Guided Hypermedia Projects
Hypermedia Projects
1990 -- AIAA Decelerator Design Guide
Developed in cooperation with the American Institute of Aeronautics and Astronautics and the Department of Energy. This project was the first of several designed to examine the possibility of instructing physical skills.
1992 -- EJ: Electronic Journal of the English Language, Literature, and Pedagogy.
Produced in DOS and served through bulletin board technology, this journal explored the possibility of online hypertext before there was a World Wide Web. The project was abandoned in 1994 with the introduction of Mosaic NetScape.
1994 -- RS-650 Specifications HyperModule
Created to be delivered on CD-ROM disks, this project was and early hypermedia marketing tool that included video, sound, and primitive animations. It is worth pointing out that from this point, most of our presentation metaphors avoid the traditional page.
1994 -- Digital Slide Projector.
Developed in Asymmetric ToolBook to present virtual slides of digital projects. . . One of the objectives of this "projector" was to explore the potential of an environment that used no alphanumeric text (although the projects projected did use traditional texts).
1995 -- Alternative Voices, Alternative Cultures.
Developed in cooperation with Utah State University's Instructional Technologies Department, US West, and the State of Texas, this is a complete, comparative, native American literature course. The course compares myths common to Europe to stories common to native American tribes and recommends novels that manifest those myths in ethnic literature.
1996 -- First Internet-based English course.
In the spring of 1996, we developed and taught our first completely online composition course using funding provided by the Higher Education Technologies Initiative. The course included 23 students scattered across Utah and used a combination of email and WWW technologies. This may be the first of its kind ever taught. (No images of this project were ever recorded.)
1995-97 -- Manufacturing Engineering Safety Modules.
Developed in cooperation with USU's Department of Mechanical and Aerospace Engineering, this instructional project includes 23 modules totaling approximately 1700 pages. All manufacturing engineering students were expected to view relevant modules and pass a test prior to approaching the equipment.
1997 -- Alternate Voices, Alternate Cultures (HTML hybrid).
This HTML revision of the above CD was combined with real-time, interactive, and televised lectures.
1997 -- Introduction to Thermodynamics Online Workbook.
Funded by HETI and USU, this project provided workbook support for community college students planning to attend USU's MAE program. The project was HTML-based, but contained 2-D and 3-D animations and was presented at 1289 X 720 pixels, so was too large to be served over the Internet. Instead, it was delivered on CDs.
1997 -- Virtual Reality Art Museum.
Produced and presented at the Gang of Five invitational art show in San Diego, this project included a three room art museum with a collection of paintings, drawings, and sculptures. Readers strolled through the rooms examining the art while "writing" in their minds a a history and psychological profile of the artist. The project was presented as a postmodern autobiography.
1997 -- MC3223 Parachute Assembly Guide.
This ProcessPreservation© project revisits our 1990 effort to develop a parachute design guide. In this case, we were looking at capturing and preserving a complicated set of professional skills. The project consisted of 40 hours of high resolution and interactive video broken into 5-30 minute segments. The videos were combined with step-by-step instructions.
Hypermedia Projects
1990 -- AIAA Decelerator Design Guide
Developed in cooperation with the American Institute of Aeronautics and Astronautics and the Department of Energy. This project was the first of several designed to examine the possibility of instructing physical skills.
1992 -- EJ: Electronic Journal of the English Language, Literature, and Pedagogy.
Produced in DOS and served through bulletin board technology, this journal explored the possibility of online hypertext before there was a World Wide Web. The project was abandoned in 1994 with the introduction of Mosaic NetScape.
1994 -- RS-650 Specifications HyperModule
Created to be delivered on CD-ROM disks, this project was and early hypermedia marketing tool that included video, sound, and primitive animations. It is worth pointing out that from this point, most of our presentation metaphors avoid the traditional page.
1994 -- Digital Slide Projector.
Developed in Asymmetric ToolBook to present virtual slides of digital projects. . . One of the objectives of this "projector" was to explore the potential of an environment that used no alphanumeric text (although the projects projected did use traditional texts).
1995 -- Alternative Voices, Alternative Cultures.
Developed in cooperation with Utah State University's Instructional Technologies Department, US West, and the State of Texas, this is a complete, comparative, native American literature course. The course compares myths common to Europe to stories common to native American tribes and recommends novels that manifest those myths in ethnic literature.
1996 -- First Internet-based English course.
In the spring of 1996, we developed and taught our first completely online composition course using funding provided by the Higher Education Technologies Initiative. The course included 23 students scattered across Utah and used a combination of email and WWW technologies. This may be the first of its kind ever taught. (No images of this project were ever recorded.)
1995-97 -- Manufacturing Engineering Safety Modules.
Developed in cooperation with USU's Department of Mechanical and Aerospace Engineering, this instructional project includes 23 modules totaling approximately 1700 pages. All manufacturing engineering students were expected to view relevant modules and pass a test prior to approaching the equipment.
1997 -- Alternate Voices, Alternate Cultures (HTML hybrid).
This HTML revision of the above CD was combined with real-time, interactive, and televised lectures.
1997 -- Introduction to Thermodynamics Online Workbook.
Funded by HETI and USU, this project provided workbook support for community college students planning to attend USU's MAE program. The project was HTML-based, but contained 2-D and 3-D animations and was presented at 1289 X 720 pixels, so was too large to be served over the Internet. Instead, it was delivered on CDs.
1997 -- Virtual Reality Art Museum.
