An evolving approach to learning in problem solving and program development : the distributed learning model

Technological advances are paving the way for improvements in many sectors of society. The US education system needs to undergo a transformation of existing pedagogical methods to maximize utilization of new technologies. Traditional education has primarily been teacher driven, lectured-based in one location. Advances in technology are challenging existing paradigms by developing tools and educational environments that reach diverse learning styles and surpass the boundaries of current teaching methods. Distributed learning is an emerging paradigm today that has promise to contribute significantly to learning and improve overall academic success. This research first explores various systems that provide different modes of learning. The problem domain of this research is the difficulty novice programmers\u27 face when learning to program. This paper proposes how distributed learning can be used in a teaching environment to enrich learning and the impacts for the given problem domain

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Analyzing the Applicability of an Agile Methodology to Distributed Collaborative Software Development

Today, information technology (IT) has penetrated most domains of business and private life. The knitting of IT-systems and their dependencies are getting more complex every day. For businesses, this development can mean great opportunities. IT has become a main driver for competitive advantage and business success. On the other hand, misled software development (SD) projects can mean an existential threat to the operational and financial situation of a company. The efficient development of effective software is an essential part of optimally facing present and future challenges. Managing SD with traditional methodologies often leads to high planning and management overhead and still, severe schedule deviations and budget overruns cannot be eliminated. The sequential and plan-driven traditional approaches are often not able to support an adequate reaction to either internally or externally caused changes in requirements. Complex and unclear system landscapes with diverse interfaces, ambiguous customer requirements, changing business strategies or fluctuating legal requirements are just a few examples for possible sources of changing system requirements. Today, Extreme Programming (XP) is the most popular agile development methodology supported by the Agile Alliance. Its name was chosen because it claims to bring common sense to an extreme level. It focuses on communication, simplicity, feedback and courage, to improve the speed and quality of SD. Formal processes and documentation are neglected in favor of tacit knowledge to improve flexibility. Close communication between developers and the continuous integration of customer representatives are key components of XP. XP was initially developed for small to medium sized collocated development teams. This paper analyzes to what extent XP can be transferred to larger distributed developing endeavors. The focus is on XP, because it is the methodology with the highest congruence to the original Agile Manifesto. It does not claim to be all new, but to be an aligned composition of well established ideas and practices from other methodologies

Building capacity in climate change policy analysis and negotiation: methods and technologies

Capacity building is often cited as the reason “we cannot just pour money into developing countries” and why so many development projects fail because their design does not address local conditions. It is therefore a key technical and political concept in international development. Some of the poorest countries in the world are also some of the most vulnerable to the impacts of climate change. Their vulnerability is in part due to a lack of capacity to plan and anticipate the effects of climate change on crops, water resources, urban electricity demand etc. What capacities do these countries lack to deal with climate change? How will they cope? What steps can they take to reduce their vulnerability? This innovative and high-profile research project was part of a larger project (called C3D) and conducted with non-governmental organisations in Senegal, South Africa and Sri Lanka. The research involved several participatory workshops and a questionnaire to all three research centres

Effects of cueing and collaboration on the acquisition of complex legal skills

Hummel, H. G. K., Paas, F., & Koper, R. (2006). Effects of cueing and collaboration on the Acquisition of Complex Legal Skills. British Journal of Educational Psychology, 76(3), 613-632. [Also availabe at http://hdl.handle.net/1820/482]This study examines the effects of cueing and collaboration on training outcomes and transfer pleas, and on cognitive activity during collaboration, by combining a multimedia practical with cueing and small-group collaboration with peer feedback to support the complex task of preparing a plea in court. Results reveal that both cueing and collaboration positively influence training outcomes, with participants without cueing benefiting most from additional collaboration. Transfer plea scores reveal a positive effect of collaboration but a negative effect of cueing. Analysis of discussions during small-group collaboration reveals a negative effect of cueing on the level of cognitive activity. The theoretical and practical implications for combining cueing and small-group collaboration to support the acquisition of complex skills are discussed

Reviews

Teaching and Learning Materials and the Internet by Ian Forsyth, London: Kogan Page, 1996. ISBN: 0–7494‐ 20596. 181 pages, paperback. £18.99

E-Coaching in Organizations: A Study of Features, Practices, and Determinants of Use

