Multimedia delivery in the future internet

The term “Networked Media” implies that all kinds of media including text, image, 3D graphics, audio and video are produced, distributed, shared, managed and consumed on-line through various networks, like the Internet, Fiber, WiFi, WiMAX, GPRS, 3G and so on, in a convergent manner [1]. This white paper is the contribution of the Media Delivery Platform (MDP) cluster and aims to cover the Networked challenges of the Networked Media in the transition to the Future of the Internet. Internet has evolved and changed the way we work and live. End users of the Internet have been confronted with a bewildering range of media, services and applications and of technological innovations concerning media formats, wireless networks, terminal types and capabilities. And there is little evidence that the pace of this innovation is slowing. Today, over one billion of users access the Internet on regular basis, more than 100 million users have downloaded at least one (multi)media file and over 47 millions of them do so regularly, searching in more than 160 Exabytes1 of content. In the near future these numbers are expected to exponentially rise. It is expected that the Internet content will be increased by at least a factor of 6, rising to more than 990 Exabytes before 2012, fuelled mainly by the users themselves. Moreover, it is envisaged that in a near- to mid-term future, the Internet will provide the means to share and distribute (new) multimedia content and services with superior quality and striking flexibility, in a trusted and personalized way, improving citizens’ quality of life, working conditions, edutainment and safety. In this evolving environment, new transport protocols, new multimedia encoding schemes, cross-layer inthe network adaptation, machine-to-machine communication (including RFIDs), rich 3D content as well as community networks and the use of peer-to-peer (P2P) overlays are expected to generate new models of interaction and cooperation, and be able to support enhanced perceived quality-of-experience (PQoE) and innovative applications “on the move”, like virtual collaboration environments, personalised services/ media, virtual sport groups, on-line gaming, edutainment. In this context, the interaction with content combined with interactive/multimedia search capabilities across distributed repositories, opportunistic P2P networks and the dynamic adaptation to the characteristics of diverse mobile terminals are expected to contribute towards such a vision. Based on work that has taken place in a number of EC co-funded projects, in Framework Program 6 (FP6) and Framework Program 7 (FP7), a group of experts and technology visionaries have voluntarily contributed in this white paper aiming to describe the status, the state-of-the art, the challenges and the way ahead in the area of Content Aware media delivery platforms

The effectiveness of the creativity trigger module in achieving higher levels of creative thinking among prospective teachers

The unoptimised level of creative thinking is seen as an issue among Semester 8 prospective teachers in Malaysian Teacher-Education Institutes (IPG). This could impede their teaching of creative thinking as one of the four components of 21st century skills in schools. In relation to this, this study sets out to investigate prior creativity levels of IPG prospective teachers and develop the Creativity Trigger Module (CTM) as a training module for enhancing their creativity. The Torrance Tests of Creative Thinking (TTCT) was used to compare the prior creativity levels of four respondent groups and test the effectiveness of the CTM on five dimensions of figural creativity, namely fluency, originality, elaboration, resistance to premature closure, abstractness of titles, and their overall creativity. A two-stage cluster sampling technique identified two IPGs with 68 respondents in the state of Johor namely, IPG-Kampus Tun Hussein Onn, Batu Pahat (IPGKTHO) as the control group site (34 respondents), and IPG- Kampus Temenggong Ibrahim, Johor Bahru (IPGKTI) as the treatment group site (34 respondents). Mathematics (MT) and Design and Technology (RBT) are the only two specialist subject combinations that provided enough sample size at both test sites. A quasi-experimental research design was used and this involved intact classes. Data analysis was carried out as follows: ANOVA, ANCOVA, and Wilcoxon Signed Rank Test analysis for TTCT scores while data analysis based on the NVivo software was used for the focus group interviews. Findings on prior creativity levels showed average or low creativity levels among all 4 test groups with IPGKTHO and RBT options having significantly higher posttest marks as compared to IPGKTI and MT option respectively. The CTM was found to improve significantly respondents’ posttest marks for the treatment group in all the five dimensions of figural creativity and, their overall creativity. Feedback from respondents revealed positive support for the CTM. In conclusion, the prior creativity of IPG prospective teachers was at an unoptimised level before treatment but the CTM has been successfully developed as an effective resource for enhancing the creative thinking levels among IPG prospective teachers

Just in Time: The Beyond-the-Hype Potential of E-Learning

Based on a year of conversations with more than 100 leading thinkers, practitioners, and entrepreneurs, this report explores the state of e-learning and the potential it offers across all sectors of our economy -- far beyond the confines of formal education. Whether you're a leader, worker in the trenches, or just a curious learner, imagine being able to access exactly what you need, when you need it, in a format that's quick and easy to digest and apply. Much of this is now possible and within the next decade, just-in-time learning will likely become pervasive.This report aims to inspire you to consider how e-learning could change the way you, your staff, and the people you serve transfer knowledge and adapt over time

An investigation into the adoption of CDIO in distance learning

The Conceive, Design, Implement and Operate Initiative (CDIO) uses integrated learning to develop deep learning of the disciplinary knowledge base whilst simultaneously developing personal, interpersonal, product, process and system building skills. This is achieved through active and experiential learning methods that expose students to experiences engineers will encounter in their profession. These are incorporated not only in the design-build-test experiences that form a crucial part of a CDIO programme but also in discipline focused studies. Active and experiential learning methods are, of course, more difficult to incorporate into distance education. This paper investigates these difficulties and the implications in providing a programme that best achieves the goals of the CDIO approach through contemporary distance education methods. First, the key issues of adopting the CDIO approach in conventional oncampus courses are considered with reference to the development of the CDIO engineering programmes at the University of Liverpool. The different models of distance based delivery of engineering programmes provided by the Open University in the UK, and Deakin University and the University of Southern Queensland in Australia are then presented and issues that may present obstacles to the future adoption of the CDIO approach in these programmes are discussed. The effectiveness and suitability of various solutions to foreseen difficulties in delivering CDIO programmes through distance education are then considered. These include the further development, increased use and interinstitutional sharing of technology based facilities such as Internet facilitated access to laboratory facilities and computer aided learning (CAL) laboratory simulations, on campus workshops, and the development of a virtual engineering enterprise