Proposed object-based e-learning framework embracing cloud computing

E-learning is continually evolved in the adaptation of emerging technologies and pedagogies, so does the development of learning objects. Object-based learning approach has been widely adopted in e-learning.The principle concern in the conventional e-learning models is the inflexibility of the e-learning content to assist the use and management of the learning sources which are highly distributed.Rigidity of e-learning content limits its reusability and shareability.Possessing the ability to deliver strong computing power and secure data storage as services, Cloud computing is a promising computing model to promote innovative changes and add notable values to e-learning landscape.The flexibility and on-demand access to a centralized shared pool of computing resources provided by Cloud computing enables high re-usability and share-ability, hence overcomes the principle concern in e-learning due to the rigidity of e-learning content.This paper describes the design of an object-based e-learning framework embracing Cloud computing.The proposed object-based e learning framework can be used to form a new education domain that shares the Cloud characteristics of elasticity, flexibility, efficiency and reliability.Principal to the framework design is the development of Cloud-based e-learning objects where learners have the flexibility to access, personalize and deploy them in e-learning environment.Cloud-based e-learning objects are highly adaptable, reusable and easy changeable, hence allowing them to be used dynamically with greater customizability and flexibility in e-learning.Adapting Cloud computing into object-based e-learning is believed to be able to create a breakthrough in future dynamic -e-learning development

LIHTC properties : non-profit disposition strategies in the Commonwealth

Thesis (M.C.P. and S.B.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2007.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Includes bibliographical references (p. 104-107).This thesis examines how non-profit owners in Massachusetts have maintained affordability and ownership of Low-Income Housing Tax Credit (LIHTC) properties after the initial fifteen-year compliance period, at the lowest possible cost. The intent is two-fold: to inform non-profit project sponsors about strategies leading to low-cost outcomes, and to advocate for policies that promote such low-cost outcomes. The impacts of the players in LIHTC deals, Massachusetts state policy, the original capital structure, and legal partnership arrangements on the strategies that non-profit owners can pursue to maintain control of tax credit properties are considered. Specific outcomes described include bargain sale and charitable contribution, debt-plus-taxes or right of first refusal, and transfer of the limited partnership interest. Themes include the tension between for- and non-profit partners, public and private interests, and federal and state policies. Because the LIHTC is administered on a state-by-state basis, the Massachusetts regulatory environment and state housing resources play a central role in shaping disposition outcomes in the Commonwealth.(cont.) This thesis looks at how the recent lack of recapitalization funding for LIHTC properties has revealed an opportunity for the Commonwealth to improve the existing HUD preservation paradigm. Massachusetts' previous policies and current political environment create an opportunity for the state to promote new model of preservation that breaks from the federal paradigm of prodigal public payments to investors. I recommend that the Commonwealth prevents original, private investors from receiving additional public subsidy at the back end of LIHTC deals by separating the disposition and recapitalization of properties.by Lillian Lew-Hailer.M.C.P.and S.B

Environmental influences on tobacco use among Asian American and Pacific Islander youth.

There is growing interest in understanding individual and environmental influences on youth risk behaviors, including tobacco use. The purpose of this article is to describe the processes and findings from a study that sought to increase the capacity of Asian American and Pacific Islander (AAPI) community-based organizations to understand and address the environmental influences on tobacco use among AAPI youth. Using a multimethod approach to data collection that included GIS (geographic information system) mapping, Photovoice, and individual youth surveys, a team of community and university researchers conducted a 3-year study to assess and address the environmental influences of tobacco use among youth. Community-based participatory research principles guided the study and facilitated unique capacity building and analyses throughout the study period. Results in Long Beach from all three methods highlighted the associations between youth smoking and environmental factors: GIS mapping identified at least 77 separate locations of pro-tobacco influences, photographs captured many of these locations and provided youth leaders with opportunities to identify how other influences contributed to smoking risk, and surveys of youth indicated that perceived community safety and proximity to pro-tobacco influences were associated with smoking in the past 30 days. Subsequent community-based organization activities undertaken by study partners are also discussed, and lessons learned summarized

Environmental influences on tobacco use among Asian American and Pacific Islander youth.

There is growing interest in understanding individual and environmental influences on youth risk behaviors, including tobacco use. The purpose of this article is to describe the processes and findings from a study that sought to increase the capacity of Asian American and Pacific Islander (AAPI) community-based organizations to understand and address the environmental influences on tobacco use among AAPI youth. Using a multimethod approach to data collection that included GIS (geographic information system) mapping, Photovoice, and individual youth surveys, a team of community and university researchers conducted a 3-year study to assess and address the environmental influences of tobacco use among youth. Community-based participatory research principles guided the study and facilitated unique capacity building and analyses throughout the study period. Results in Long Beach from all three methods highlighted the associations between youth smoking and environmental factors: GIS mapping identified at least 77 separate locations of pro-tobacco influences, photographs captured many of these locations and provided youth leaders with opportunities to identify how other influences contributed to smoking risk, and surveys of youth indicated that perceived community safety and proximity to pro-tobacco influences were associated with smoking in the past 30 days. Subsequent community-based organization activities undertaken by study partners are also discussed, and lessons learned summarized

