Showing papers in "Educational Technology & Society in 2001"

Virtual and physical molecular modeling: fostering model perception and spatial understanding

Abstract: Interpretation of symbols, as well as understanding the particulate nature of matter and spatial structures, are essential skills students need for solving problems in chemistry. However, model perception and understanding the spatial structure of organic molecules has been a source of difficulty for many chemistry students. The research objective was to investigate the effect of using virtual and physical models while teaching organic chemistry on student understanding of new concepts, the spatial structure of new molecules, and preference of a particular model type. The research involved a new teaching method that combines two types of three -dimensional molecular models: physical (plastic) and virtual (computerized). The research population included 276 students from nine high schools in Haifa and the northern part of Israel. Experimental students gained a better understanding of the model concept and were more capable of defining and implementing new concepts, such as isomerism and functional group. They were better capable of mentally traversing across four understanding levels in chemistry: symbol, macroscopic, microscopic and process. Experimental group students were more capable of applying transformation from two-dimensional representations of molecules, provided by either a symbolic or a structural formula, to three-dimensional representations – a drawing of a model, and vice versa. Based on the research findings, we recommend incorporating both virtual and physical models in chemistry teaching/learning as a means to foster model perception and spatial understanding of molecular structure.

Innovative teaching: Using multimedia in a problem-based learning environment

Abstract: Presently, traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs. As such, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative, can think critically and analytically, and are able to solve problems. In this paper, we focus on using multimedia technology as an innovative teaching and learning strategy in a problem-based learning environment by giving the students a multimedia project to train them in this skill set. The purpose of this project was to access the students’ skills in framing and solving problems using multimedia technologies. The students worked in groups and each group had to pick a topic for their project, develop, design and present it in a CD-ROM. They were then surveyed on their attitudes toward the project and their skills as a team. Results showed that the students were very positive toward the project, enjoyed teamwork, able to think critically and became active participants in their learning process. Therefore, multimedia-oriented projects, like many other problem-based learning solutions, can be used alternatively as an innovative and effective tool in a problem-based learning environment for the acquisition of problem-solving skills.

Applying Constructivist and Objectivist Learning Theories in the Design of A Web-Based Course: Implications for Practice

Abstract: The paper provides an overview of the process of designing and developing a Web -based course using instructional design principles and models. First, it will describe instructional design principles and models and how they can be used in designing web-based instruction. Second, upon establishing an instructional design model, it will explain the process of implementing the model in designing and developing a webbased undergraduate teacher education course. Finally, the instructional design model is evaluated in light of the processes and findings from the implementation and evaluation results of the web-based course.

Key Design Considerations for Personalized Learning on the Web

Abstract: Technologically, researchers are making rapid progress realizing the personalized learning dream with object architecture and adaptive learning technology. However, a whole -person understanding of how individuals want or intend to learn (more than just building, processing, and storing knowledge) is still missing from most online solutions. Primarily cognitive solutions that overlook the power of emotions and intentions may be insufficient for online learning, especially when instructors are unavailable to facilitate instruction. This paper describes a study that examines how individuals learn in adaptive Web learning environments. Included are guidelines that have evolved from the study’s results for designing interactive learning environments from an alternative perspective. Offering a whole -perspective perspective about learning, this paper introduces (a) profiles that describe fundamental differences in how people learn, (b) specific reasons why some learners may be more successful than others, (c) strategies for helping learners improve Web learning ability, and (d) design guidelines that tap into the dominant influence of emotions, intentions, and social factors on learning.

Web Browsing, Mobile Computing and Academic Performance

Abstract: Students in two different courses at a major research university (one a Communication course, the other a Computer Science course) were given laptop computers with wireless network access during the course of a semester. Students’ Web browsing on these laptops (including: URLs, dates, and times) was recorded 24 hours/day, 7 days/week in a log file by a proxy server during most of a semester (about 15 weeks). For each student, browsing behavior was quantified and then correlated with academic performance. The emergence of statistically significant results suggests that quantitative characteristics of browsing behavior—even prior to examining browsing content—can be useful predictors of meaningful behavioral outcomes. Variables such as Number of browsing sessions and Length of browsing sessions were found to correlate with students’ final grades; the valence and magnitude of these correlations were found to interact with Course (i.e., whether student was enrolled in the Communication or Computer Science course), Browsing Context (i.e., setting in which browsing took place: during class, on the wireless network between classes, or at home) and Gender. The implications of these findings in relation to previous studies of laptop use in education settings are discussed.

Educational technology in transnational higher education in South East Asia: the cultural politics of flexible learning

Abstract: This paper examines appropriateness of using educational technologies to increase the flexibility of learning in tr ansnational higher education in South East Asia. It considers the argument that while interactive educational technologies may be appropriate in countries in which self-directed study and student autonomy are emphasised, the same uses of technology may not be as appropriate in South East Asian countries in which education has traditionally been more tightly structured and teacher-directed. This paper examines government policies toward the use of educational technologies in higher education in Singapore, Malaysia and Vietnam, and considers the experiences of five transnational institutions in these countries. The paper concludes that transnational educators are inevitably caught up in tensions between global modernising trends and local traditional practices. It argues that it is important for educators to recognise how their actions relate to local social changes in countries in which their students are located.

Towards Melodic Extension Using Genetic Algorithms

Abstract: Genetic Algorithms (GA's) are considered promising for music composition because they combine ‘creativity’ (ability to explore a large search space) with constraints (creative 'excess' is 'pruned' using a fitness function). A major difficulty with the use of GA's for this task is to define fitness functions which capture the aesthetic qualities of the wide range of successful melodies. In this paper we report on research that addresses this problem in the context of a modest compositional task, melodic extension. We describe 21 melodic features used as the basis for a GA fitness function and for mutation procedures. We discuss how the features were chosen, measured for significance, and might be incorporated into a fitness function.

