Global Teamwork: A Study of Design Learning in Collaborative Virtual Environments

With the recent developments in communication and information technologies, using Collaborative Virtual Environments (CVEs) in design activity has experienced a remarkable increase. In this paper we present a collaborative learning activity between the University of Sydney (USYD), and the Istanbul Technical University (ITU). This paper shares our teaching experience and discusses the principles of collaborative design learning in virtual environments. Followed by a study on students’ perception on the courses and collaborative learning in both universities, this paper also suggests future refinements on the course structure and the main areas of collaborative design learning. Keywords: Collaborative Design; Collaborative Virtual Environments; Design Teaching And Learning</p

The practice of web conferencing: where are we now?

The use of web conferencing tools to support learning and teaching and facilitate interaction and collaboration is common in many higher education environments as is the replacement of face-to-face meetings with virtual collaboration tools. This paper reports on Phase 3 of a trial of web conferencing conducted at a regional Australian university and further explores the use of web conferencing to support and enhance learning and teaching. Preliminary findings from Phases 1 and 2 of the trial have been reported on in a previous paper. The action research method which framed the initial trial has again been applied to Phase 3. In Phase 1, collaborative mathematical problem-solving in an undergraduate course was carried out using web conferencing and tablet PCs. In addition, students in postgraduate Education courses were linked across the globe to participate in interactive and collaborative web conference activity. In Phase 2, a university-wide trial across disciplines was conducted. Phase 3 represents an analysis of feedback received from teachers who were involved in Phases 1 and 2 and who have had some time to reflect on the impact web conferencing has had on their teaching practice. From this, and their own experience, the authors make further observations regarding the use of web conferencing to support learning and teaching and raise a number of questions and issues to guide future research

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

From Multi-User Virtual Environment to 3D Virtual Learning Environment

While digital virtual worlds have been used in education for a number of years, advances in the capabilities and spread of technology have fed a recent boom in interest in massively multi‐user 3D virtual worlds for entertainment, and this in turn has led to a surge of interest in their educational applications. In this paper we briefly review the use of virtual worlds for education, from informal learning to formal instruction, and consider what is required to turn a virtual world from a Multi‐User Virtual Environment into a fully fledged 3D Virtual Learning Environment (VLE). In this we focus on the development of Sloodle – a system which integrates the popular 3D virtual world of Second Life with the open‐source VLE Moodle. Our intent is not simply to provide additional learning support features for Second Life, but to study more generally the ways in which integrated virtual environments can benefit teaching and learning, and this is the focus of our closing discussion

Numerical study of circle fractal grid perforated plate as a turbulent generator in combustion chamber

Fractal grids can be used to design turbulent flows with low power losses and high turbulence intensities for intense yet economic mixing over a region of designed length and location. The introducing circle grid perforated plate is the main aim of this present paper. In this numerical work, we want to ascertain a new approach in turbulence generators on the structure of premixes flames using perforated plate fractal-grids pattern. In this paper, we compared circle grid perforated plate by varies using its diameters, spacing and number of holes on the plate. The result showed good perceptivity of the fractal generated turbulence and the fractal flow physics. The turbulent intensity can be increased by a grid with higher blockage ratio

The LAB@FUTURE Project - Moving Towards the Future of E-Learning

This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment