17,405 research outputs found
An Application of Multimedia Services on Transportation: The Use of the World Wide Web (WWW)
INTRODUCTION
In recent years, there is an ever-increasing demand and interest in the use of multimedia
technology and applications in industry, government and academia. Multimedia is often
seen by researchers as the next step forward in interfacing science, technology and
community. Yet, the terminology of multimedia bears several meanings. It may refer to
Compact Disc (CD), moving pictures or video-conferencing. The multimedia technology
referred in this paper is the World Wide Web (WWW) hypertext publishing information
system which was developed by and started at the European Laboratory for Particle
Physics (CERN) in Geneva, Switzerland. Since the introduction of WWW, its use has
increased dramatically within a couple of years in a widely diverse community including
government departments, university and research establishments, and commercial
organisations. It has significant influence to our communities and our daily lives. Yet, in
most cases, applications of WWW services are largely restricted to electronic library
referencelcatalogue search facilities, electronic mail systems, electronic conference and
discussion systems, electronic news and publishing agents, and remote access to computing
resources on the Internet.
The primary objective of this paper is to exploit the potential of this multimedia technology
as a simple, easy-to-use and effective means of telematics application in transportation
research. It is hoped that initiatives are highlighted via this study and hence encourage
participations and collaborations from different sectors of industries.
In this paper, a brief history of WWW is given in section (2). An overview of the technical
aspects in providing a WWW service is presented in section (3) in terms of computer
hardware requirements, software installation, network connections, application
maintenance and administration, and system security. Compared to most commercially
available multimedia software in the market, WWW services are cheap to run, userfriendly
and readily available to the public on the Internet. In order to exploit the potential
of WWW on transportation research, a study was carried out and results of the findings are
reported in section (4). To further substantiate the level of usefulness, two particular
WWW applications were chosen amongst other web services and they are reported in
section (5) for illustrative purposes. The selected applications are the 'Transportation
Resources on the Internet' developed in mid-1994 in the Institute for Transport Studies
(ITS) at the University of Leeds in England, and the 'Southern California Real-Time
Traffic Report' developed by Maxwell Laboratories, Inc. in collaboration with the
California State Department of Transportation in the US. Finally, a set of issues are raised
in section (6), highlighting the directions of future development of WWW as an easy-touse,
cheap and effective multimedia telematics application on transportation
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Modelling the impact of university ICT strategies on learning
This research explores the potential of certain Future Studies techniques (Barbieri Masini, 1994) to provide insight into the question of how developing countries might best exploit Information and Communication Technology (ICT) for higher education.
First, three case studies were examined: the African Virtual University (AVU), the Arab Open University (AOU) and the Syrian Virtual University (SVU). From these accounts, key variables related to the research question were identified, the selection of variables validated by comparison with D–Antoni (2003). Globalisation is seen as a key change driver. Secondly, a model of 'ICT Strategy' was developed, elaborating the well-known concept of distance education 'generations', building on the work of Nipper (1989) and subsequent authors. A model of 'Student Learning' was also developed, drawing on Conole et al. (2004). These models were then coordinated to generate possible scenarios for how ICT strategy might influence student learning, making assumptions about 'typical' usage. There is no presumption of deriving ineluctable scenarios from unproblematic antecedent models; the aim rather was to explore the limitations of the best models currently available as generators of broad-brush scenarios, to try to understand the ways in which such models could be improved.
One interpretation is that if institutions, under pressure for globalisation, adopted 2nd generation technologies alone, the impact on Student Learning would be neglect of Social aspects. Meanwhile, although a mix of generations could in principle provide coverage of the whole Individual-Social dimension, if institutions adopted 3rd technologies alone, the impact on Student Learning would be neglect of Individual aspects. This provides support for the warning by Clegg et al (2003) that uncritical acceptance of pressures to adopt new ICT for education, under the rhetoric of 'student-centred learning', can in fact turn out to have negative consequences for students. Moreover, it should not be assumed that a move to using 5th and 6th generation technologies exclusively necessarily represents a progression. If the AVU chose this strategy without high bandwidth for online video conferencing, the analysis suggests that its students would miss out on Social aspects.
Nevertheless, it is also possible that a move straight to the fourth and subsequent generations could, in principle, provide coverage of the Individual-Social dimension, without the need for face-to-face tutorials or unreliable postal systems that feature in earlier generations.
Four scenarios are discerned, distinguished by the balance between presentation of information and direct experience on the one hand, and the level of student autonomy on the other. None of the case study universities is yet clearly positioned in a single scenario.
Examination of the strength of the analysis suggests that although some testable hypotheses have been generated in relation to diverse pedagogical scenarios, a richer selection of variables, more sophisticated models, and more detailed institutional data would be of value.
References
Barbieri Masini, E. (1994) Why Futures Studies, Grey Seal, London.
Conole, G., Dyke, M., Oliver, M. & Seale, J.(2004). 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43, 17-33.
D–Antoni, S. (Ed.) (2003) The Virtual University: Models and Messages, Lessons from Case Studies, UNESCO International Institute for Educational Planning
Nipper, S. (1989) 'Third generation distance learning and computer conferencing' in Mason, R. and Kaye, A. (Eds.) Mindweave: Communication, Computers and Distance Education, Oxford: Pergamon
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