Technology-Enhanced Learning in Blended Learning Environments: A Report on Standard Practices

This report summarizes educational adoption instances of computing and communication technologies for blended learning environments. We focus on the technologies of desktop videoconferencing and podcasting as they were adopted in the 2005-07 time period. We also expand and present major issues from a panel discussion on this topic at the 2007 Americas Conference on Information Systems (AMCIS) held at the Keystone Resort in Colorado

Effectiveness of technology to support work based learning: the stakeholders' perspective

Higher education provision typically requires learners to physically attend sessions on campus. The economic climate has changed significantly over the past few years in the UK and globally. Inevitably changes to student funding and the increased competitive nature of the job market have impacted on university teaching. The use of work based learning (WBL) is an alternative flexible form of learning that attempts to tackle these issues. It enables students to learn whilst they work, addressing the funding issues, and enhancing their employability through the acquisition of higher professional qualifications. Often such WBL programmes are designed, delivered and supported from the view of the student and academic staff with little consideration of other stakeholders such as employers, workplace mentors and professional bodies and the input they can bring to enrich the learning and teaching provision. This paper presents the findings from a survey conducted among stakeholders from all four pillars of WBL, namely the learner, the academic environment, the workplace and the external context. Online questionnaires and interviews were carried out with students, tutors, program leaders, employers and professional bodies from four postgraduate programmes at the university. The results show that while there is a reluctance to embrace technology among some academic staff, students are generally positive about using the technology. The survey also demonstrates that there is a lack of creativity and imagination in the use of technology, where often platforms such as virtual learning environments are used simply as repositories for presentation slides, handouts, etc. The results of the study conclude or rather remind all involving parties to pay more emphasis on quality of online programme delivery by embracing technology and use it in novel and imaginative ways to provide a learning and teaching provision fit for the twenty-first century

Distributed multimedia systems

A distributed multimedia system (DMS) is an integrated communication, computing, and information system that enables the processing, management, delivery, and presentation of synchronized multimedia information with quality-of-service guarantees. Multimedia information may include discrete media data, such as text, data, and images, and continuous media data, such as video and audio. Such a system enhances human communications by exploiting both visual and aural senses and provides the ultimate flexibility in work and entertainment, allowing one to collaborate with remote participants, view movies on demand, access on-line digital libraries from the desktop, and so forth. In this paper, we present a technical survey of a DMS. We give an overview of distributed multimedia systems, examine the fundamental concept of digital media, identify the applications, and survey the important enabling technologies.published_or_final_versio

The Integrated Media Approach to Networked Multimedia Systems

Applications which require real-time multimedia services[13] face a number of difficult problems in the transmission of multimedia information. Among the most difficult problems are the heterogeneity of end nodes and the heterogeneity of media Quality of Service (QoS) requirements. End nodes typically consist of a computer and number of sensory input and output devices, such as displays, microphones, and cameras. QoS requirements[18] include degrees of reliability, jitter, and delay. We propose an integrated approach to address these problems. Multimedia input data comprise a sensory environment which an application will make available; these data are packaged together into an Integrated Multimedia Message (IMM). From a received IMM, output data are selectively reproduced to create another sensory environment. We propose an IMM format and protocol behaviors for generation, presentation, and synchronization of these messages. While IMM\u27s are aesthetically pleasing, well-suited to proposed high- speed networks, and ease intramessage synchronization, they are potentially plagued by the need to deliver QoS which meets the worst-case requirements of all of their components[6]. We believe that this problem can be addressed, and are testing that belief experimentally with the U. Penn Experimental Multimedia Conferencing System, which will be embedded in the AURORA Gigabit Testbed

