Motion study in interactive remote experiments with data collection and transfer across internet

Within the strategy of Integrated e-Learning (INTe-L) we set up several remote interactive mechanics experiments across the Internet studying the linear and curvilinear motion For the purpose, we use the measuring hardware and software -Intelligent School Experimental System (ISES) with sensing units for data collection, recording and evaluation and the software ISES WEB CONTROL kit for establishing the server-client connection. As the first experiment we devised and constructed a new and sophisticated experiment free fall, based on the motion of the permanent magnet in a glass tube with induction pick up coils for position measurement (http://remotelab4.truni.sk) To transform the hands-on experiment into a remote one, we have had to move the magnets to their starting position by the magnetic vessel, surrounding the tube. Second experiment, the mathematical pendulum remote experiment (http://remotelab5.truni.sk) was created with a unique reconstruction of its instantaneous angle of deflection using two force-sensing elements and an on-line exploited algorithm (ISES supported) for the angle of deflection on line display

From open resources to educational opportunity

Since MIT’s bold announcement of the OpenCourseWare initiative in 2001, the content of over 700 of its courses have been published on the Web and made available for free to the world. Important infrastructure initiatives have also been launched recently with a view to enabling the sustainable implementation of these educational programmes, through strengthening organizational capacity as well as through building open, standards‐based technology. Each of these initiatives point to a rich palette of transformational possibilities for education; together with the growing open source movement, they offer glimpses of a sustainable ecology of substantial and quality educational resources. This discussion piece will highlight some of the educational opportunity presented by MIT’s current information technology‐enabled educational agenda and related initiatives, along with their strategic underpinnings and implications. It will address various dimensions of their impact on the form and function of education. It will examine how these ambitious programmes achieve a vision characterized by an abundance of sustainable, transformative educational opportunities, not merely pervasive technology

Opinion piece: non-traditional practical work for traditional campuses

Traditional practical work for higher education in STEM subjects is under pressure from rising student numbers and adesired increase in active learning. Investing in more buildings and staff is financially challenging, while stretching existing resources affects outcomes, health, and participation. A more pragmatic approach is to embrace a less instrumentalist view of practical work in physical spaces and instead adopt a critical post-humanist approach which mixes both humanity and technology to achieve a sum greater than the parts, not bound by the limits of either. We share the experiences of leading UK exponents of non-traditional laboratories in the four main categories of simulation, virtual laboratories, real-asynchronous, and real- synchronous activities, as well as experts in scaling digital education initiatives for university-wide adoption. We foreshadow opportunities, challenges and potential solutions to increasing the opportunity for active learning by students studying at traditional campuses, via the complementary addition of non-traditional practical work

An Integrated Approach for Characterizing Aerosol Climate Impacts and Environmental Interactions

Aerosols exert myriad influences on the earth's environment and climate, and on human health. The complexity of aerosol-related processes requires that information gathered to improve our understanding of climate change must originate from multiple sources, and that effective strategies for data integration need to be established. While a vast array of observed and modeled data are becoming available, the aerosol research community currently lacks the necessary tools and infrastructure to reap maximum scientific benefit from these data. Spatial and temporal sampling differences among a diverse set of sensors, nonuniform data qualities, aerosol mesoscale variabilities, and difficulties in separating cloud effects are some of the challenges that need to be addressed. Maximizing the long-term benefit from these data also requires maintaining consistently well-understood accuracies as measurement approaches evolve and improve. Achieving a comprehensive understanding of how aerosol physical, chemical, and radiative processes impact the earth system can be achieved only through a multidisciplinary, inter-agency, and international initiative capable of dealing with these issues. A systematic approach, capitalizing on modern measurement and modeling techniques, geospatial statistics methodologies, and high-performance information technologies, can provide the necessary machinery to support this objective. We outline a framework for integrating and interpreting observations and models, and establishing an accurate, consistent, and cohesive long-term record, following a strategy whereby information and tools of progressively greater sophistication are incorporated as problems of increasing complexity are tackled. This concept is named the Progressive Aerosol Retrieval and Assimilation Global Observing Network (PARAGON). To encompass the breadth of the effort required, we present a set of recommendations dealing with data interoperability; measurement and model integration; multisensor synergy; data summarization and mining; model evaluation; calibration and validation; augmentation of surface and in situ measurements; advances in passive and active remote sensing; and design of satellite missions. Without an initiative of this nature, the scientific and policy communities will continue to struggle with understanding the quantitative impact of complex aerosol processes on regional and global climate change and air quality

Development of E-learning in higher education and future directions

The present paper is based on the work of the ‘Future of E-Learning Group’, a constituent of the EUNIS E-Learning task Force. The group has set up a number of tasks to fulfill its role, one of which, is seeking and disseminating information on the development of e-learning with a view to ensuring the right guide is provided for progress into the future. In our work to date, in this era of globalization, we question the ability of present university systems to respond adequately and appropriately to complex demands of an Information Economy. There’s increasing involvement of private sector in higher education. The effects on future learning on the use of varying tools as well as the design of competency-based performance in e-learning have been reported (Wolrery et al, 2000; Sluijsmans et al, 2006). Several multimedia learning systems are being developed for use as future interactive educational tools (Low et al, 2003). New thinking is required for the new relationships that are being developed between creative subjects and technology when we consider the nature of universities in their present state of existence as public sector institutions. The university of the future can be perceived as a setup, based on international trade in educational services, with universities fulfilling the functions of licensing, quality assurance and cultural custodianship. The pressent paper discusses some of these issues and reports on the future directions of e-learning as they relate to higher education

TechNews digests: Jan - Mar 2010

TechNews is a technology, news and analysis service aimed at anyone in the education sector keen to stay informed about technology developments, trends and issues. TechNews focuses on emerging technologies and other technology news. TechNews service : digests september 2004 till May 2010 Analysis pieces and News combined publish every 2 to 3 month