6,058 research outputs found
Videoconferencing via satellite. Opening Congress to the people: Technical report
The feasibility of using satellite videoconferencing as a mechanism for informed dialogue between Congressmen and constituents to strengthen the legislative process was evaluated. Satellite videoconferencing was defined as a two-way interactive television with the TV signals transmitted by satellite. With videoconferencing, one or more Congressmen in Washington, D. C. can see, hear and talk with groups of citizens at distant locations around the country. Simultaneously, the citizens can see, hear and talk with the Congressmen
Videoconferencing in Immigration Proceedings
[Excerpt] “When there is mention of a legal trial, a certain picture naturally comes to mind. One sees a judge in his black robe sitting on a raised bench. Lawyers are stationed at tables on either side of the courtroom, prepared to present their arguments to the court. A jury box may sit off to the side, holding a cross-section of citizens culled from the population to perform their ancient duty. The courtroom is made of fine wood and polished marble, and it is adorned with the accouterments of justice—American flags, seals, paintings of honored jurists—which let an observer know that he sits in a hall where important decisions are made and grave judgments are rendered.
Many people may be surprised to witness an immigration hearing in present-day America, where important decisions are also made and grave judgments are also rendered, but which has an altogether different and less impressive appearance. Observers are likely to see a small room located deep within a large federal building, with two tables perpendicular to one another, connected to form a right angle. A lawyer sits at each table, one representing the government and the other an alien. A row of chairs, behind these tables and against the walls, seat the family and friends of the alien. On the other side of the room, in view of the advocates and observers, is a television screen with a camera on top. This screen shows the judge on one side, who may be located in another state, and the alien on the other side, who is seated in a detention center in a third location.
As courts struggle to balance large caseloads and limited resources, they have increasingly turned to technological solutions. Videoconferencing, in particular, has become a popular tool in judicial proceedings in the last decade. It has found its way into state, federal, and administrative courts. In 1996, Congress allowed videoconferencing in immigration removal proceedings, and the Department of Homeland Security has steadily expanded the number of such proceedings conducted remotely through videoconferencing technology. The government believes that these proceedings are more efficient, less time-consuming, and more secure than traditional in-person hearings.
Part II of this article surveys the growing use of videoconferencing technology in American courts, including immigration proceedings. Part III examines the problems raised by the use of this new technology in the courtroom, specifically with regard to its impact on communication between the respondent and the judge. Next, Part IV shows how these problems violate the detainee’s fundamental rights to presence, confrontation, and counsel. Finally, Part V presents recommendations to mitigate these problems while still taking advantage of new technology. Part V also provides examples of effective uses of videoconferencing.
[…] When we bring new technology into the courtroom in the name of efficiency, we must be careful to examine its impact on the legal process and the administration of justice. Videoconferencing technology has greatly expanded in immigration hearings in recent years, with little consideration into its larger systemic impact. This article attempts to correct that imbalance by raising questions about a quiet revolution occurring in immigration hearings, and by encouraging others to look more carefully at how our system of justice is evolving in surprising and perhaps unintended ways
Enriching accounts of computer‐supported collaboration by using video data
This paper will discuss the approach to the evaluation of computer‐supported collaborative learning developed in our group over the past ten years. This approach depends on the collection of video data to allow the analysis of key features of problem‐solving behaviour within groups of students working on collaborative learning tasks. Our theoretical framework derives from two sources‐ the CIAOl framework for evaluating examples of CAL and an analysis of appropriate methods of evaluating computer‐supported collaboration. Our work in this area has been supported by developing the data capture facilities for the CALRG (Computers and Learning Research Group) at the Open University. We will draw on a number of studies to illustrate this approach and will present a brief case study from work done on a computer‐supported learning environment for statistics where we use video records of video‐mediated collaboration. This case study gives an example of the rich data that can be collected using video recording and analysed to increase understanding of computer‐supported collaboration
Facilitating collaborative knowledge construction in computer-mediated learning with structuring tools
Collaborative knowledge construction in computer-mediated learning environments puts forward difficulties regarding what tasks learners work on and how learners interact with each other. For instance, learners who collaboratively construct knowledge in computer-mediated learning environments sometimes do not participate actively or engage in off-task talk. Computer-mediated learning environments can be endorsed with socio-cognitive structuring tools that structure the contents to be learned and suggest specific interactions for collaborative learners. In this article, two studies will be reported that applied content- and interaction-oriented structuring tools in computer-mediated learning environments based on electronic bulletin boards and videoconferencing technologies. In each study the factors "content-oriented structuring tool" and "interaction-oriented structuring tool" have been independently varied in a 2X2-factorial design. Results show that interaction-oriented structuring tools substantially foster the processes of collaborative knowledge construction as well as learning outcomes. The content-oriented structuring tools facilitate the processes of collaborative knowledge construction, but have no or negative effects on learning outcome. The findings will be discussed against the background of recent literatGemeinsame Wissenskonstruktion in computervermittelten Lernumgebungen birgt Schwierigkeiten in Bezug darauf, welche Aufgaben Lernende bearbeiten und wie sie dabei miteinander interagieren. Lernende, die gemeinsam Wissen in computervermittelten Lernumgebungen konstruieren, nehmen z. B. manchmal nicht aktiv an der Bearbeitung von Lernaufgaben teil oder beschäftigen sich mit inhaltsfremden Themen. Computervermittelte Lernumgebungen können mit Hilfe sozio-kognitiver Strukturierungswerkzeuge unterstützt werden, die die Lerninhalte vorstrukturieren und den Lernenden spezifische Interaktionen nahe legen. In diesem Beitrag werden zwei Studien berichtet, die inhalts- und interaktionsbezogene Strukturierungswerkzeuge in computervermittelten Lernumgebungen, die auf web-basierten Diskussionsforen und Videokonferenz-Technologien beruhen, zum Einsatz gebracht und analysiert haben. In jeder der Studien wurden die Faktoren "inhaltsbezogenes Strukturierungswerkzeug" und "interaktionsbezogenes Strukturierungswerkzeug" unabhängig voneinander in einem 2X2-Design variiert. Die Ergebnisse zeigen, dass interaktionsbezogene Strukturierungswerkzeuge die Prozesse sowie die Ergebnisse gemeinsamer Wissenskonstruktion substanziell fördern können. Die inhaltsbezogenen Strukturierungswerkzeuge unterstützen die Prozesse gemeinsamer Wissenskonstruktion, zeitigen aber keine oder negative Effekte auf die Lernergebnisse. Die Befunde werden vor dem Hintergrund aktueller theoretischer Ansätze diskut
