Visualization, 3, 5, 43, 46, 100, 124, 159,
213, 214, 256
174, 176, 177, 187, 196, 197, 198,
199, 200, 216 Woodill, Gary, 4, 9, 40, 45, 51, 79, 80, 81,
123, 200, 217
Vlogs, 189
Word, 45
Vodcasting, 189
World Wide Web Consortium (W3C), 62,
Voice over Internet Protocol (VoIP), 67, 74,
131, 165, 168
203, 215, 255

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