A Web Based Energy Cloud Platform for Campus Smart Grid for Understanding Energy Consumption Profile and Predicting Future Energy Demand

This paper proposes a web based energy cloud platform framework for analyzing energy consumption behavior of campus environment, forecasting future energy demand and controlling some power hungry appliances when electricity demand overpasses generation. In addition to that, one of the key objectives of our work is to incorporate a rule based data filtering logic with this web based energy cloud platform; so that, data associated with energy consumption behavior analysis could be reduced. This work is mainly based on our previously developed ThingsGate platform, which facilitates IoT (Internet of Thing) management on wireless Access Point (AP) and its execution. This paper also provides some insightful discussion on some technical aspects of access networks which should be taken into consideration for ensuring Quality of Service (QoS) of smart grid traffic (e.g. control messages). Our discussion would be useful for successfully deployment of smart grid in a campus environment

Teen playlist: music discovery, production, and sharing among a group of high school students

The purpose of this investigation was to determine if a select group of adolescents exhibited behaviors and practices regarding digital music discovery, production, and sharing that influenced their classroom music instruction. The qualitative study focused on ways in which a group of adolescents informally engaged with digital music in relationship to learning music in their classroom. A constructivist–interpretivist viewpoint framed the theoretical perspective that a person’s knowledge constructions take place within the context of social interaction. In the early 21st century, young people interacting via digital social networking can experience and share music in ways previous generations could not imagine. Peer learning and exchange occur when adolescents share musical ideas and digital artifacts. In addition, autonomous learning takes place while interacting with a digital device. I used Mayer’s (2002) cognitive theory of multimedia learning to support an understanding of the learning effects associated with content-rich digital experiences. Linking social-constructivist and multimedia educational theories provided the conceptual framework needed to extrapolate meaning from adolescents’ preferences, influences, and feelings regarding digital musicking. In an instrumental case study, I followed four high school participants and their music teacher over the course of 6 months. The data consisted of participants’ detailed reflections and perspectives regarding digital music media discovery, production, and sharing. Detailed accounts collected from interviews and observations illustrated the behaviors of the participants, building a thick description. Although the research focused on adolescents, viewpoints of others emerged throughout the study, including those of peers, colleagues, and family members. Consequently, the investigation also considered what music teachers understood about their students’ out of school digital music discovery, production, and sharing. Findings show the convergence and divergence of digital music engagement in a high school music setting. Themes of experiencing music for personal identity, creativity, and popular culture intermix in classroom and informal learning environments. I present outcomes indicating direct implications for music curriculum development and suggest paths to connect in school and out of school music learning via digital music experiences. This study might help contemporary music teachers take advantage of students’ out of school digital music media practices to strengthen in school music programs

Nga Wahi Ipurangi - Digital Places

The Waipa district, unbeknown to many New Zealanders, is home to some of the country’s most significant historical sites and stories. As a Learning Experiences Outside the Classroom (LEOTC) educator, one of my roles is facilitating the understanding of these places and stories with school students. Currently, historical sites of national significance in this area are geographically hard to recognise, and have little or no physical interpretation. The ability of students to learn at these sites relies heavily on the educator’s oratory abilities. Recent development in mobile technology can now provide access to interpretive internet-based content anytime, anywhere and this research investigates potential for mobile technology to be used as a tool to provide meaningful learning experiences that connect students to our unique history in the environment that these events actually took place in. This research compares different mobile learning methods’ effectiveness in increasing student understanding and retention of social history content. A mobile learning (mLearning) programme was created for the purpose of this research, with the internet-hosted content divided equally between 3 mobile learning methods and one presenter-based method. Three groups consisting of Yr 5-6, Yr 7-8 and Yr 9-10 school students participated in the programme. Students completed multi-choice tests before, immediately after and 4 months following the trial programme. The multi choice results were used to compare improvement in student understanding and retention. Focus group interviews were conducted immediately and 4 months after the trial and were used to explore students metacognitive reflections of the learning methods used. The results of the study suggest that the mobile audio method was the most effective at increasing student understanding of the learning content and also had the highest level of content retention. Results also suggest that environmental and technological distraction may have negatively influenced the effectiveness of the two visual mobile learning methods. Distraction may account for the differences between the learning methods effectiveness suggested by the multi-choice testing. Focus group interviews indicate the importance of mobile learning in an authentic context. Discussion around the reduction, and where possible, elimination of the identified distractions; appropriateness and feasibility of new programme development including: game/trail based mLearning; the importance of authentic contexts for Māori students; student involvement in design; student-centred methods; connection to the classroom; and the relevance of social media are explored. This research provides a clear direction for future programme development, aligning with the Ministry of Education’s LEOTC review priorities that emphasise raising student achievement for priority students; improving student engagement; and innovative, future focused learning

