Lucca, Joyce

Romano Jr., Nicholas C

Scheets, George

English

AIS Electronic Library (AISeL)

Association for Information SystemsAIS Electronic Library (AISeL)AMCIS 2002 Proceedings Americas Conference on Information Systems(AMCIS)12-31-2002COMPUTER SUPPORTEDCOLLABORATIVE LEARNING REQUIRINGIMMEDIATE PRESENCE (CSCLIP):INTRODUCTION AND RESEARCHOPPORTUNITIESNicholas C. Romano Jr.Oklahoma State UniversityGeorge ScheetsOklahoma State UniversityJoyce LuccaOklahoma State UniversityFollow this and additional works at: http://aisel.aisnet.org/amcis2002This material is brought to you by the Americas Conference on Information Systems (AMCIS) at AIS Electronic Library (AISeL). It has been acceptedfor inclusion in AMCIS 2002 Proceedings by an authorized administrator of AIS Electronic Library (AISeL). For more information, please contactelibrary@aisnet.org.Recommended CitationRomano Jr., Nicholas C.; Scheets, George; and Lucca, Joyce, "COMPUTER SUPPORTED COLLABORATIVE LEARNINGREQUIRING IMMEDIATE PRESENCE (CSCLIP): INTRODUCTION AND RESEARCH OPPORTUNITIES" (2002). AMCIS2002 Proceedings. 337.http://aisel.aisnet.org/amcis2002/3372002  Eighth Americas Conference on Information Systems 2449COMPUTER SUPPORTED COLLABORATIVELEARNING REQUIRING IMMEDIATEPRESENCE (CSCLIP):  INTRODUCTIONAND RESEARCH OPPORTUNITIESModerator:Ramesh ShardaOklahoma State Universitysharda@okstate.eduNicholas C. Romano Jr.Oklahoma State UniversityNicholas-romano@mstm.okstate.eduGeorge M. ScheetsOklahoma State Universityscheets@okstate.eduJoyce LuccaOklahoma State Universityljoyce@okstate.eduIntroductionThe objective of this panel is to describe and further explore the research opportunities in extending the current generation ofdistance learning to include laboratory learning. We will create a forum for the discussion of both the technical and educationalcomponents necessary to develop a virtual telecommunications laboratory (lab) course.  An interdisciplinary team at OklahomaState University  (OSU) has been working on such a facility for use in its Master of Science in Telecommunications Management(MSTM) program. Our research project aims to employ the growing bandwidth in a research-driven, theory-building, technologydevelopment and assessment program to enable Computer Supported Collaborative Learning requiring Immediate Presence(CSCLIP).  Immediate presence is characterized in two ways.  First, it allows same time-different place (STDP) interaction amongstudents, instructor and the technology.  Second, it implies immediate presence that is typical in the lab environment. We believethat the right mix of learning theory, group dynamics, technology, and high bandwidth will usher in a new level of interactivityto support CSCLIP. Our specific development domain is a telecommunications lab course that requires students to travel as muchas 1500 miles.  Virtual Interactive Telecom Advanced Lab (VITAL) developed under this project will enable many more studentsto benefit from the lab courses.  The technologies and learning theories explored by this project will build CSCLIP as a majorextension to computer supported collaborative learning. Panel members will discuss a wide range of topics in both the technical and educational areas.  Technical topics include creationand development of a user-friendly interface, Virtual Reality development, and implementation of audio/video systems.  Othernon-technical areas for discussion include technological, learning, and group theories. Measurement of process and outcomevariables will be presented and areas for future research will be explored.Panel ParticipantsRamesh Sharda will introduce the panel members and begin with a discussion about OSUs Telecommunications MSTM program.He will then continue with an overview and the need for CSCLIP.   The dramatic increase in the number of people enrolled inPanels2450 2002  Eighth Americas Conference on Information Systemshigher education through distance learning is likely to continue.  These educational opportunities clearly have major social andeconomic ramifications.  However, we need to realize that the currently available technologies are insufficient for educationalmodules that typically require hands-on experience with equipment.  Lab coursework will become a limiting factor in growth ofdistance education opportunities.  What is needed is a new initiative to explore the potential combination of high bandwidth,hardware, software, and human-computer interaction principles in making virtual simulations of lab modules realistic learningexperiences.  We assert that the right mix of learning theory, group dynamics, technology, and high bandwidth will usher in a newlevel of interactivity to support CSCLIP.Nicholas Romano will talk about his recent work in CSCLIP theory development.  The growth of Information Technology (IT)in general, and the Web in particular, has spawned exciting developments in Technology-Supported Learning (TSL).  However,these applications and corresponding theory development have not focused on educational segments typically requiring immediateco-location of the instructor and students.  Learning modules that include interaction with lab equipment typically require thestudents and instructor to be present in the lab i.e., same time-same-place (STSP).  The purpose of our research stream is to design,develop, and assess theories that would make it possible to take a lab course without actually having to be in the physical lab. Aninitial review of the literature on learning theory in general, and for technology-supported learning specifically, illustrates thatthere is no one theory that adequately explains how people learn, how an instructional system should be designed, how socialinteraction affects learning, or how people and technologies function best together (Koschmann, 1994).  