Lyceum: internet voice groupware for distance learning

This paper describes the design, implementation and deployment of Lyceum, a groupware system providing students and tutors with real time voice conferencing and visual workspace tools, over the standard internet. Lyceum uses a Java client/server architecture to tackle a formidable set of networking requirements: multi-way voice communication with synchronous shared displays, scalable to hundreds of simultaneous users, running over normal modem connections via unknown internet service providers, on home PCs. Additionally, the design had to support multiple courses with different requirements. We describe the interdisciplinary requirements analysis, and iterative design process, by which an academic course team was able to specify and evaluate prototypes. We present the systemís architecture, describe the technical successes and failures from Lyceumís first large scale deployment, and summarise its affordances for interaction and learning

On the Expressiveness of Intensional Communication

The expressiveness of communication primitives has been explored in a common framework based on the pi-calculus by considering four features: synchronism (asynchronous vs synchronous), arity (monadic vs polyadic data), communication medium (shared dataspaces vs channel-based), and pattern-matching (binding to a name vs testing name equality). Here pattern-matching is generalised to account for terms with internal structure such as in recent calculi like Spi calculi, Concurrent Pattern Calculus and Psi calculi. This paper explores intensionality upon terms, in particular communication primitives that can match upon both names and structures. By means of possibility/impossibility of encodings, this paper shows that intensionality alone can encode synchronism, arity, communication-medium, and pattern-matching, yet no combination of these without intensionality can encode any intensional language.Comment: In Proceedings EXPRESS/SOS 2014, arXiv:1408.127

On the Expressiveness of Joining

The expressiveness of communication primitives has been explored in a common framework based on the pi-calculus by considering four features: synchronism (asynchronous vs synchronous), arity (monadic vs polyadic data), communication medium (shared dataspaces vs channel-based), and pattern-matching (binding to a name vs testing name equality vs intensionality). Here another dimension coordination is considered that accounts for the number of processes required for an interaction to occur. Coordination generalises binary languages such as pi-calculus to joining languages that combine inputs such as the Join Calculus and general rendezvous calculus. By means of possibility/impossibility of encodings, this paper shows coordination is unrelated to the other features. That is, joining languages are more expressive than binary languages, and no combination of the other features can encode a joining language into a binary language. Further, joining is not able to encode any of the other features unless they could be encoded otherwise.Comment: In Proceedings ICE 2015, arXiv:1508.04595. arXiv admin note: substantial text overlap with arXiv:1408.145

Teaching and learning in live online classrooms

Online presence of information and services is pervasive. Teaching and learning are no exception. Courseware management systems play an important role in enhancing instructional delivery for either traditional day, full-time students or non-traditional evening, party-time adult learners enrolled in online programs. While online course management tools are with no doubt practical, they limit, however, live or synchronous communication to chat rooms, whose discourse has little in common with face-to-face class communication. A more recent trend in online teaching and learning is the adoption and integration of web conferencing tools to enable live online classrooms and recreate the ethos of traditional face-to-face sessions. In this paper we present the experience we have had with the adoption of the LearnLinc® web conferencing tool, an iLinc Communications, Inc. product. We have coupled LearnLinc with Blackboard®, for the online and hybrid computer science courses we offered in the past academic year in the evening undergraduate and graduate computer science programs at Rivier College. Twelve courses, enrolling over 150 students, have used the synchronous online teaching capabilities of LearnLinc. Students who took courses in the online or hybrid format could experience a comparable level of interaction, participation, and collaboration as in traditional classes. We solicited student feedback by administering a student survey to over 100 students. The 55% response rate produced the data for this paper\u27s study. We report on the study\u27s findings and show students\u27 rankings of evaluation criteria applied to hybrid and online instructional formats, with or without a web conferencing tool. Our analysis shows that students ranked favorably LearnLinc live sessions added to Blackboard-only online classes. In addition, how they learned in live online classrooms was found to be the closest to the hybrid class experience with regard to teaching practices they perceived as most important to them, such as seeking instructor\u27s assistance, managing time on task, and exercising problem solving skills