Object-based, distributed online real-time communication system modeling and development.

With the advent of the Internet and World Wide Web, online communication becomes increasingly popular. As broadband network technologies are becoming widely accessible, the media rich, highly interactive online applications for virtual enterprise, distance education etc. will be a reality. How to take full advantages of technologies available and effectively integrate them into a cohesive distributed distance education system that addresses adequately the scalability and the openness still pose a challenging question. To address this need, we have developed an approach based on the principles of component-based development, utilizing standard component infrastructure and its services. We apply this approach to the online real-time communication system with capability of rich real-time-interactions, which addresses key requirements for distance learning. We provide a rigorous modeling and specification of the system, which describes the attributes that the distributed system must exhibit and prescribes the behavior of the system. This modeling shall allow software engineers to examine the behavior of systems under the development. Based on this specification, we have developed a prototype of the distributed system to validate the effectiveness of our approach. The system is implemented with Java (JDK1.2) and the middleware is CORBA. The system is capable of handling multi-party real-time communication for a range of media types in a uniform manner. This system encompasses management facility such as authentication and allows dynamic services generation. Running tests of this system in both Intranet and Internet environment have shown satisfactory results of this approach. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis2000 .S52. Source: Masters Abstracts International, Volume: 39-02, page: 0532. Adviser: Indra A. Tjandra. Thesis (M.Sc.)--University of Windsor (Canada), 2000

E-Learning in Business

e-Learning is replacing face-to-face classroom instruction in a growing number of businesses, but what is the prospect for the continued proliferation of e-learning in business? On one hand, the quality of instruction, the cost effectiveness of new technology, a supportive e-learning educational culture, an expansion of the Internet, an increase in online courses, shorter business cycles, mergers, and increasing competition encourage business use of e-learning. On the other hand, employee reticence in using learning technologies, insufficient corporate investment, lack of business-relevant university courses, narrow bandwidth, and Internet access issues are constricting the business use of these technologies

Satellite-enabled interactive education: scenarios and systems architectures

There are specific sectors of the economy that can benefit from satellite-based tele-education. Areas, such as maritime and agriculture, share common needs for both broadband connectivity at remote geographical areas that cannot otherwise be covered, and for innovative content for tele-education purposes. Furthermore, each area has special requirements with regard to the type of content to be delivered. In this paper we propose a set of architectural designs and case scenarios that will realise such interactive end-to-end education systems based on satellite communications. Services requirements in this setting are also identified and discussed

The impact of broadband in schools

The report reviews evidence for the impact of broadband in English schools, exploring; Variations in provision in level of broadband connectivity; Links between the level of broadband activity and nationally accessible performance data; Aspects of broadband connectivity and the school environment that contribute to better outcomes for pupils and teachers; Academic and motivational benefits associated with educational uses of this technology

Satellite-based delivery of educational content to geographically isolated communities: A service based approach

Enabling learning for members of geographically isolated communities presents benefits in terms of promoting regional development and cost savings for governments and companies. However, notwithstanding recent advances in e-Learning, from both technological and pedagogical perspectives, there are very few, if any, recognised methodologies for user-led design of satellite-based e-learning infrastructures. In this paper, we present a methodology for designing a satellite and wireless based network infrastructure and learning services to support distance learning for such isolated communities. This methodology entails (a) the involvement of community members in the development of targeted learning services from an early stage, and (b) a service-oriented approach to learning solution deployment. Results show, that, while the technological premises of distance learning can be accommodated by hybrid satellite/wireless infrastructures,this has to be complemented with (a) high-quality audio–visual educational material, and (b) the opportunity for community members to interact with other community members either as groups (common-room oriented scenarios) or individuals (home-based scenarios), thus providing an impetus for learner engagement in both formal and informal activities

TechNews digests: Jan - Mar 2010

TechNews is a technology, news and analysis service aimed at anyone in the education sector keen to stay informed about technology developments, trends and issues. TechNews focuses on emerging technologies and other technology news. TechNews service : digests september 2004 till May 2010 Analysis pieces and News combined publish every 2 to 3 month

What did the Romans ever do for us? ‘Next generation’ networks and hybrid learning resources

Networked learning is fundamentally concerned with the use of information and communication technologies (ICT) to link people to people and resources, to support the process of learning. This paper explores some current and forthcoming changes in ICT and some potential implications of these developments for networked learning. Whilst we aim to avoid taking a technologically determinist stance, we explore the potential for future practice and how some educational and pedagogic practices are evolving to exploit and shape the digital environment. We argue that we can change both the ways in which connections between people (learners and other learners; learners and tutors) are made and the nature of the resources that learning communities (particularly distributed communities) can engage with. In doing this we draw on two strands of work. Firstly, we draw on the ‘IBZL Education’ a UK Open University initiative to develop new scholarship in the context of STEM (Science, Technology, Engineering and Mathematics) through which educators are encouraged to think about technological change in the next five to ten years and ways in which we can intervene and shape these developments. We use problem-based learning as an example of a learning experience that can be difficult to implement in a networked learning environment. IBZL identified two broad strands of significant technological development. 'Superfast' broadband networks that are capable of supporting novel applications are being rolled in the UK (and elsewhere). Also, boundaries between the real and virtual worlds are becoming blurred as in the ‘internet of things’ where, for example, RFID tags enable information about the real world to be brought into the virtual one. We use the term ‘artefact’ to describe designed components, whether entirely digital, such as a computer forum, or material, such as a tablet PC. Networked ‘hybrid’ technologies of virtual and material components have may great potential for use in education. Secondly, we illustrate how these changes may be beginning to happen in distance education using the example of TU100 My Digital Life, a new introductory Open University. . TU100 Students use an electronics board in their own homes to work on a programming problem in collaboration other students through a tutor-led tutorial in a web conferencing system. We also note some of the evident complexity that establishing such resources as part of wider infrastructures of networked learning would be likely to involve

Emerging technologies for learning (volume 1)

Collection of 5 articles on emerging technologies and trend

Managing e-Learning: what are the real implications for schools?

This paper is concerned with the use of e-learning in secondary education. It is based on research that has taken place over a period of two years with students aged 14-16 (Key Stage 4). The paper considers the current research in e-learning and identifies the challenges faced by students, the changing role of the learner, and the impact e-learning can have on students. The author argues that preparation needs to be carried out at the school level prior to introducing e-learning into the Key Stage 4 curriculum. It concludes by discussing the findings of the research which identifies a range of issues schools may want to consider, when embracing e-learning