New generation E-learning technology by Web Services.

This paper discusses a new approach to build infrastructures for E-Learning systems for Learning Software Organizations on the basis of Web Services. A requirements context is developed to determine which type of E-Learning applications that can be Web Service Enabled. This is illustrated with a case study on an Encapsulated Software Teaching Environment. Additional facilities, such as didactical agents and deep personalization to facilitate Learning Software Organizations are discussed at the end.

QoS adaptation in multimedia multicast conference applications for e-learning services

The evolution of the World Wide Web (WWW) service has incorporated new distributed multimedia conference applications, powering a new generation of e-learning development, and allowing improved interactivity and pro- human relations. Groupware applications are increasingly representative in the Internet home applications market, however, the Quality of Service (QoS) provided by the network is still a limitation impairing their performance. Such applications have found in multicast technology an ally contributing for their efficient implementation and scalability. Additionally, consider QoS as design goal at application level becomes crucial for groupware development, enabling QoS proactivity to applications. The applications’ ability to adapt themselves dynamically according to the resources availability can be considered a quality factor. Tolerant real-time applications, such as videoconferences, are in the frontline to benefit from QoS adaptation. However, not all include adaptive technology able to provide both end-system and network quality awareness. Adaptation, in these cases, can be achieved by introducing a multiplatform middleware layer responsible for tutoring the applications' resources (enabling adjudication or limitation) based on the available processing and networking capabilities. Congregating these technological contributions, an adaptive platform has been developed integrating public domain multicast tools, applied to a web-based distance learning system. The system is user-centered (e-student), aiming at good pedagogical practices and proactive usability for multimedia and network resources. The services provided, including QoS adapted interactive multimedia multicast conferences (MMC), are fully integrated and transparent to end-users. QoS adaptation, when treated systematically in tolerant real-time applications, denotes advantages in group scalability and QoS sustainability in heterogeneous and unpredictable environments such as the Internet

Library 2.0 and the changing landscape of information services in academic libraries

Conference paper presented at the 8th Annual International conference Moi UniversityTraditional models of libraries offering information services are not working for current generation of students. Robinson (2008) discusses the current generation of undergraduate and graduate students as being digital natives. These digital natives have grown up in an environment surrounded by rapidly evolving technologies. This means that today’s academic library users think about technology and information differently than previous generations, and expect instant access to information. I can term them to be ‘netGen’ users. With this, academic libraries need to evolve by changing to user-oriented services, allowing users to participate in the creation of content, keeping the users constantly updated and building services based on users’ feedback. To achieve this, libraries need to incorporate web 2.0 tools in the way they provide services to their users. Some of the tools to take advantage of include creation of blogs, wikis, flickr, youtube, facebook, RSS feeds, and slideshare among others. Another obvious change noted today is the development of university campuses all over the country. For an institution of higher learning, a library is fundamental. For most of these campuses, one will find small rooms as libraries; with minimal resources and a few staff members. This is a challenge and Library 2.0 being a combination of both physical and virtual spaces and services can offer solution to such campuses. Nowadays many universities are offering distance learning and evening programmes to cater for the working class people who want to advance their careers. Do they have to come all the way to visit the library to get information for their studies? No. Library 2.0 is their way out and therefore academic libraries have to invest in these tools, in addition to off-campus access to e-resources. This paper will discuss library 2.0 as the new model of information provision to library users and especially in the academic world. The library 2.0 tools and technologies will be discussed and how they can be applied in an academic library.Traditional models of libraries offering information services are not working for current generation of students. Robinson (2008) discusses the current generation of undergraduate and graduate students as being digital natives. These digital natives have grown up in an environment surrounded by rapidly evolving technologies. This means that today‟s academic library users think about technology and information differently than previous generations, and expect instant access to information. I can term them to be „netGen‟ users. With this, academic libraries need to evolve by changing to user-oriented services, allowing users to participate in the creation of content, keeping the users constantly updated and building services based on users‟ feedback. To achieve this, libraries need to incorporate web 2.0 tools in the way they provide services to their users. Some of the tools to take advantage of include creation of blogs, wikis, flickr, youtube, facebook, RSS feeds, and slideshare among others. Another obvious change noted today is the development of university campuses all over the country. For an institution of higher learning, a library is fundamental. For most of these campuses, one will find small rooms as libraries; with minimal resources and a few staff members. This is a challenge and Library 2.0 being a combination of both physical and virtual spaces and services can offer solution to such campuses. Nowadays many universities are offering distance learning and evening programmes to cater for the working class people who want to advance their careers. Do they have to come all the way to visit the library to get information for their studies? No. Library 2.0 is their way out and therefore academic libraries have to invest in these tools, in addition to off-campus access to e-resources. This paper will discuss library 2.0 as the new model of information provision to library users and especially in the academic world. The library 2.0 tools and technologies will be discussed and how they can be applied in an academic library

