Remote fieldwork: using portable wireless networks and backhaul links to participate remotely in fieldwork

Fieldwork is an important means of contextualising knowledge and developing subject-specific and generic transferable skills. However, field locations are not always accessible. To address this problem we present a remote fieldwork approach that makes use of a portable wireless network and other mobile technologies to support fieldwork at a distance. As well as improving access to fieldwork, this approach can also be used to provide communication tools to fieldworkers, enabling them to share their findings and talk to their colleagues while in the field. This paper presents the portable communications toolkit we have developed and reports on three recent trials

A gentle transition from Java programming to Web Services using XML-RPC

Exposing students to leading edge vocational areas of relevance such as Web Services can be difficult. We show a lightweight approach by embedding a key component of Web Services within a Level 3 BSc module in Distributed Computing. We present a ready to use collection of lecture slides and student activities based on XML-RPC. In addition we show that this material addresses the central topics in the context of web services as identified by Draganova (2003)

Distance learning of foreign languages

doi: 10.1017/S0261444806003727This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of ‘low-end’ technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language learning is an important avenue of enquiry in the field, given the preoccupation with technology and virtual learning environments, and this is the subject of section six. The two final sections identify future research directions and provide a series of conclusions about research and practice in distance language learning as technology-mediated interactions increasingly come to influence the way we think about the processes of language learning and teaching

Technology and special educational needs: let's play “Doing Good Deeds!”

“Doing Good Deeds!” is a game directed to children with special needs, in pre and elementary school age that aims to promote the development of social skills in diferente contexts. Structurally, this game has available a set of Avatars that players can choose to represent them. To adapt the game to each child, an administration module was developed, corresponding to the back office of the game, which allows the educator to create or change contexts, difficulty levels and sequences. This module includes also the visualization of the user performance, in particular the duration of each game, the number of attempts with and without success, allowing the educator to analyze the progress of each player.The authors would like to express their acknowledgments to COMPETE: POCI-01-0145-FEDER-007043 and FCT – Fundação para a Ciência e Tecnologia within the Project Scope: UID/CEC/00319/2013 for the support. The authors are also grateful to the Portuguese Foundation for the Science and Technology (FCT) through the financial support, Pest-OE/CED/UI1661/2014 projects, FEDER funds through the Competitivity Factors Operational Program – COMPETE.info:eu-repo/semantics/publishedVersio

Maximising gain for minimal pain: Utilising natural game mechanics

This paper considers the application of natural games mechanics within higher education as a vehicle to encourage student engagement and achievement of desired learning outcomes. It concludes with desiderata of features for a learning environment when used for assessment and a reflection on the gap between current and aspired learning provision. The context considered is higher (tertiary) education, where the aims are both to improve students’ engagement with course content and also to bring about potential changes in the students’ learning behaviour. Whilst traditional approaches to teaching and learning may focus on dealing with large classes, where the onus is frequently on efficiency and on the effectiveness of feedback in improving understanding and future performance, intelligent systems can provide technology to enable alternative methods that can cope with large classes that preserve the cost-benefits. However, such intelligent systems may also offer improved learning outcomes via a personalised learning experience. This paper looks to exploit particular properties which emerge from the game playing process and seek to engage them in a wider educational context. In particular we aim to use game engagement and Flow as natural dynamics that can be exploited in the learning experience

VidyaOnline: Design and Development of a FOSS based Virtual Learning Environment on Library and Information Science at Vidyasagar University, West Bengal

VidyaOnline, the prototype web-based modular and interactive learning system, is aimed to produce a Virtual Learning Environment (VLE) for library and information science courses. In its final contour, VidyaOnline will be acted as a generic e learning platform for courses offered by the Directorate of Distance Education (DDE), Vidyasagar University. As we know, learning system that supports VLE features (as prescribed by INSPIRAL project), is not restricted to distance education alone, VidyaOnline will have all the facilities to support off-campus learning and evaluation activities related to traditional courses of Vidyasagar University. In short, VidyaOnline will be emerging as a web integrated hybrid e learning system for library and information science courses as well as for other distance and traditional courses of Vidyasagar University. The structure of VidyaOnline extends support for all three forms of VLE – web-based training, supported online learning and informal e learning. The software architecture of VidyaOnline is completely based on FOSS (Free and Open Source Software). It uses LAMP (Linux-Apache-MySQL-PHP) architecture, Moodle course management system and GD graphics library to design and develop an interactive web-integrated e learning platform to accommodate library and information science courses along with other distance education programmes of DDE, Vidyasagar University. VidyaOnline is completely compatible with Unicode and one courseware is available in Unicode-based Bengali language interface

Teaching and learning of performance measurement in OR/MS degrees

A review of existing UK MS/OR undergraduate programmes was completed to assess the extent and nature of performance measurement teaching. In addition, a survey of performance measurement practitioners was undertaken to obtain views on what should be taught in relation to performance measurement. A survey of 23 undergraduate MS/OR degrees in the UK revealed that all the academic respondents supported the inclusion of PM teaching. However, only four distinct PM classes could be found amongst these degrees. The PM techniques taught were broadly similar although the wider context of PM was taught in only 2 of the classes. A survey of a small number of PM practitioners revealed that the Balanced Scorecard and Benchmarking were the two most commonly applied PM techniques with the majority of respondents learning about PM from personal experience and reading rather than through formal education. It appears that there is an opportunity for MS/OR teaching to make a major contribution to the development of PM as a discipline. However, academic respondents whose MS/OR degree course did not teach PM indicated that lack of staff expertise in PM combined with an already full syllabus were the main barriers to introducing a PM class