Technology that enhances without inhibiting learning
Technology supported information sharing could be argued to both enhance and inhibit learning. However, social and affective issues that motivate learners' technology interactions are often overlooked. Are learners avoiding valuable learning applications because of privacy fears and trust issues? Will inaccurate technology assumptions and awareness inhibit information sharing? Do learners need control over technology enhanced safe creative spaces or can they be motivated to overcome badly designed systems because sharing is 'valuable' or 'fun'. This presentation details a model of privacy and trust issues that can be used to enhance elearning. Several OU case-studies of multimedia, mobile and elearning applications (conducted within IET, KMI and the Open CETL) are evaluated using this model. The model helps to identify trade-offs that learners make for technology enhanced or inhibited learning. Theories of control, identity, information sensitivity and re-use are discussed within the context of these elearning examples
The Effective Use of Multimedia Distance Learning Technology: The Role of Technology Self-Efficacy, Attitudes, Reliability, Use and Distance in a Global Multimedia Distance Learning Classroom
According to the 1999 ASTD State of the Industry Report, the use of multimedia distance learning (MDL) technology for training delivery has increased substantially over the past few years. However, few empirical studies have been conducted that rigorously examine the factors that determine the effectiveness of MDL courses. In this study, we examine participants’ technology self-efficacy and attitudes toward technology (measured before/after training), and perceptions of technology reliability, effective use, and distance (measured after training) as antecedents to ratings of training effectiveness (general effectiveness, specific effectiveness, learning effectiveness; measured after training) in an international HRM course. In a sample of 52 participants from four countries we hypothesize that technology self-efficacy will affect participants’ attitudes toward technology; attitudes toward technology will affect participants’ perceptions of training effectiveness. In addition, we hypothesize that technology reliability and effective use will affect participants’ perceptions of classroom distance; distance perceptions will affect participants’ perceptions of training effectiveness. Finally, we hypothesize that both technology attitudes and distance perceptions will be related to participants’ perceptions of training effectiveness controlling for technology self-efficacy, reliability, and effective use.
The results indicate that attitudes toward technology completely/partially mediated the relationship between technology self-efficacy and the three measures of effectiveness. Distance perceptions completely/partially mediated the relationship between technology reliability and effectiveness. Effective technology use was not significantly related to effectiveness. Finally, attitudes toward technology and distance perceptions explained a significant or marginally significant amount of variance in the effectiveness measures after controlling for technology self-efficacy, reliability, and effective use
Recent developments in chemoinformatics education
Chemoinformatics techniques are increasingly being used to analyse the huge volumes of chemical and biological data resulting from combinatorial synthesis and high-throughput screening programmes. Scientists with both the chemical and the computing skills required to carry out such analyses are currently in very short supply, this resulting in the establishment of MSc programmes for the training of chemoinformatics specialists
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Communicating, learning and the in-between: a study of the impact of open-access, informal online learning environments
1. The broad aim of this project has been to contribute understandings of the uses of computer-mediated communication in 'informal' (not leading to certification) yet institutionally-hosted online spaces. The project consisted of an investigation into engagement with communication and discussion tools provided by OpenLearn, the Open University's Open Content Initiative (http://www.open.ac.uk/openlearn).
2. The research focused on a selection of examples of asynchronous and synchronous communication situations within OpenLearn, including a selection of forums from the LearningSpace (http://openlearn.open.ac.uk) and various instances of synchronous communication using FM (FlashMeeting) that took place within the context of two pilot studies organised by the researcher in coordination with discipline-based colleagues.
3. Whilst the research was based on an action research orientation, the approach was predominantly exploratory and ethnographic methods (observation and participant observation) were used, complemented with semi-structured interviews, as appropriate. Thematic analysis was used within a grounded theory approach.
4. The study suggests 5 themes as core elements of engagement in CMC within an OER context: 'validation�; 'privacy�; 'trust�; 'purposefulness�; 'leadership'. The themes are mutually-dependent and each warrants more detailed investigation, and relevant topics are discussed.
5. In short, the study provides a contribution to enquiries on the impact of OERs in that it brings to light, from within a sample of learning situations across the 'informal�/�formal' space, a number of boundary issues concerning curriculum and, in particular, pedagogy. It suggests that a major aspect of the impact of OERs is that their availability is not only creating new challenges but also uncovering previously veiled tensions and questions regarding identity and boundaries.
6. A number of outputs have been generated, including two new projects that capitalise on understandings facilitated during the pilots carried out within the remit of this study
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