52,157 research outputs found
ONLINE MONITORING USING KISMET
Colleges and universities currently use online exams for student evaluation. Stu- dents can take assigned exams using their laptop computers and email their results to their instructor; this process makes testing more efficient and convenient for both students and faculty. However, taking exams while connected to the Internet opens many opportunities for plagiarism and cheating. In this project, we design, implement, and test a tool that instructors can use to monitor the online activity of students during an in-class online examination. This tool uses a wireless sniffer, Kismet, to capture and classify packets in real time. If a student attempts to access a site that is not allowed, the instructor is notified via an Android application or via Internet. Identifying a student who is cheating is challenging since many applications send packets without user intervention. We provide experimental results from realistic test environments to illustrate the success of our proposed approach
eCPD Programme - Enhanced Learning.
This collection of papers (edited by Kevin Donovan) has been produced by the Association for Learning Technology (ALT) for LSIS. They are based on the summaries used by presenters during workshops at the 2009 launch of the eCPD Programme
Evaluation of Use of Consortium of e-Resources in Agriculture in Context of Kerala Agricultural University
As digital information resources available online are increasing at an exponential rate, several practices
have evolved for the economic and effective delivery of such information to the end users. In this context,
consortia-based information services have gathered momentum world over during the last few years. Though,
there are several library consortia in India, UGC Infonet is mainly meant for universities controlled by UGC and
CeRA is meant for agricultural universities. This paper discusses utilisation of consortia-based digital information
resources by the post graduate and doctoral students of the Kerala Agricultural University, Thrissur. Results
show that cent percent of the students were familiar with the use of digital information resources available
online and 87.14 per cent of them used CeRA. Eighty two per cent students were acquainted with CeRA and
learned the required skills for the access and use of digital information resources through curriculum-based
courses like âlibrary and information servicesâ, âresearch methodologyâ, etc. The students in general would like
to strengthen the CeRA services by adding more resources and facilities
Improving instructional effectiveness with computerâmediated communication
This study explores the use of asynchronous ComputerâMediated Communication (CMC) in the delivery of instructional content, and points up the interaction among learners, as well as between learners and instructors. The instructional content in the project described was available to learners online as Microsoft Word documents, with email being used for communicating within the student group. Many students, as well as some of the instructors, felt uncomfortable with the flexibility and openness that a CMC environment allowed. However, once familiar with this process of instruction and interaction, learners were able to work consistently at their own pace, and understand that instructors are interested in every individual learner's opinion and in the collective views of the group. It was evident that a CMCâbased instructional delivery system, when carefully planned, has the potential to facilitate that outcome, and to improve instructional effectiveness
ICT and adult literacy, numeracy and ESOL
Mellar, H., Kambouri, M., Sanderson, M., and Pavlou, V. (2004) ICT and adult literacy, numeracy and ESOL. London: NRDC. Available at: http://www.nrdc.org.uk/uploads/documents/doc_258.pdfResearch report for NRDCThis project set out to obtain a picture of present teaching practice in the use of ICT in adult literacy, numeracy and ESOL within formal provision. (http://www.nrdc.org.uk/uploads/documents/doc_258.pdf
Teaching and learning in virtual worlds: is it worth the effort?
Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isnât without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to
support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the
question: is it worth the effort
Boston Unplugged: Mapping a Wireless Future
Reviews a variety of models that would allow Boston to provide free or low-cost high-speed Internet access citywide. Outlines the benefits and mechanics of citywide WiFi, and lists factors to consider in designing, developing, and deploying a system
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