An Empirical Study of Students' Intention to Use Cloud E-Learning in Higher Education

Technological progress has resulted in constant change of social structures and led to continuous evolution of attitudes and values. Thus, a timely and compre-hensive integrated technology acceptance framework was established, and factors predicting intention to use Cloud e-learning were empirically identified. A total of 11 determinants from varying sources of IS success, learning object criteria, technology acceptance, motivations, social cognitive, and expectancy values were unified and analysed in an integrated manner. The target population for this study was a group of IT students in a private university in southern region Malaysia. The results obtained from this study observed that content quality, pedagogical quality, perceived usefulness, social influence, attainment value, and utility value significantly predict intention to use Cloud e-learning. By integrating IS success, learning object criteria, technology acceptance, motivations, social cognitive, and expectancy values into a single framework, new insights on Cloud e-learning ac-ceptance in higher education can be attained

An Empirical Study of Students' Intention to Use Cloud E-Learning in Higher Education

Technological progress has resulted in constant change of social structures and led to continuous evolution of attitudes and values. Thus, a timely and compre-hensive integrated technology acceptance framework was established, and factors predicting intention to use Cloud e-learning were empirically identified. A total of 11 determinants from varying sources of IS success, learning object criteria, technology acceptance, motivations, social cognitive, and expectancy values were unified and analysed in an integrated manner. The target population for this study was a group of IT students in a private university in southern region Malaysia. The results obtained from this study observed that content quality, pedagogical quality, perceived usefulness, social influence, attainment value, and utility value significantly predict intention to use Cloud e-learning. By integrating IS success, learning object criteria, technology acceptance, motivations, social cognitive, and expectancy values into a single framework, new insights on Cloud e-learning ac-ceptance in higher education can be attained

Designing an object-based lesson model based on a proposed cloud e-learning framework

E-learning is persistently evolved in the adaptation of emerging technologies and pedagogies. The advancement and emergence of new technologies also empower continuous development of learning objects. Object-based learning approach has been widely adopted in e-learning. However, conventional object-based e-learning approach is insufficient to deliver the needs of upgraded learning processes especially in the higher education. The challenge of dealing with dynamic concurrency demands and rapid storage growth requirement especially in multimedia elements limits the flexibility and shareability of the e-learning content. The flexibility and on-demand access to a centralized shared pool of computing resources provided by Cloud computing enables high reusability and shareability, hence overcomes the issue in e-learning due to the rigidity of conventional object-based e-learning content. This paper describes a study on the design of an objectbased lesson model based on a proposed Cloud e-learning framework. The proposed Cloud-based e-learning framework adopts the strengths of the current state of the art of Cloud learning frameworks. Principal to the design of the object-based lesson model is the development of Cloud-based e-learning objects where learners have the flexibility to access, personalize and deploy them in e-learning environment. With the availability of smart mobile technology and Web 2.0 tools, a new form of object-based e-learning utilizing Cloud technology is envisioned. Essential components such as Cloud-based e-learning object instructional properties and design principles are discussed. Cloud based e-learning objects being highly reusable and dynamically flexible, can be deemed as a new approach for knowledge aggregation

Usability factors predicting continuance of intention to use cloud e-learning application

In this ever-progressive digital era, conventional e-learning methods have become inadequate to handle the requirements of upgraded learning processes especially in the higher education. E-learning adopting Cloud computing is able to transform e-learning into a flexible, shareable, content-reusable, and scalable learning methodology. Despite plentiful Cloud e-learning frameworks have been proposed across literature, limited researches have been conducted to study the usability factors predicting continuance intention to use Cloud e-learning applications. In this study, five usability factors namely Computer Self Efficacy (CSE), Enjoyment (E), Perceived Ease of Use (PEU), Perceived Usefulness (PU), and User Perception (UP) have been identified for factor analysis. All the five independent variables were hypothesized to be positively associated to a dependent variable namely Continuance Intention (CI). A survey was conducted on 170 IT students in one of the private universities in Malaysia. The students were given one trimester to experience the usability of Cloud e-Learning application. As an instrument to analyse the usability factors towards continuance intention of the application, a questionnaire consisting thirty questions was formulated and used. The collected data were analysed using SMARTPLS 3.0. The results obtained from this study observed that computer self-efficacy and enjoyment as intrinsic motivations significantly predict continuance intention, while perceived ease of use, perceived usefulness and user perception were insignificant. This outcome implies that computer self-efficacy and enjoyment significantly affect the willingness of students to continue using Cloud e-learning application in their studies. The discussions and implications of this study are vital for researchers and practitioners of educational technologies in higher education