Learning Spaces

Edited by Diana G. Oblinger. Includes a chapter by former College at Brockport Faculty member Joan K. Lippincott: Linking the Information Commons to learning. Space, whether physical or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. Information technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for exploration. This e-book represents an ongoing exploration as we bring together space, technology, and pedagogy to ensure learner success.https://digitalcommons.brockport.edu/bookshelf/1077/thumbnail.jp

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

Dynamic adaptation of streamed real-time E-learning videos over the internet

Even though the e-learning is becoming increasingly popular in the academic environment, the quality of synchronous e-learning video is still substandard and significant work needs to be done to improve it. The improvements have to be brought about taking into considerations both: the network requirements and the psycho- physical aspects of the human visual system. One of the problems of the synchronous e-learning video is that the head-and-shoulder video of the instructor is mostly transmitted. This video presentation can be made more interesting by transmitting shots from different angles and zooms. Unfortunately, the transmission of such multi-shot videos will increase packet delay, jitter and other artifacts caused by frequent changes of the scenes. To some extent these problems may be reduced by controlled reduction of the quality of video so as to minimise uncontrolled corruption of the stream. Hence, there is a need for controlled streaming of a multi-shot e-learning video in response to the changing availability of the bandwidth, while utilising the available bandwidth to the maximum. The quality of transmitted video can be improved by removing the redundant background data and utilising the available bandwidth for sending high-resolution foreground information. While a number of schemes exist to identify and remove the background from the foreground, very few studies exist on the identification and separation of the two based on the understanding of the human visual system. Research has been carried out to define foreground and background in the context of e-learning video on the basis of human psychology. The results have been utilised to propose methods for improving the transmission of e-learning videos. In order to transmit the video sequence efficiently this research proposes the use of Feed- Forward Controllers that dynamically characterise the ongoing scene and adjust the streaming of video based on the availability of the bandwidth. In order to satisfy a number of receivers connected by varied bandwidth links in a heterogeneous environment, the use of Multi-Layer Feed-Forward Controller has been researched. This controller dynamically characterises the complexity (number of Macroblocks per frame) of the ongoing video sequence and combines it with the knowledge of availability of the bandwidth to various receivers to divide the video sequence into layers in an optimal way before transmitting it into network. The Single-layer Feed-Forward Controller inputs the complexity (Spatial Information and Temporal Information) of the on-going video sequence along with the availability of bandwidth to a receiver and adjusts the resolution and frame rate of individual scenes to transmit the sequence optimised to give the most acceptable perceptual quality within the bandwidth constraints. The performance of the Feed-Forward Controllers have been evaluated under simulated conditions and have been found to effectively regulate the streaming of real-time e-learning videos in order to provide perceptually improved video quality within the constraints of the available bandwidth

Educational Considerations, vol. 37(2) Full Issue

Educational Considerations, vol. 37(2) Spring 2010 - Full issu

Implementation of video teleconferencing for the Republic of China Navy

Teleconferencing has been proposed for the Republic of China Navy (ROCN) to reduce costs and increase productivity, while improving communications. The ROCN?s need for a modern teleconferencing system is due to the continuing threat from Communist China and an ever-increasing number of meetings required for exchange of information and optimal decision making. The basic information concerning teleconferencing technology is discussed. Five categories of teleconferencing systems used throughout the world are described and five kinds of transmission media compared. Human factors system design considerations related to a videoconferencing system in Taiwan are provided. The system design considerations include vision, acoustics, space, temperature, humidity, equipment, and security. A seven-step economic analysis methodology is proposed to evaluate the costs-versus-benefits feasibility of any selected teleconferencing system. This methodology is used to provide evidence that a fiber optics-linked videoconferencing system for the ROCN will be cost effective it is used for at least 35 meetings each year.http://archive.org/details/implementationof1094530683Lieutenant, Republic of China (Taiwan) NavyApproved for public release; distribution is unlimited

Quality of experience in telemeetings and videoconferencing: a comprehensive survey