Produced and presented at the Gang of Five invitational art show in San Diego, this project included a three room art museum with a collection of paintings, drawings, and sculptures. Readers strolled through the rooms examining the art while "writing" in their minds a a history and psychological profile of the artist. The project was presented as a postmodern autobiography.
1997 -- MC3223 Parachute Assembly Guide.
This ProcessPreservation© project revisits our 1990 effort to develop a parachute design guide. In this case, we were looking at capturing and preserving a complicated set of professional skills. The project consisted of 40 hours of high resolution and interactive video broken into 5-30 minute segments. The videos were combined with step-by-step instructions.
Web Based Project
Project management software is not just for managing software based project. It can be used for variety of other tasks too. The web-based software must provide tools for planning, organizing and managing resources to achieve project goals and objectives. A web-based project management software can be accessed through an intranet or WAN / LAN using a web browser. You don't have to install any other software on the system. The software can be easy of use with access control features (multi-user). I use project management software for all of our projects (for e.g. building a new cluster farm) for issue / bug-tracking, calender, gantt charts, email notification and much more.
Obviously I'm not the only user, the following open source software is used by some of the biggest research organizations and companies world wild. For example, NASA's Jet Propulsion Laboratory uses track software or open source project such as lighttpd / phpbb use redmine software to keep track of their projects.
You use the following top 10 software for personal or business use. Keep track of all your projects in one place and finish them successfully on time.
You use the following top 10 software for personal or business use. Keep track of all your projects in one place and finish them successfully on time.
#1: Codendi
Codendi is an open-source collaborative development platform offered by Xerox. From only one interface, it gathers, all the needed tools for software development teams: management and versioning of code, bugs, requirements, documents, reporting, tests etc. It is mainly used for managing software project processes.
#2: Redmine
Redmine is a flexible project management web application. Written using Ruby on Rails framework, it is cross-platform and cross-database. It includes calendar and gantt charts to aid visual representation of projects and their deadlines.
#3: ProjectPier
ProjectPier is a Free, Open-Source, self-hosted PHP application for managing tasks, projects and teams through an intuitive web interface. ProjectPier will help your organization communicate, collaborate and get things done Its function is similar to commercial groupware/project management products, but allows the freedom and scalability of self-hosting.
#4: Trac
Trac is an open source, web-based project management and bug-tracking tool. Trac allows hyperlinking information between a computer bug database, revision control and wiki content. It also serves as a web interface to a version control system like Subversion, Git, Mercurial, Bazaar and Darcs.
#5: Project HQ
Project HQ is a collaborative open source project management tool, similar to Basecamp and activeCollab. Project HQ is built on open source technologies like Python, Pylons and SQLAlchemy and is fully database independent. Project HQ uses a structured workflow to assist you in managing your projects.
#6: Collabtive
Collabtive is a web-based project management software that is being published as Open Source software. The project was started in November 2007. It strives to provide an Open Source alternative to proprietary tools like Basecamp or ActiveCollab.
#7: eGroupWare
eGroupWare is a free open source groupware software intended for businesses from small to enterprises. Its primary functions allow users to manage contacts, appointments, projects and to-do lists.
It is used either via its native web-interface, making access platform-independent, or by using different supported groupware clients, such as Kontact, Novell Evolution, or Microsoft Outlook. It can also be used by mobile phone or PDA via SyncML.
#8: KForge
KForge is an open-source (GPL) system for managing software and knowledge projects. It re-uses existing best-of-breed tools such as a versioned storage (subversion), a tracker (trac), and wiki (trac or moinmoin), integrating them with the system’s own facilities (projects, users, permissions etc). KForge also provides a complete web interface for project administration as well a fully-developed plugin system so that new services and features can be easily added.
#9: OpenGoo
It is a complete online solution focused on improving productivity, collaboration, communication and management of your teams. OpenGoo main features include document management, contact management, e-mail, project management, and time management. Text documents and presentations can be created and edited online. Files can be uploaded, organized and shared, independent of file formats.
#10: ClockingIT
ClockingIT is a free Project Management solution, which helps your team stay focused and on top of things.
Resourced Based Project
A quality resource-based project: | |
Proficient | Advanced |
Contains all of these elements |  Contains all proficient elements + one or more of the following: |
| Requires learners to find information, THINK ABOUT that information, and do something with the information. Causes students to use higher-level thinking resulting in deeper understanding. o Centers around Essential Questions that require students to draw conclusions, make informed decisions, apply knowledge to new situations, and/or create new knowledge. o Refer to Blooms and BPA. Requires students to use high-quality information resources. Insists on respect for intellectual property, requiring sharing knowledge ethically and productively. | Hones students’ ability to find, evaluate, and select appropriate sources in a variety of formats. Integrates information literacy and technology skills into the learning experience. Encourages seeking divergent perspectives. Encourages collaborating with others to exchange ideas, develop new understandings, make decisions, and solve problems. Uses the writing process, media and visual literacy, and technology skills to create products that express new understandings. Demonstrates creativity through multiple formats for final products. Uses both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence. Recognizes research as a process and validates student participation in the process by evaluating both process and final product. |
LMC provide the following supports: Design pathfinders to ensure quality information resources. Take an existent project and raise the level of challenge (basic to proficient, proficient to advanced) Provide direct instruction on information literacy, databases, evaluations, etc. Working with students to use new technologies for final products (podcasts, video, social web technologies, etc.) Project Design | |