Learning in an age of digital networks

The final years of the twentieth century and early years of the twenty first century have been marked by the rapid rise of digital and networked technologies. Some have even called it a paradigm shift and suggested that it will lead to a dramatic change in the way young people learn (Tapscott and Williams, 2010). As with all commentary on new technologies we should beware of being carried away with the excitement of the new. There is a recurrent innovation cycle beginning with over excitement followed by disappointment and once the reaction has set in against the new it is followed by a move away to yet another new technology, often before a proper assessment and evaluation of the previous cycle can take place. Equally we must be careful not to ignore the profound changes that are taking place and how they may affect universities and learning in society more generally. A recent description by a UK based think tank Demos characterized the kind of university that is emerging from the engagement with new digital and networked technologies as the 'edgeless university' (Bradwell, 2009). The term edgeless is borrowed from work on the city that suggests edgeless cities have the function of cities without being organized in their classic form. In the same way the Demos pamphlet suggests that the university retains an identifiable function but the functions of the university are no longer confined to a single institution nor are they confined to higher education institutions more broadly. Over a decade ago Brown and Duguid (2000) identified the core functions of universities as the capacity to grant degrees, to accredit students and to provide the warrant that guaranteed the credentials obtained by the students from the university. They also suggested that the introduction of what were then new technologies would lead to an increased focus on these core functions. The core role remains in the edgeless university but the boundaries to these may alter. This article tries to provide a way of thinking about new technologies that manages to balance these two conflicting needs. It identifies some current ways of thinking about the changes taking place in universities that are related to digital and networked technologies and to assess their impact. It then goes on to suggest the kinds of choices we may have to make in relation to new technologies at a variety of levels, the personal, the institutional and in terms of society in general. The edgeless university is associated with broad technological change but whether such change is inevitable is still an issue that needs to be discussed

The net generation and digital natives: implications for higher education

Executive Summary "Our students have changed radically. Today�s students are no longer the people our educational system was designed to teach." (Prensky 2001 p1) 1. There is no evidence that there is a single new generation of young students entering Higher Education and the terms Net Generation and Digital Native do not capture the processes of change that are taking place. 2. The complex changes that are taking place in the student body have an age related component that is most obvious with the newest waves of technology. Prominent amongst these are the uses made of social networking sites (e.g. Facebook), uploading and manipulation of multimedia (e.g. YouTube) and the use of handheld devices to access the mobile Internet. 3. Demographic factors interact with age to pattern students� responses to new technologies. The most important of these are gender, mode of study (distance or place-based) and the international or home status of the student. 4. The gap between students and their teachers is not fixed, nor is the gulf so large that it cannot be bridged. In many ways the relationship is determined by the requirements teachers place upon their students to make use of new technologies and the way teachers integrate new technologies in their courses. There is little evidence that students enter university with demands for new technologies that teachers and universities cannot meet. 5. Students persistently report that they prefer moderate use of Information and Communication Technologies (ICT) in their courses. Care should be taken with this finding because the interpretation of what is �moderate� use of ICT may be changing as a range of new technologies take off and become embedded in social life and universities. 6. Universities should be confident in the provision of what might seem to be basic services. Students appreciate and make use of the foundational infrastructure for learning, even where this is often criticised as being an out of date and unimaginative use of new technology. Virtual Learning Environments (Learning or Course Management Systems) are used widely and seem to be well regarded. The provision by university libraries of online services, including the provision of online e-journals and e-books, are also positively received. 7. Students do not naturally make extensive use of many of the most discussed new technologies such as Blogs, Wikis and 3D Virtual Worlds. The use of 3D Virtual Worlds is notably low amongst students. The use of Wikis and Blogs is relatively low overall, but use does vary between different contexts, including national and regional contexts. Students who are required to use these technologies in their courses are unlikely to reject them and low use does not imply that they are inappropriate for educational use. The key point being made is that there is not a natural demand amongst students that teaching staff and universities should feel obliged to satisfy. 8. There is no obvious or consistent demand from students for changes to pedagogy at university (e.g. demands for team and group working). There may be good reasons why teachers and universities wish to revise their approaches to teaching and learning, or may wish to introduce new ways of working. Students will respond positively to changes in teaching and learning strategies that are well conceived, well explained and properly embedded in courses and degree programmes. However there is no evidence of a pent-up demand amongst students for changes in pedagogy or of a demand for greater collaboration. 9. There is no evidence of a consistent demand from students for the provision of highly individualised or personal university services. The development of university infrastructures, such as new kinds of learning environments (for example Personal Learning Environments) should be choices about the kinds of provision that the university wishes to make and not a response to general statements about what a new generation of students are demanding. 10. Advice derived from generational arguments should not be used by government and government agencies to promote changes in university structure designed to accommodate a Net Generation of Digital Natives. The evidence indicates that young students do not form a generational cohort and they do not express consistent or generationally organised demands. A key finding of this review is that political choices should be made explicit and not disguised by arguments about generational change

