The Evolution of Telecom Technologies: Current Trends and Near-Future Implications

A project commissioned by The Centre for Cross Border Studies with funding from eirco

Evaluating a Web-Based Interface for Internet Telemedicine

The objective is to introduce the usability engineering methodology, heuristic evaluation, to the design and development of a web-based telemedicine system. Using a set of usability criteria, or heuristics, one evaluator examined the Spacebridge to Russia web-site for usability problems. Thirty-four usability problems were found in this preliminary study and all were assigned a severity rating. The value of heuristic analysis in the iterative design of a system is shown because the problems can be fixed before deployment of a system and the problems are of a different nature than those found by actual users of the system. It was therefore determined that there is potential value of heuristic evaluation paired with user testing as a strategy for optimal system performance design

Use of synchronous e-learning at university degrees

[EN] Different types of Course Management Systems (CMS) are fully integrated in conventional and online courses in many Universities degrees. Although they are suitable for lecturer-student information sharing, their asynchronous nature prevents an efficient interaction, which may hamper the learning process. As an alternative, synchronous virtual learning platforms can help fill the gaps in traditional CMS. However, there is very little feedback regarding its use in higher education. The Universitat Polit"ecnica de Val"encia introduced in 2010 a synchronous e-learning platform, named Poli[ReunioN], an Adobe Connect-based online service. Poli[Reuni !oN] ! provides virtual sessions where interaction between lecturers and students is enabled by means of audio/videoconferences and software application sharing. By following this path, Poli[ReunioN] provides an opportunity for ! planning new educational experiences where technology may help to achieve new learning objectives. However, the implementation of this tool still needs to be explored. In order to check its usefulness, we have performed a multidisciplinary learning experience involving a wide range of subjects over several degrees: Private Telecommunication Systems (degree in Telecommunications Engineering), Algorithms and Data Structure (degree in Computer Sciences), English for International Tourism (degree in Tourism Management), Genetics and Plant Breeding (degree in Agricultural Engineering), and a specific course for teachers¿ training. The advantages and disadvantages of the use of Poli[ReunioN] in tutoring and in different learning activities ! proposed in the aforementioned degrees are discussed from both perspectives¿lecturers and students. These experiences may help lecturers and other education professionals to adopt similar e-learning tools.The authors would like to thank the "Vicerrectorado de Estudios y Convergencia Europea" (VECE) of the UPV for their financial support of the project Experiencias Multi-Disciplinares de Integracion de Aula Inversa para el Desarrollo de Competencias TransversalesFita, A.; Monserrat Del Río, JF.; Moltó, G.; Mestre-Mestre, EM.; Rodríguez Burruezo, A. (2016). Use of synchronous e-learning at university degrees. Computer Applications in Engineering Education. 24(6):982-993. https://doi.org/10.1002/cae.21773S982993246Garrison, D. R. (2003). E-Learning in the 21st Century. doi:10.4324/9780203166093Beuchot, A., & Bullen, M. (2005). Interaction and interpersonality in online discussion forums. Distance Education, 26(1), 67-87. doi:10.1080/01587910500081285Dennen, V. P., Aubteen Darabi, A., & Smith, L. J. (2007). Instructor–Learner Interaction in Online Courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28(1), 65-79. doi:10.1080/01587910701305319Garrison, D. R., & Cleveland-Innes, M. (2005). Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough. American Journal of Distance Education, 19(3), 133-148. doi:10.1207/s15389286ajde1903_2http://www.adobe.com/es/products/connect/Bondi, S., Daher, T., Holland, A., Smith, A. R., & Dam, S. (2016). Learning through personal connections: cogenerative dialogues in synchronous virtual spaces. Teaching in Higher Education, 21(3), 301-312. doi:10.1080/13562517.2016.1141288Huang, Y.-M., Kuo, Y.-H., Lin, Y.-T., & Cheng, S.-C. (2008). Toward interactive mobile synchronous learning environment with context-awareness service. Computers & Education, 51(3), 1205-1226. doi:10.1016/j.compedu.2007.11.009Xenos, M., Avouris, N., Komis, V., Stavrinoudis, D., & Margaritis, M. (s. f.). Synchronous collaboration in distance education:a case study on a computer science course. IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. doi:10.1109/icalt.2004.13574652016 https://polireunion.upv.es/http://poliformat.upv.es2016 https://sites.google.com/site/matiupv/Cappiccie, A., & Desrosiers, P. (2011). Lessons Learned From Using Adobe Connect in the Social Work Classroom. Journal of Technology in Human Services, 29(4), 296-302. doi:10.1080/15228835.2011.638239McConnell, T. J., Parker, J. M., Eberhardt, J., Koehler, M. J., & Lundeberg, M. A. (2012). Virtual Professional Learning Communities: Teachers’ Perceptions of Virtual Versus Face-to-Face Professional Development. Journal of Science Education and Technology, 22(3), 267-277. doi:10.1007/s10956-012-9391-ySaitta, E. K. H., Bowdon, M. A., & Geiger, C. L. (2011). Incorporating Service-Learning, Technology, and Research Supportive Teaching Techniques into the University Chemistry Classroom. Journal of Science Education and Technology, 20(6), 790-795. doi:10.1007/s10956-010-9273-0Konstantinidis, A., Tsiatsos, T., & Pomportsis, A. (2009). Collaborative virtual learning environments: design and evaluation. Multimedia Tools and Applications, 44(2), 279-304. doi:10.1007/s11042-009-0289-5Hiltz, S. R., & Turoff, M. (2005). Education goes digital. Communications of the ACM, 48(10), 59-64. doi:10.1145/1089107.1089139Smith, M. L., & Cline, M. A. (2011). Inexpensive Options for a High-Tech Learning Environment. Journal of Science Education and Technology, 20(6), 785-789. doi:10.1007/s10956-010-9272-

The VITI program: Final Report

In this report we present our findings and results from the VITI program in 2000. The focus of the research work undertaken by VITI has been to provide electronic meeting environments that are easy to use and afford as natural a collaboration experience as possible. This final report is structured into three parts. Part one concerns the VITI infrastructure and consists of two sections. The first section describes the process of establishing the infrastructure, concentrating on how the work was done. The second section presents the actual infrastructure that is in place today, concentrating on what has been put in place. Part two examines the use the VITI infrastructure has been put to, giving examples of activities it has supported and discussing strengths and weaknesses that have emerged through this use. Finally part three considers the future of distributed electronic meeting environments. It is recommended that the report be read in the order in which it is presented. However, each section has been written as a standalone document and can be read independently of the others

Communication Strategy Use and Negotiation of Meaning in Text Chat and Videoconferencing

This study aims at investigating meaning negotiation and communication strategy use among nonnative speakers of English in text chat and videoconferencing. Learners in a Chinese and a Japanese university participated in text chats and videoconferences to discuss culture-related topics using English as the common language. Text chat scripts and videoconferencing transcripts were analyzed using a simplified version of the meaning negotiation model developed by Smith (2003a). A survey was conducted on communication strategy use. Results of the discourse analysis and the survey indicate that both text chat and videoconferencing are valuable tools to assist meaning negotiation and facilitate second language acquisition. Compared to videoconferencing, text chat has the potential of promoting lexical acquisitio