The VITI program: Final Report

In this report we present our findings and results from the VITI program in 2000. The focus of the research work undertaken by VITI has been to provide electronic meeting environments that are easy to use and afford as natural a collaboration experience as possible. This final report is structured into three parts. Part one concerns the VITI infrastructure and consists of two sections. The first section describes the process of establishing the infrastructure, concentrating on how the work was done. The second section presents the actual infrastructure that is in place today, concentrating on what has been put in place. Part two examines the use the VITI infrastructure has been put to, giving examples of activities it has supported and discussing strengths and weaknesses that have emerged through this use. Finally part three considers the future of distributed electronic meeting environments. It is recommended that the report be read in the order in which it is presented. However, each section has been written as a standalone document and can be read independently of the others

The impact of blended learning in improving the reaction, achievement and return on investment of industrial automation training

There has been a significant increase in the level of remote or distance learning using the Internet, often referred to as e-learning or online education. E-learning is often combined with classroom instruction and on-the-job training and this is referred to as blended learning. The purpose of this research is to investigate the impact blended learning has in improving engineering training in the engineering field of industrial automation. This is especially in improving the reaction, achievement and return on investment of learners compared to that of only the traditional classroom or e-learning approaches. One of the gaps in current research is the examination of the impact of blended learning in improving engineering training. The research revealed significant growth in the use of e-learning for engineers and technicians. There would however appear to be a large number of engineers and technicians who were disappointed with their experiences of e-learning. Significant concerns were also identified in the efficacy of e-learning and the lack of hands-on experience in this form of training for engineers and technicians. Suggestions are made as a result of the research into addressing these issues

Designing and evaluating the usability of a machine learning API for rapid prototyping music technology

To better support creative software developers and music technologists' needs, and to empower them as machine learning users and innovators, the usability of and developer experience with machine learning tools must be considered and better understood. We review background research on the design and evaluation of application programming interfaces (APIs), with a focus on the domain of machine learning for music technology software development. We present the design rationale for the RAPID-MIX API, an easy-to-use API for rapid prototyping with interactive machine learning, and a usability evaluation study with software developers of music technology. A cognitive dimensions questionnaire was designed and delivered to a group of 12 participants who used the RAPID-MIX API in their software projects, including people who developed systems for personal use and professionals developing software products for music and creative technology companies. The results from the questionnaire indicate that participants found the RAPID-MIX API a machine learning API which is easy to learn and use, fun, and good for rapid prototyping with interactive machine learning. Based on these findings, we present an analysis and characterization of the RAPID-MIX API based on the cognitive dimensions framework, and discuss its design trade-offs and usability issues. We use these insights and our design experience to provide design recommendations for ML APIs for rapid prototyping of music technology. We conclude with a summary of the main insights, a discussion of the merits and challenges of the application of the CDs framework to the evaluation of machine learning APIs, and directions to future work which our research deems valuable

Engaging students with mobile web2.0.

Abstract: Blogs, wikis, podcasting, and a host of free, easy to use web2.0 social software provide opportunities for creating social constructivist learning environments focusing upon student-centred learning and end-user content creation and sharing. Building on this foundation, mobile web2.0 has emerged as a viable teaching and learning environment, particularly with the advent of the iPhone (Nicknamed “the Jesus phone” (Goldman, 2007)) and iPod Touch. Today’s wifi enabled smartphones provide a ubiquitous connection to mobile web2.0 social software and the ability to view, create, edit and upload user generated web2.0 content. This paper outlines how mobile web2.0 technologies can be harnessed to enhance and engage students in a social constructivist learning environment. Examples of student and teaching staff feedback are drawn from several mobile learning trials that have been conducted at Unitec New Zealand. Additionally the presentation will involve mobile web2.0 demonstrations and facilitate a discussion around the practicalities of integrating and supporting mobile web2.0 within a tertiary course

Emerging technologies for learning (volume 1)

Collection of 5 articles on emerging technologies and trend

Building capacity in climate change policy analysis and negotiation: methods and technologies

Capacity building is often cited as the reason “we cannot just pour money into developing countries” and why so many development projects fail because their design does not address local conditions. It is therefore a key technical and political concept in international development. Some of the poorest countries in the world are also some of the most vulnerable to the impacts of climate change. Their vulnerability is in part due to a lack of capacity to plan and anticipate the effects of climate change on crops, water resources, urban electricity demand etc. What capacities do these countries lack to deal with climate change? How will they cope? What steps can they take to reduce their vulnerability? This innovative and high-profile research project was part of a larger project (called C3D) and conducted with non-governmental organisations in Senegal, South Africa and Sri Lanka. The research involved several participatory workshops and a questionnaire to all three research centres

