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Collaborative Technologies in International Distance Education
Abstract
We present a case study of an international distance education course involving two sites in the US and one site in Pakistan. We use the case study to examine the elements of the distance learning environment, and specifically how those elements can be best used to promote classroom interaction. In particular we discuss the effectiveness of two software tools for distance learning that we have developed: ConferenceXP for video conferencing and Classroom Presenter to facilitate interaction across sites. We bring special attention to the use of student artifacts including digital ink and text, and their use in the presentation of design proposals, the facilitation of critiques, and in the promotion of general interaction.
... Isabel, an application for real time collaboration with a flexible floor control [34,110,111] has a similar properties in terms of streams distribution between the components of the environment using either multicast of overlay network using flow servers (multipoint control units). Very similar features are provided also by the ConferenceXP 3 project aimed at creating collaborative environments for distant learning purposes [5]. ...
... 1. stream description, 2. minimum bandwidth of the stream in bps, 3. maximum bandwidth of the stream in bps, 4. stream latency in ms, 5. maximum burst of the stream in bps, ...
... The notation used to formulate the CSP is basically consistent with the definitions we have provided in Section 4.1 5 . In contrast with the previous chapter we use a notation app ∈ v meaning that media application (producer, consumer or media distributor) app ∈ P ∩ C ∩ D is configured and eventually invoked on a node v ∈ V. ...
... Some of these systems, like the closed source Blackboard 6 system, have been commercially used in niche classroom management market, providing functionalities for course and content management system. Classroom presenter [1], [2] is an open source research oriented system largely focusing on distance learning. It also provides functionalities for lecture archiving, including voice and annotations. ...
This paper explores the area of creating smart spaces using mobile Internet devices to develop intelligent classrooms. We
propose a suite of applications that leverage the recent progress made in the domains of mobile computers and information
access, resulting in a richer classroom experience where knowledge is dispensed with greater efficiency while also making
it possible to access it efficiently from the Internet as well as peers. We attempt to achieve this by introducing novel means
of classroom teaching and management and an intelligent information access system while harnessing the computational capabilities
of mobile Internet devices. Though the current work is still in progress, this paper elaborates on our attempts in reducing
the gap between technological progress in various domains and the existing pedagogy.
Most of the computer-based distance learning systems are asynchronous ones that allow students to download from the server the lecture previously given by a lecturer. While these asynchronous systems has the advantage that enable students to view the lecture with no time restriction, the study may not be effective due to the lack of support for real-time interaction between students and lecturers. Based on the student-lecturer-collaboration session model, this paper presents a collaboration session-centric synchronous distance learning system that supports real-time interaction between students and teachers, awareness information during lecture, and feedback from students. Basic feature of the proposed system include audio and video conferencing, text-based chat, and shared slide with annotation support.
This paper will mention the distance education practices in Turkey, and will examine and discuss the role of leadership which should be undertaken by Turkey in the region of Eastern Europe, Scandinavia, Baltic, Turkic, Caucasian, the Middle East and North Africa regions. International distance education organizations in the world are not well organized and functional in this area or for the regional distance education institutions in the name of educational institutionalism. To fill this gap, it will be argued that Turkey might have a leadership role in the distance education field in this region and can be organize the practices of the regional countries in academy and practice. The structure of the potential distance education organization and the regulations of the organizations will be discussed more detailed separate article based on this argument and available at http://www.midasebook.com. The suggested name for this regional group is ICDEEEWA (International Council for Distance Education for Eastern Europe and West Asia). A draft of the constitution of the recommended association is presented and discussed at http://www.midasebook.com.
This paper describes the fruits of a partnership between two academic departments: offerings of environmental science and resource management courses technologically enhanced with a classroom interaction system developed in the computer science department. The system allowed the instructors to adopt a style of teaching - by engaging the vast majority of students during lecture - that would have been difficult without the electronic support. The main contributions of this work lie in the novel techniques and teaching philosophy used in creating materials, especially in-class student activities, to take advantage of the system's capabilities, and in the new usage model employed in these courses. Specifically, emphasis was placed upon using the system to encourage all students to directly participate in classroom discussions; in previous deployments it was used to support other pedagogical goals. Feedback data confirms that we were successful in devising classroom activities to engage students, create an atmosphere of participation, and accomplish some additional pedagogical goals of the instructors. In this paper, we describe the technology and pedagogy used in the courses, and evaluate the courses based upon the body of collected data, including in-class observation notes, digital ink artifacts created by students and instructors, instructor analyses, and student surveys.
Synchronous distance education can partner students and professors from different geographic or cultural regions, allowing them to share and learn from each other. Technology must support the sharing of ideas and materials. Using an iterative design approach, we investigated challenges in synchronous distance learning environments through observation of masters-level courses connecting two learning sites. Through observations, interviews, and surveys we learned of two major challenges: (1) low-quality audio/video makes interaction difficult; and, (2) presentation technologies in distance learning environments make extemporaneous teaching difficult. We developed and deployed a new distance learning system using Internet based video conferencing and a pen computer based presentation system. We studied system use in a masters level course. Analysis of qualitative data (observation notes, surveys, interview transcripts) collected in the course suggest that technological interruptions increased the feeling of separation between the sites, while the integration of natural handwriting with slides increased flexibility and was perceived positively by students and instructors.
This paper describes an application of classroom technology in support of teaching through the use of examples and active learn- ing techniques. Here we report on using Classroom Presenter, a Tablet PC based classroom interaction system, in a senior level course in Algorithms - a domain for which the instructor believes working on sample problems is critical to student learning in the classroom. The role of the technology was to integrate activities into the lecture so that students have the opportunity to work with concrete examples in class, while the instructor can collect and review student work in real time, incorporating selected student answers into the discussion. In this paper, we describe the peda- gogical goals of the instructor, the types of activities used to achieve those goals, and the role that technology played in sup- porting those goals and activities. The contributions of the paper are in showing how classroom technology can be used to support pedagogical choices, as well as in emphasizing the value of hav- ing clear pedagogical goals when incorporating a new technology in the classroom. We believe the application of technology as illustrated in this work could bring similar benefits to the instruc- tion in other disciplines.
A Web-based synchronous collaborative environment is presented, which facilitates the education of mechanical engineering design. With the system, participants at different physical locations gather online to discuss topics of interest. Members of the group can directly manipulate all entities in the engineering draft interactively on their browsers and updated results show on the partners' web pages synchronously. An entity-based access control mechanism resolves conflicts and maintains consistency of design data, so participants can co-operate efficiently. The system provides benefits for teachers as well as students. It runs in a self-developed Web-based CAD software environment.
The multimedia-board is a CSCW application in long-distance
education and a key technology to realize long-distance classrooms and
real time multimedia answering systems. In order to meet the
requirements of large-scale users' cooperation with real time multimedia
in an IP network, the paper presents the concept of multimedia-board and
the definition of a multimedia-board system. It goes on to describe a
conversation model with a Petri net and provides a concurrent control
mechanism and algorithm which may be applied to the multimedia-board and
other CSCW systems. Finally, the authors present the design of a
multimedia-board with B/S structure and its perspective in
practice
Classroom Presenter: Enhancing Student Learning and Collaboration with Digital Ink
- R J Anderson
- R E Anderson
- P Davis
- N Linnell
- C Prince
- V Razmov
- F Videon
Anderson, R.J., Anderson, R.E., Davis, P., Linnell, N., Prince, C., Razmov, V., and Videon, F., " Classroom Presenter: Enhancing Student Learning and Collaboration with Digital Ink ", IEEE Computer Magazine, September 2007, pp. 36-41.
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