Telemeetings such as audiovisual conferences or virtual meetings play an increasingly important role in our professional and private lives. For that reason, system developers and service providers will strive for an optimal experience for the user, while at the same time optimizing technical and financial resources. This leads to the discipline of Quality of Experience (QoE), an active field originating from the telecommunication and multimedia engineering domains, that strives for understanding, measuring, and designing the quality experience with multimedia technology. This paper provides the reader with an entry point to the large and still growing field of QoE of telemeetings, by taking a holistic perspective, considering both technical and non-technical aspects, and by focusing on current and near-future services. Addressing both researchers and practitioners, the paper first provides a comprehensive survey of factors and processes that contribute to the QoE of telemeetings, followed by an overview of relevant state-of-the-art methods for QoE assessment. To embed this knowledge into recent technology developments, the paper continues with an overview of current trends, focusing on the field of eXtended Reality (XR) applications for communication purposes. Given the complexity of telemeeting QoE and the current trends, new challenges for a QoE assessment of telemeetings are identified. To overcome these challenges, the paper presents a novel Profile Template for characterizing telemeetings from the holistic perspective endorsed in this paper

Evaluating Medical Devices Remotely: Current Methods and Potential Innovations

Objective: We present examples of laboratory and remote studies, with a focus on studies appropriate for medical device design and evaluation. From this review and description of extant options for remote testing, we provide methods and tools to achieve research goals remotely. Background: The FDA mandates human factors evaluation of medical devices. Studies show similarities and differences in results collected in laboratories compared to data collected remotely in non-laboratory settings. Remote studies show promise, though many of these are behavioral studies related to cognitive or experimental psychology. Remote usability studies are rare but increasing, as technologies allow for synchronous and asynchronous data collection. Method: We reviewed methods of remote evaluation of medical devices, from testing labels and instruction to usability testing and simulated use. Each method was coded for the attributes (e.g., supported media) that need consideration in usability studies. Results: We present examples of how published usability studies of medical devices could be moved to remote data collection. We also present novel systems for creating such tests, such as the use of 3D printed or virtual prototypes. Finally, we advise on targeted participant recruitment. Conclusion: Remote testing will bring opportunities and challenges to the field of medical device testing. Current methods are adequate for most purposes, excepting the validation of Class III devices. Application: The tools we provide enable the remote evaluation of medical devices. Evaluations have specific research goals, and our framework of attributes helps to select or combine tools for valid testing of medical devices

E-learning in medical education in resource constrained low- and middle-income countries

Background In the face of severe faculty shortages in resource-constrained countries, medical schools look to e-learning for improved access to medical education. This paper summarizes the literature on e-learning in low- and middle-income countries (LMIC), and presents the spectrum of tools and strategies used. Methods Researchers reviewed literature using terms related to e-learning and pre-service education of health professionals in LMIC. Search terms were connected using the Boolean Operators “AND” and “OR” to capture all relevant article suggestions. Using standard decision criteria, reviewers narrowed the article suggestions to a final 124 relevant articles. Results Of the relevant articles found, most referred to e-learning in Brazil (14 articles), India (14), Egypt (10) and South Africa (10). While e-learning has been used by a variety of health workers in LMICs, the majority (58%) reported on physician training, while 24% focused on nursing, pharmacy and dentistry training. Although reasons for investing in e-learning varied, expanded access to education was at the core of e-learning implementation which included providing supplementary tools to support faculty in their teaching, expanding the pool of faculty by connecting to partner and/or community teaching sites, and sharing of digital resources for use by students. E-learning in medical education takes many forms. Blended learning approaches were the most common methodology presented (49 articles) of which computer-assisted learning (CAL) comprised the majority (45 articles). Other approaches included simulations and the use of multimedia software (20 articles), web-based learning (14 articles), and eTutor/eMentor programs (3 articles). Of the 69 articles that evaluated the effectiveness of e-learning tools, 35 studies compared outcomes between e-learning and other approaches, while 34 studies qualitatively analyzed student and faculty attitudes toward e-learning modalities. Conclusions E-learning in medical education is a means to an end, rather than the end in itself. Utilizing e-learning can result in greater educational opportunities for students while simultaneously enhancing faculty effectiveness and efficiency. However, this potential of e-learning assumes a certain level of institutional readiness in human and infrastructural resources that is not always present in LMICs. Institutional readiness for e-learning adoption ensures the alignment of new tools to the educational and economic context