Multimedia Networks: Fundamentals and Future Directions

Multimedia has become an integral part of computing and communications environment, and networks are carrying ever-increasing volume of multimedia information. The main characteristics of multimedia information are high-volume and bursty traffic, with low tolerance to delay and delay variance. The legacy networks (designed in 70s and 80s) are not able to meet these requirements. Enhancements to the older networking technologies have been developed to convert these into multimedia networks. Enhancements to LANs include Switched Ethernet, Isochronous Ethernet, Fast Ethernet, 100VGAnyLAN, FDDI-II, and Synchronous FDDI. WAN options for multimedia networking include digital leased lines and ISDN. The Internet has revolutionized business and personal communications, but falls short of being a genuine multimedia network. To make the Internet capable of carrying multimedia traffic, new protocols such as MBone, ST-II, RTP, and RSVP have been developed. Internet2 is a new initiative that is aimed at overcoming the problems of throughput, delay and jitter encountered on the original Internet. One technology that was developed with multimedia networking as one of its main applications, is the Asynchronous Transfer Mode (ATM) technology. Upcoming Gigabit Ethernet technology will provide a path for upgrading current Ethernet networks into multimedia networks

Low Cost Video For Distance Education

A distance education system has been designed for Nova Southeastern University (NSU) . The design was based on emerging low cost video technology. The report presented the design and summarizes existing distance education efforts and technologies. The design supported multimedia electronic classrooms, and enabled students to participate in multimedia classes using standard telephone networks. Results were presented in three areas: management, courseware, and, systems. In the area of management, the report recommended that the University separately establish, fund, and staff the distance education project. Supporting rationale was included. In the area of courseware, the importance of quality courseware was highlighted. It was found that the development of distance education courseware was difficult; nevertheless, quality courseware was the key to a successful distance education program. In the area of systems, component level designs were presented for a student system, a university host, and a support system. Networks connecting the systems were addressed. The student system was based on widely available multimedia systems. The host system supported up to sixteen participants in a single class. The support system was designed for the development of courseware and the support of future projects in distance education. The report included supporting Proof of Principle demonstrations. These demonstrations showed that low cost video systems had utility at speeds as low as 7. 2 kbps. They also showed that high quality student images were not crucial to the system. The report included three alternate implementation strategies. The initial capability could be operational in 1997. A multi-session, 2000 user system was projected for early in the next century

Five Recommendations to Law Schools Offering Legal Instruction over the Internet

This article addresses the emerging market for legal distance education. The market is being driven by recent changes in ABA regulations, as well as specialization in the curriculum, and expanding costs of traditional education. We are seeing the emergence of legal distance education consortiums, which offer a platform for the trading or selling of courses and programs. However, much skepticism remains about the ability of distance education technology to offer law schools and law students a sufficiently interactive pedagogy. In the words of Supreme Court Justice Ruth Bader Ginsburg legal education is a “shared enterprise, a genuine interactive endeavor” that “. . . inevitably looses something vital when students learn in isolation, even if they can engage in virtual interaction with peers and teachers.” This paper uses my experience as the Director of the University of Alabama’s successful LL.M in Taxation Program to advise law schools how to expand into distance education, while avoiding common pedagogical limitations and administrative problems. The first of five recommendations addresses what to offer and the remaining four offer advice on how to offer distance learning: 1) Offer programs more generously than courses. 2) Collaborate with other schools in offering courses but not when offering programs. 3) Use synchronous delivery of information, like videoconferencing, for the primary mode of instruction. 4) Use asynchronous forms of delivery to increase the level of interaction and support the primary, synchronous form. 5) Use relational marketing to retain and recruit distance education students. In addressing the issue of whether the internet is appropriate for law school instruction, this article contributes to that debate by presenting a model of the right way to offer legal distance education. Until the technology catches up with the traditional classroom, asynchronous forms like web-based discussion boards and streaming video should only be used to supplement a more interactive and synchronous primary mode of instruction like videoconferencing. This article also explains how resolve the potential difficulties that may arise when offering a videoconferencing course or program. The University of Alabama’s LL.M. in Tax is a good model for these propositions because it is the only program that I know of which uses over 10 remote classrooms and videoconferencing and asynchronous technologies to create face to face interactions with law students and professors from four different Southeastern states