Employee development in organizations is moving away from classroom instruction to more individualized, flexible forms of just-in-time learning and support, such as e-coaching. E-coaching, conducted partially or entirely at a distance, offers convenience, cost-savings, efficiency, and improved access to people and resources. However, research on e-coaching for work-related purposes is limited. This descriptive and exploratory study used mixed methods to examine e-coaching extent, technologies and practices, and factors that influence deployment and success in organizations. A web-based survey gathered opinions from over two hundred workforce learning and performance professionals. Semi-structured interviews gathered critical incidents from twenty e-coaches. The researcher used Chi-square, analyses of variance, and regression analyses to examine differences by e-coaching level and the influence of individual, organization, and innovation factors. Data showed that most coaching was delivered with little technology, with strong expectations for growth despite weak perceptions of coaching success and organizational support. E-coaching was more typically used as an alternative to face-to-face rather than as an opportunity to do something altogether new, and typically used to serve geographically dispersed employees, provide just-in-time support, address issues of scheduling, provide greater access to expertise and multiple perspectives, and reduce costs. E-coaching involved mostly e-mail, land line telephone, and sharing electronic files, with limited use of video conferencing, and was typically part of a formal and blended learning and development initiative rather than an ad hoc or standalone activity. Certain coaching purposes, topics, and beliefs about e-coaching usefulness as well as a supportive environment were strong predictors of e-coaching level, technology choices, and perceived efficacy. Coaches valued relative advantage, compatibility, and familiarity over media richness, and they used technology-based tools to increase presence, humanize the experience, connect proteges to peers and resources, and track client progress. Many respondents felt that face-to-face contact was necessary for sensitive feedback, physical interactions, or addressing deeper issues. Group and just-in-time coaching received enthusiasm which supports the importance of learning by doing and on-demand resources. Findings converge with the literature and suggest several practical implications for organizations, individual coaches, and others interested in the effective design, support, and implementation of e-coaching for development and performance support

University of Maine Connection to the vBNS

This award is made under the high performance connections portion of ANIR\u27s Connections to the Internet announcement, NSF 96-64. It provides partial support for two years for a DS-3 connection to the vBNS. Applications include projects in artificial intelligence and underwater vehicle research, wood science anf forest engineering, tribology, ceramic film characterization, insect population dynamics, digital libraries, conflict and violence, and oceanography. Collaborating institutions include the Naval Postgraduate School; Pennsylvania State University; University of New Hampshire; Brookhaven, Argonne and Oak Ridge National Labs; Naval Research Lab; University of Illinois; Naval Undersea Weapons Center; University of California - Santa Barbara; Woods Hole; Dartmouth; Bedford Institute of Oceanography; several European institutions; Oregon State University; University of Rhode Island; and Goddard Space Flight Center. For additional information: http://homeland.maine.edu

Here or There Instruction: Lessons Learned in Implementing Innovative Approaches to Blended Synchronous Learning

Here or There (HOT) instruction is a blended synchronous approach that enables students from on-campus (“here”) or a remote location (“there”) to participate together in class activities in real time. The purpose of this article is to share three different cases at two universities that illustrate different implementations of HOT instruction, explain the affordances of these varied approaches, provide best practices that are common to each, and share lessons learned along the way. Readers will gain a better understanding of how to implement a range of innovative HOT approaches, and in what context(s) they might choose one approach over another. The authors’ experience indicates that sound pedagogical principles along with pragmatic considerations, such as class size, available technology, and instructor’s skills, should guide decisions regarding use of these blended synchronous approaches. Future research should look towards what impact blended synchronous environments have on student outcomes

Towards a Creative Virtual Environment for Design Thinking

Background: Digital transformation changes collaboration processes, particularly in rapidly digitalizing countries like ASEAN states. Co-creation and innovation processes become increasingly flexible and time and location independent. But virtual collaboration faces context-specific challenges like technical problems, lack of social presence, and ambiguous attitudes towards autonomy and accountability. Therefore, this study addresses two research questions to contribute to designing a creative virtual environment: First, which Design Principles (DPs) should be prioritized in designing a user-centered creative virtual environment? Second, which Design Features (DFs) effectively implement the DPs in creative virtual collaboration from a user perspective? Method: A user-centered Design Science Research approach was chosen to identify, implement and evaluate DPs and DFs. DPs were derived from theories on creativity drivers in five areas: functionality, process, mood, meaning, and collaboration. The DPs were implemented in a virtual design thinking workshop at a German international university. A qualitative thematic analysis evaluated user feedback from 38 international students from Asia, Africa, America, and Europe. Results: Insights from user feedback indicate that seven DPs should be prioritized and effectively implemented in a virtual environment for creative collaboration: (1) Provide rich, appropriate resources to inspire creative thinking; (2) Technical problems and connectivity issues must be anticipated and mitigated; (3) The environment must foster social presence and interaction, and (4) effective communication and visualization; (5) Methods and technologies must be adapted to the creative process and individual needs; (6) The group work benefits from structured but flexible tasks and time management support; (7) Provide space for individual work that allows autonomy and solitary contemplation. Conclusion: A tailored setup that adapts to context-specific challenges distinct from the on-site collaboration is necessary to facilitate creative virtual collaboration. The study results apply and expand current theories on technology utilization and inform the practical design of a virtual environment for creative collaboration