Ontology technology for the development and deployment of learning technology systems - a survey

The World-Wide Web is undergoing dramatic changes at the moment. The Semantic Web is an initiative to bring meaning to the Web. The Semantic Web is based on ontology technology – a knowledge representation framework – at its core. We illustrate the importance of this evolutionary development. We survey five scenarios demonstrating different forms of applications of ontology technologies in the development and deployment of learning technology systems. Ontology technologies are highly useful to organise, personalise, and publish learning content and to discover, generate, and compose learning objects

Distance, multimedia and web delivery in surveying and GIS courses at the University Of Southern Queensland

[Abstract]: The University of Southern Queensland has been involved with the distance education of surveying courses for over 25 years. In recent times, staff of the Surveying and Land Information Discipline, and the University as a whole, have embarked on multimedia enhancement and web delivery of curricula. This paper examines some of the initiatives undertaken to enhance the delivery of educational materials and discusses some of the issues involved in the effective delivery of distance education materials. The significant experience in the delivery of traditional educational materials has proven to be an advantage in the repackaging and enhancement of teaching materials. Delivery of education to off-campus students requires a significant support infrastructure which is often not recognised by new entrants into the flexible delivery arena. Traditional support mechanisms such as phone, fax and standard media (eg. videos, audio tapes etc) are being replaced by email, ‘electronic’ discussion groups, CDs and internet resources. These enhancements, when developed professionally, require a significant commitment of resources and expertise and often require a team approach to their design and development. Access by off-campus students to internet services and affordable software packages also require careful consideration in the design and offering of distance education materials

Next Generation User Skills

The world is awash with statistics on the impact of the web on 21st century living, learning and working. They are accompanied by the pronouncements and predictions of experts from every camp, from those heralding a new brave new world of co-creation and choice, to warnings from the dark side in terms of ethics and educational standards, tempered by increasing recognition that ‘we’ may no longer be in control of such matters. Meanwhile, surveys report that around 80% of businesses have invested in IT and 60% have websites. Whilst the extent and value of adoption differs significantly across businesses and sectors, the foundations for new ways of working and doing business are broadly in place, with older and static businesses typifying the laggards. It would not be unsafe to project that, by 2013, even more people will be required to use ICT in the workplace and in their everyday lives, increasingly involving online communication and web-based applications. This represents a scenario to which those responsible for developing curricula and awards must respond – in the primary and secondary phases, vocational and applied learning, work based and adult community provision and higher education. To ensure the relevance of and to influence the ongoing enhancement of user ICT provision and the associated awards, Digital 2020 and the Scottish Qualifications Authority jointly commissioned Sero Consulting to develop a vision for ICT user skills in 2013 – ‘Next Generation User Skills’ – taking account of: • Skills that all employers will need, which they may not currently recognise. • Skills that people (especially young people) will already have, but which may not be accredited. • Essential skills for living and learning in a digital age. This paper is drawn from the resulting public report, ‘Next Generation User Skills – Working, Learning & Living Online in 2013’ (September 2008), which provides: • An overview of the current ICT user skills landscape. • A model representing digital activities and competencies that might constitute the ‘Next Generation User Skillscape’. • A mapping of that activity space onto tools and awards, with a gap analysis identifying weaknesses in provision. • An overview of the recommendations to the report sponsors