Distributed Learning System Design: A New Approach and an Agenda for Future Research

This article presents a theoretical framework designed to guide distributed learning design, with the goal of enhancing the effectiveness of distributed learning systems. The authors begin with a review of the extant research on distributed learning design, and themes embedded in this literature are extracted and discussed to identify critical gaps that should be addressed by future work in this area. A conceptual framework that integrates instructional objectives, targeted competencies, instructional design considerations, and technological features is then developed to address the most pressing gaps in current research and practice. The rationale and logic underlying this framework is explicated. The framework is designed to help guide trainers and instructional designers through critical stages of the distributed learning system design process. In addition, it is intended to help researchers identify critical issues that should serve as the focus of future research efforts. Recommendations and future research directions are presented and discussed

A tool-mediated cognitive apprenticeship approach for a computer engineering course

Teaching database engineers involves a variety of learning activities. A strong focus is on practical problems that go beyond the acquisition of knowledge. Skills and experience are equally important. We propose a virtual apprenticeship model for the knowledge- and skillsoriented Web-based education of database students. We adapt the classical cognitive apprenticeship theory to the Web context utilising scaffolding and activity theory. The choice of educational media and the forms of student interaction with the media are central success criteria

The seamless integration of Web3D technologies with university curricula to engage the changing student cohort

The increasing tendency of many university students to study at least some courses at a distance limits their opportunities for the interactions fundamental to learning. Online learning can assist but relies heavily on text, which is limiting for some students. The popularity of computer games, especially among the younger students, and the emergence of networked games and game-like virtual worlds offers opportunities for enhanced interaction in educational applications. For virtual worlds to be widely adopted in higher education it is desirable to have approaches to design and development that are responsive to needs and limited in their resource requirements. Ideally it should be possible for academics without technical expertise to adapt virtual worlds to support their teaching needs. This project identified Web3D, a technology that is based on the X3D standards and which presents 3D virtual worlds within common web browsers, as an approach worth exploring for educational application. The broad goals of the project were to produce exemplars of Web3D for educational use, together with development tools and associated resources to support non-technical academic adopters, and to promote an Australian community of practice to support broader adoption of Web3D in education. During the first year of the project exemplar applications were developed and tested. The Web3D technology was found to be still in a relatively early stage of development in which the application of standards did not ensure reliable operation in different environments. Moreover, ab initio development of virtual worlds and associated tools proved to be more demanding of resources than anticipated and was judged unlikely in the near future to result in systems that non-technical academics could use with confidence. In the second year the emphasis moved to assisting academics to plan and implement teaching in existing virtual worlds that provided relatively easy to use tools for customizing an environment. A project officer worked with participating academics to support the teaching of significant elements of courses within Second LifeTM. This approach was more successful in producing examples of good practice that could be shared with and emulated by other academics. Trials were also conducted with ExitRealityTM, a new Australian technology that presents virtual worlds in a web browser. Critical factors in the success of the project included providing secure access to networked computers with the necessary capability; negotiating the complexity of working across education, design of virtual worlds, and technical requirements; and supporting participants with professional development in the technology and appropriate pedagogy for the new environments. Major challenges encountered included working with experimental technologies that are evolving rapidly and deploying new networked applications on secure university networks. The project has prepared the way for future expansion in the use of virtual worlds for teaching at USQ and has contributed to the emergence of a national network of tertiary educators interested in the educational applications of virtual worlds

Web-based IVEs for User Experience Evaluation in the Architecture Studio

Research on the use of immersive virtual environments (IVEs) in architectural design has rapidly permeated the practice for the last few decades, largely driven by a single prospect: the possibility of sufficiently simulating the genuine interactions and experiences of a design well before it is actually built. The implications of this achievement when fully realized would revolutionize the profession, effectively igniting a new period of David Harvey’s space-time compression in the industry, such that IVEs would enable designers to, symbolically, cross temporal distances, and bring a legitimate experience of their final products to the present, at any point in their design process. Yet this reality remains out of reach as the potential applications of VR technologies in architecture have yet to be realized sufficiently. VR technologies today, although quickly developing, remain too inefficient and cumbersome for full adoption in the real-world practice of architecture. This, arguably, discourages its adoption as well in other regions of the discipline including education. As a result, this research embodies an effort to achieve the goal identified earlier by introducing IVEs for practical use in the architecture design studio. It seeks to develop a useful and accessible implementation of VR using WebXR and Three.js, a JavaScript library used to create and display 3D computer graphics on the web, for architecture students. A preliminary workflow has been developed for generating a navigable immersive virtual environment in the web using conventional architectural modeling software such as Rhino to create a 3D model of the environment, then exporting the model in an OBJ file format which can then be imported into the web using Three.js and the WebXR API. However, more work needs to be done to enable a truly immersive and effective implementation of WebXR for experience research in the architecture studio, including enabling interactivity with objects within the environment and developing components that engage other senses. When realized, this approach to creating IVEs would enable architecture students to not only manifest an immersive instantiation of their never-to-be-constructed designs, but it will further equip them with the ability to conduct quick, and effective usability tests to assess the user experience of their design, elevating their awareness of the true experiential implications of their creations

Pervasive computing at tableside : a wireless web-based ordering system

Purpose &ndash; The purpose of this paper is to introduce a wireless web-based ordering system called iMenu in the restaurant industry. Design/methodology/approach &ndash; By using wireless devices such as personal digital assistants and WebPads, this system realizes the paradigm of pervasive computing at tableside. Detailed system requirements, design, implementation and evaluation of iMenu are presented.Findings &ndash; The evaluation of iMenu shows it explicitly increases productivity of restaurant staff. It also has other desirable features such as integration, interoperation and scalability. Compared to traditional restaurant ordering process, by using this system customers get faster and better services, restaurant staff cooperate more efficiently with less working mistakes, and enterprise owners thus receive more business profits. Originality/value &ndash; While many researchers have explored using wireless web-based information systems in different industries, this paper presents a system that employs wireless multi-tiered web-based architecture to build pervasive computing systems. Instead of discussing theoretical issues on pervasive computing, we focus on practical issues of developing a real system, such as choosing of web-based architecture, design of input methods in small screens, and response time in wireless web-based systems.<br /

Managing evolution and change in web-based teaching and learning environments

The state of the art in information technology and educational technologies is evolving constantly. Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution and change affect educators and developers of computer-based teaching and learning environments alike – both often being unprepared to respond effectively. A large number of educational systems are designed and developed without change and evolution in mind. We will present our approach to the design and maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution and change for these systems and for the educators and developers responsible for their implementation and deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the objective of raising an awareness of this issue of evolution and change in computer-supported teaching and learning environments. This discussion leads towards the establishment of a development and management framework for teaching and learning systems

An introduction to learning technology in tertiary education in the UK.

Contents: 1. The Learning Technology Arena 2. The Learning Technology Community 3. Learning Technology Tools 4. Key issues and developments in the Learning Technology Field 5. Implementing Learning Technologies 6. Further Resource