299,651 research outputs found
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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 systemĂs architecture, describe the technical successes and failures from LyceumĂs first large scale deployment, and summarise its affordances for interaction and learning
The Tutor's Role
This chapter addresses three questions about being an effective online tutor: 1. Why do we still think that online tutoring can principally draw its basis from face-to-face group processes and dynamics or traditional pedagogy? 2. Does the literature tell us anything more than we would make as an intelligent guess? 3. Do we really know what an âeffectiveâ online tutor would be doing? The OTiS participants have gone some way to answering these questions, through the presentation and discussion of their own online tutoring experiences. Literature in this area is still limited, and suffers from the need for timeliness of publication to be useful. Intelligent guesses are all very well, but much better as a source of information for online tutors are the reflections and documented experiences of practitioners. These experiences reveal that face-to-face pedagogy has some elements to offer the online tutor, but that there are key differences and there is a need to examine the processes and dynamics of online learning to inform online tutoring
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Communication in an "Officeless firm"
New technologies permit new types of organisations. This article describes and analyses one such organisation, an "officeless firm", where all employees work from their own homes and there is no central office. Drawing upon observations and interviews, the modes of communication and the nature of the interpersonal relationships that have permitted this organisation to succeed are described, along with the challenges that face this organisation in the future as it attempts to grow
A Framework for Evaluating Model-Driven Self-adaptive Software Systems
In the last few years, Model Driven Development (MDD), Component-based
Software Development (CBSD), and context-oriented software have become
interesting alternatives for the design and construction of self-adaptive
software systems. In general, the ultimate goal of these technologies is to be
able to reduce development costs and effort, while improving the modularity,
flexibility, adaptability, and reliability of software systems. An analysis of
these technologies shows them all to include the principle of the separation of
concerns, and their further integration is a key factor to obtaining
high-quality and self-adaptable software systems. Each technology identifies
different concerns and deals with them separately in order to specify the
design of the self-adaptive applications, and, at the same time, support
software with adaptability and context-awareness. This research studies the
development methodologies that employ the principles of model-driven
development in building self-adaptive software systems. To this aim, this
article proposes an evaluation framework for analysing and evaluating the
features of model-driven approaches and their ability to support software with
self-adaptability and dependability in highly dynamic contextual environment.
Such evaluation framework can facilitate the software developers on selecting a
development methodology that suits their software requirements and reduces the
development effort of building self-adaptive software systems. This study
highlights the major drawbacks of the propped model-driven approaches in the
related works, and emphasise on considering the volatile aspects of
self-adaptive software in the analysis, design and implementation phases of the
development methodologies. In addition, we argue that the development
methodologies should leave the selection of modelling languages and modelling
tools to the software developers.Comment: model-driven architecture, COP, AOP, component composition,
self-adaptive application, context oriented software developmen
Chapter 7: Institutional Support
The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8â12 May 2000. It was organised by HeriotâWatt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)
Chapter 9: Quality Assurance
The OTiS (Online Teaching in Scotland) programme, run by the now defunct Scotcit programme, ran an International e-Workshop on Developing Online Tutoring Skills which was held between 8â12 May 2000. It was organised by HeriotâWatt University, Edinburgh and The Robert Gordon University, Aberdeen, UK. Out of this workshop came the seminal Online Tutoring E-Book, a generic primer on e-learning pedagogy and methodology, full of practical implementation guidelines. Although the Scotcit programme ended some years ago, the E-Book has been copied to the SONET site as a series of PDF files, which are now available via the ALT Open Access Repository. The editor, Carol Higgison, is currently working in e-learning at the University of Bradford (see her staff profile) and is the Chair of the Association for Learning Technology (ALT)
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