Designing Open and Distance Learning for Teacher Education in Sub-Saharan Africa: A toolkit for educators and planners

Everyone remembers a good teacher. Good teachers are the key to educational expansion and improvement. In many countries in Sub-Saharan Africa, there is an urgent need to expand the number of primary and secondary teachers. In all African countries, there is an equally important need to improve the quality of teaching. To achieve this, it is clear that new approaches to teacher education are essential. Existing institutions of teacher education will continue to play an important role, but, alone, they will not meet the goals of Education for All (EFA) by 2015. It is fortunate that, just as the twin needs to improve the quantity and quality of teachers become imperative, so new forms of education and training are becoming available. The world is witnessing a revolution in information and communication technologies (ICTs), which can offer training and support of a type and at a cost hitherto impossible to consider, and thus, must be fully explored given the scale and urgency of demand. In doing so, however, it will be necessary to build on existing and well-tested strategies, including the best models of open and distance learning. This toolkit is the third in a series of recent publications by the Africa Region Human Development Department of the World Bank to share knowledge and experience on how distance education and ICTs can support education in Sub-Saharan Africa. It emphasizes the rigorous process by which new forms of distance-education programs for teacher education can be planned and implemented. The best models of established programs are considered along with the potential for incorporating, as the means become available, new modes of communication. Most forms of teacher education, particularly those concerned with qualification upgrading and ongoing professional development, will have to be based in schools. The authors demonstrate how school-based programs, appropriately resourced and supported, have the potential not only to raise significantly the number and quality of teachers, but also to improve classroom practice and school organization, generally. The guidance and advice, which is drawn from many years of experience in design and implementation, and embraces a range of case studies from across the region, will be of considerable value to those preparing new policies and programs of teacher education and to those seeking to improve existing programs

Television Production : Managing the Technology

The idea to write the thesis about television production came into my mind a long time ago. I knew that this area of media technology was the most interesting for me. I had an internship in Aito Media Oy television production company in 2009, and I studied TV Production at Ferris State University, USA for one academic year 2010-2011. The main objective for my thesis is to research, compare and describe all steps in production of a television show from the developing an idea through planning, budgeting, shooting and editing to the final release of the TV show on the screen. Also I would like to observe the technologies used nowadays and determine the role of a producer in the TV production. To reach my objective, I read several books and electronical materials on different topics about phases of the production, equipment and techniques, communication and documentation. Furthermore, I use knowledge from my own experience, which I got while studying and making practical tasks at Television and Digital Media Production program at Ferris State University. I learned the professional skills required in all aspects of different phases of television production, including studio workflow, camera operation, field equipment, multicamera directing and the responsibilities and organ-izational expertise of the producer. At the same time, I explored the latest production techniques and technology, such as audio and lighting work-stations, non-linear editing, high-definition television and 3D television.Ajatus tehdä opinnäytetyöni televisiotuotannosta tuli jo kauan sitten, koska tiesin, että se on henkilökohtaisesti mielenkiintoisin alue mediatekniikassa. Olin työharjoittelussa Aito Media Oy tv-tuotantoyhtiössä vuonna 2009, ja lukuvuodessa 2010-2011 opiskelin Ferris State University:n TV-tuotanto ja Digimedian koulutusohjelmassa, Yhdysvaltoissa. Työn päätavoitteena on tutkia, vertailla ja kuvata kaikki tv-ohjelman tuotannon vaiheet alkaen idean kehittämisestä, sekä suunnittelun, budjetoinnin, kuvausten ja editoinnin kautta lopullisen tv-ohjelman version julkaistamiseen. Myöskin haluan havainnoida nykyaikaisia tekniikoita ja määrittää tuottajan roolin tv-tuotannossa. Tavoiteeni saavuttakseni olen lukenut useita kirjoja ja elektronisia lähteitä erilaisilla aiheilla, kuten tv tuotannon vaiheet, laitteisto ja tekniikat, viestintä ja dokumentointi. Lisäksi käytän tietoja omasta kokemuksestani, mitkä sain kun opiskelin Ferris State University:ssa ja tein erilaisia tv tuotannon liittyviä tehtäviä. Olen oppinut tarvittavaa ammattitaitoa kaikilla tv-tuotannon vaiheilla, kuten työnkulku studiossa, cameran operointi, tuotantolaitteiden käyttö kentällä, monicameroiden ohjaus sekä tuottajan vastuut ja järjestelytaidot. Samalla tutkin viimeisimpiä tuotantomenetelmiä ja tekniikkaa, kuten ääni- ja valaistustyöasemien käyttöä, käytössä olevia editointiohjelmistoja ja teräväpiirtotelevision ja 3D television ominaisuuksia