Adopting Active Learning Classroom (ALC) Technology and Overcoming Barriers: A Faculty Development Intervention Model for Technology-Enhanced Learning Spaces

The goal of this study was to understand how instructors use technology, and what challenges they face, but also to increase the participants’ understanding of Active Learning Classroom (ALCs) technologies as it applies to their teaching by applying action research methodologies. This study also seeks to lay a foundation for additional research on ALCs, education technology, and the needs of instructors in terms of faculty development in technology. This study investigates a group of 13 faculty members in multiple disciplines teaching in ALCs. Thus far, research on the impact of technology-enriched learning environments like Active Learning Classrooms has typically centered around student learning (Beichner et al., 2007; Frazee, Hughes, & Frazee, 2014; Morrone, Ouimet, Siering, & Arthur, 2014). Less attention has been paid to the faculty development needed for instructors to properly take advantage of these environments The research study addresses three questions: First, how and, for what purposes, do faculty use technology in the ALC? Second, what technology adoption factors and barriers were experienced by instructors in an Active Learning Classroom? Third, using Kolb’s experiential learning theory (1984, 2014), how does a semester-long faculty development intervention program impact instructors’ adoption of Active Learning Classroom technologies? Results indicated that the most frequently used technologies were those that were familiar from traditional (technology-equipped) lecture spaces that faculty had used. Faculty were most comfortable with content delivery tools such as instructor laptops connected to the LCD TVs, the instructor podium, and whiteboards. Additionally, technology adoption factors and barriers to adoption were identified, including time, ease of use, equipment availability, institutional classroom support, peer support, and instructor comfort levels with technology and troubleshooting. Through action research, the newest Active Learning Classroom instructors received the most hands-on training on the classroom hardware during consultations, and the exposure to classroom technologies and troubleshooting tips via an experiential learning framework allowed them to better understand the podium interface, document camera and wall-buttons while having an opportunity to reflect on their teaching

ACUTA Journal of Telecommunications in Higher Education

In This Issue Wireless Outlook 2012 802.11n Wireless in the Enterprise- The Next Big Change The University of Tulsa: A Wireless Campus Advertorial: Deploying Media Switching Systems for Educational lnstitutions Faster Wireless LAN Connections May Help Support Voice & Video Traffic Wireless at Syracuse Expectation Versus Experience: The Realities of Life on the Wireless Road lnstitutional Excellence Award Honorable Mention UC Mobile Interview President\u27s Message From the Executive Directo

The new era of e-learning: mobile learning & interactive class for the new curriculum

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The lived experience of undergraduate students using tablet devices

With the ever-increasing influence of technology on everyday life, the perceived need to integrate technology into education has never been greater. Contemporary research into education technology is predominantly teacher- or institute-driven, with equivocal evidence as to the efficacy of such technology. With the proliferation of personal devices, such as smartphones, tablets and laptops, an increasing number of studies focus on such devices in an effort to measure the impact on education. However, what appears to be missing from the literature is the impact of using tablet devices, framed within the concept of Bring Your Own Device (BYOD). In this context, learners are facilitated in utilising their personal devices through wireless connectivity, but such devices are not a requirement for the programme of study, nor are they supported in any way either from a pedagogical or technical perspective. This study aims to investigate the lived experience of students in higher education who utilise tablet devices of their own volition, both on- and off-campus, during their learning journey

Role of Wireless technology in mobile augmented reality system (MARS)

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