49,776 research outputs found
PoliSave: Efficient Power Management of Campus PCs
In this paper we study the power consumption of networked devices in a large Campus network, focusing mainly on PC usage. We first define a methodology to monitor host power state, which we then apply to our Campus network. Results show that typically people refrain from turning off their PC during non-working hours so that more than 1500 PCs are always powered on, causing a large energy waste. We then design PoliSave, a simple web-based architecture which allows users to schedule power state of their PCs, avoiding the frustration of wasting long power-down and bootstrap times of today PCs. By exploiting already available technologies like Wake-On-Lan, Hibernation and Web services, PoliSave reduces the average PC uptime from 15.9h to 9.7h during working days, generating an energy saving of 0.6kW/h per PC per day, or a saving of more than 250,000 Euros per year considering our Campus Universit
Understanding the development of teaching and learning resources: A review
This paper is a literature review of research concerned with the production of learning resources in higher education (HE). It forms part of a larger research project in progress
Piloting a Networked Curriculum
This pilot study examined student learning outcomes and potential instructional cost savings in an undergraduate Principles of Marketing course that combined online delivery of content, flipped classroom and experiential application for on-campus classes, referred to as a networked curriculum. This model separated the traditional 3-credit course into a common online content section and a smaller application section. Student learning and engagement outcomes in the networked curriculum were compared with a traditional lecture format, and no significant differences were found. Potential savings in classroom space utilization and faculty compensation encourage further research of this model
Online interactivity: best practice based on two case studies
The purpose of this paper is to identify and explore best practice in the effective support of online interactivity. Five key issues related to best practice are delineated, based on the experience derived from two case studies. The first case study involved online, collaborative work carried out by twenty-six conversion M.Sc. students following a module on‘Interactive Multimedia Systems'. The online group work was structured around the production of essay-style critiques and the development of prototype multimedia resources. The discussions were structured using the bulletin board facility in WebCT. The second study involved sixty-four second-year undergraduate students following a module on‘Communication via Multimedia’. These students were involved in assessed online discussion groups that aimed to foster a community in enquiry and provide an opportunity for vicarious learning. The assessed discussion groups were based on Netscape Collabra. A comparison of the experience of these two case studies led to the identification of a set of five key issues relating to best practice in the effective support of online interactivity. The first four issues concern the design and implementation of the online learning experiences. The fifth issue involves reflection and improvement on the interventions mad
Campus information systems for undergraduate students in Spain: a country-wide cluster classification
The availability of broad characterizations of campus information systems for students can be useful for the strategic information management of higher education centres. First we describe and contextualize a characterization model for on-line campus information systems for undergraduate students. This serves as a framework of conceptual reference for empirical work on Spanish universities. Information was gathered by means of structured visits to institutional websites and structured interviews with undergraduate students. Analyzing the information collected enables us to classify Spanish higher education institutions into three clusters with homogeneous characteristics, in the sense of their information system and organizational aspects. Finally, we discuss future research on this subject
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Do technologies have politics? The new paradigm and pedagogy in networked learning
This paper explores the relationships between the technologies deployed in networked and e-Learning and the pedagogies and politics associated with them. Networked learning and the related move to e-Learning are coincident with the globalisation, commodification and massification of Higher Education. It examines the hard and soft forms of technological determinism (TD) found in the current advocacy of technological futures for Higher Education. Hard TD claims that new technologies bring about changes in the pedagogy found in networked learning and that these changes have a socially equalising or democratic effect. Soft TD claims that these changes are not the inevitable outcomes of technology but goes on to suggest that successful use of the technology rests upon exactly the same changes. These changes have been characterised as a ‘new paradigm’ in education
E-learning Series No. 1: A guide for senior managers
This guide to e-learning for senior managers in universities outlines the context for e-learning and
its use in higher education, both nationally
and internationally. It identifies potential benefits and addresses the key issues in implementing e-learning successfully, including costs. It also highlights likely future developments
Supporting sustainable e‐learning
This paper draws upon work carried out within phase one of a national forum for support staff, funded by the UK Learning and Teaching Support Network Generic Centre. It sets out themes in current Learning Technology research within the context of institutional practice. It reports the responses of a range of e‐learning support staff to new developments in the reuse and sharing of Learning Objects. The article highlights tensions across support units, inconsistencies in support provision and confusion over issues concerning different modes of teaching. It also forewarns a growing gap between institutional practice and research in the development of approaches to sustainable e‐learning
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