He will explain a varietyof theories that can be classified into three major categories: i) technological theory, ii) group theory, and iii) learning theory.In addition, he will discuss an area that has been seldom explored:  situated, experiential learning that involves immediate presenceand collaboration in the psychomotor domain.  This will be examined with respect to behavioral learning objectives based onBlooms (1956) definition, which includes the domains of cognitive, affective and psychomotor.George Scheets will explain the current state of the laboratory and the ongoing technical activities.   Regardless of their location,students should be able to utilize the equipment, interact with the instructors, and interact with other students. If executed properly,this type of lab should capture the essence of and offer essentially the same learning experience as a STSP classroom environment.Furthermore, because the subject of our curriculum is telecommunications, extending the system to the remote sites providesadditional learning components. This methodology currently appears to be very rare, perhaps non-existent.The telecommunication lab includes experiments in voice, date, and video.  For example, the groups connect their individual officelocal area networks (LAN) via a backbone packet or ATM network, and connect the resulting network to the rest of the world.They conduct experiments to better understand the intricacies of Internet Protocol- based networking, client-server networking,Web-server hosting, and circuit- and packet-switched voice and video. They also investigate carrier-type, wide area network issuesusing simulation software.  Some of these experiments have been developed for delivery through distance learning.Key components used to date include the following: Microsoft's NetMeeting® (Microsoft, 2001), which enables such applications as video and audio conferencing, whiteboarding, application sharing, and desktop sharing over the Internet. Stand-alone camera packages based on Polycom's View Station® (Polycom, 2001) consist of a camera, a monitor, andan audio device, and are wall-mounted in selected rooms. Remote students connect with the camera via the Internet andsee and talk with people in the vicinity. Video from the remote student is displayed on a local monitor allowing localstudents to see who is virtually in the room. These camera packages are always on and serve as key components,enabling remote students to see what is going on in the actual lab, and communicate with local students as well asinstructors. Proper placement of cameras and ease of access insures remote students a successful virtual presence in thelab. Quick Time Virtual Reality®, which allows the generation of 360 degree, high-fidelity images (QT, 2001), is used togenerate interactive videos for pre-lab study, as well as a virtual walk-through of the lab. Final Cut Pro®, a MacIntosh-based software package, is used to edit and produce video segments suitable for streamingover the Internet.Dr. Scheets will also discuss future plans for the lab and some of the latest state-of-the-art systems currently under developmentat other institutions.Joyce Lucca will provide a discussion on a number of categories of variables that can impact the learning process as well aslearning outcomes.  These categories include learning objectives, instructor variables, group variables, tasks, technology, andprocesses.  Outcome variables discussed will include both achievement and non-achievement.  She will conclude with a discussionon measurement of both processes and outcomes, and pose research questions for future investigation.Computer Supported Collaborative Learning Requiring Immediate Presence2002  Eighth Americas Conference on Information Systems 2451Format of InteractionThe AMCIS panel session will be the beginning of a discussion of an STDP collaborative lab environment.  The panel chair(Sharda) will start by introducing the panelists and will describe the challenges in the development of this type of system.  Asdescribed in the previous section, panelists will then give an overview of the research in their domain.  A question and answersession with the audience and the panel will follow.  References Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals, handbook 1: CognitiveDomain. New York: McKay.Koschmann, T. D., Myers, A.C., Feltovich, P.J., & Barrows, H.S. (1994). Using technology to assist in realizing effectivelearning and instruction: A principled approach to the use of computers in collaborative learning. The Journal of LearningSciences, 3, p. 227-264.Scheets, G., and Weiser, M. (2001).  Implementing a Remote Collaborative Hands-On Learning Environment, HumanResource Development in a Networked World, Kluwer Book Series, p. 211-230.Sharda, R., Romano, N.C., Jr., and Lucca, J., (2001).  A Conceptual Framework for Computer Supported Collaborative LearningRequiring Immediate Presence (CSCLIP), Human Resource Development in a Networked World, Kluwer Book Series, p.185-209.

COMPUTER SUPPORTED COLLABORATIVE LEARNING REQUIRING IMMEDIATE PRESENCE (CSCLIP): INTRODUCTION AND RESEARCH OPPORTUNITIES

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COMPUTER SUPPORTED COLLABORATIVE LEARNING REQUIRING IMMEDIATE PRESENCE (CSCLIP): INTRODUCTION AND RESEARCH OPPORTUNITIES

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