Integrating Adaptive Educational Content into Different Courses and Curricula

Abstract: This paper addresses the problem of automatically integrating adaptive content into different courses and curricula, thus exploiting the potential of the Internet in education The paper focuses on the work of the IST KOD “Knowledge on Demand” European project in this context, for developing adaptive content in an interoperable and interchangeable format, so that it can be easily transferred across different Internet-based personalised learning applications and services

What is needed for effective learning on the Internet

Abstract: This paper discusses several flaws in learning, associated with Internet-based education at present. It also suggests an optimal method for conducting Internet-based education and how to accomplish it. However, almost all of this material is weak in several critical features. This paper discusses these flaws, from a learning viewpoint. They reflect inadequate learning paradigms and developmental strategies, rather than problems with the Internet itself. We will then review a type of learning material for the Internet that can overcome these flaws, modeled after a tutorial approach to learning. The origin of these problems comes partially from the fact that almost all online learning today is based on imitating what happens in the classroom, trying to recreate this environment in distance education. Yet, there are strong signs that the classroom, and the educational philosophy supporting it, is insufficient for twenty-first century students. It is a very old approach to delivering student learning. Mostly it comes today from large lecture sections, sometimes with discussion sessions and electronic support. Grades in most classes show that many students do not learn, or learn only incompletely. I will not discuss this approach in detail. This existing system in schools, training institutes and universities is not an a dequate beginning point for learning on the Internet, leading to the flaws mentioned next. In other papers, and in a forthcoming book, referenced at the end of this paper, I explain in more detail how these problems can be avoided, to create more effective tutorial distance learning material for the Internet for all students at reasonable expense.

Interactivity Research Studies

Abstract: Today, educators have raised important questions about the quality of interactivity or interaction between students and between teachers and their students. The author has investigated interactivity, completed a doctor’s degree from a distance education school and teaches online for the University of Phoenix. The discussion highlights interactivity research studies, outlines vital online teacher competencies and recommends the need for research studies into professional development for online teachers.

Evaluation of Computer-Assisted Instruction in Principles of Economics

Abstract: Despite increasing use, little is known about the effectiveness of web -based instructional material. This study assesses the effectiveness of supplementary web-based materials and activities in introductory economics courses. We have collected data on 66 students from three principles sections that describe demographic characteristics, use of web-based instructional resources, and performance on graded quizzes and examinations. We use this data to statistically assess the effectiveness of the web-based material. Student utilization of web-based material was extensive. Students frequently used on-line practice quizzes and accessed the web-based material often. A sizable fraction of the students actively posted and read threaded discussions on the course bulletin board. The statistical analysis shows that both on-line computer graded practice quizzes and posting to the class bulletin board are positively correlated with student performance on the quizzes and exams, but use of webbased content and passive reading of bulletin board posts ("lurking") is not. These results suggest that faculty should focus more on developing self-test quizzes and effective bulletin board discussion projects and less on generating on-line content.

Exploring Learning in a Technology-Enhanced Environment

Abstract: The connections between learning and technology were explored and analyzed in this study Data were collected through a participatory action research case study design in which students enrolled in five different universities in either the United States, England, and Australia participated in creating and

Electronic Pedagogical Practice: The Art and Science of Teaching and Learning On-Line.

Abstract: The author’s experience in designing and teaching an introduction to educational psychology course on-line to 23 undergraduate education majors is discussed in this paper. Due to the curricular content of this course (i.e., the psychology of teaching and learning), critical issues about the similarities and differences of teaching and learning within traditional classrooms and electronic environments can be explored from two perspectives: the teacher’s and the students’. Personal experience, case study, student comments, course surveys and evaluations will be utilized to highlight the relationship between course curriculum and goals, pedagogy, and student learning in this paper.

Practical Strategies for Teaching Computer-Mediated Classes.

Abstract: The rapid growth of computer-mediated schools has created a need for more teachers. Often, the new teachers enjoy taking on new challenges and bring a “pioneer” attitude with them. It helps to be a visionary when tackling new educational problems such as creating lectures that have substance and are interesting for students to read. A real problem is that the literature on teaching online is just developing and sometimes people are forced to speculate on particular teaching and learning problems due to the absence of research studies.

Adaptive handoff method using mobile location information

Abstract: The performance or handoff algorithm is critical to the overall system performance of cellular mobile communications. This paper presents a handoff algorithm that uses adaptive handoff values based on mobile location information and cell RF propagation statistics. Analysis is focused on the probability of hard/soft handoff and the probability of dropped calls/outage in the TDMA and CDMA systems. The simulation results shorn, that the probability of unnecessary handoff is reduced using the adaptive handoff algorithm with a minor increase in the dropped-call probability. This improvement is significant if the propagation signal varies rapidly in the cell.

Supporting the Collaborative Learning of Practical Skills with Computer- Mediated Communications Technology

Abstract: Based on a collaborative approach to learning, a student cohort taking an introductory level University course in computing was provided with information and asynchronous communications t (including learning resources, e-mail, bulletin board and FAQ), as a means of enhancing their collaborative efforts on a web authoring exercise within a flexible learning environment. The qualitative investigative paradigm used was ‘action research’. By use of ethnographic techniques (questionnaires and focus group interviews), evidence was gained indicating that while a collaborative approach promoted improved learning, usage of computer-mediated communication technology and its contribution to collaboration was limited in an activity that was skills-oriented, requiring practical experience. Reasons for this are then discussed and a number of barriers to the take-up of communications technology are identified, and implications for educators are drawn from these.

ICT to Train Students towards Creative Thinking

Abstract: This study examines the role played by Information Communication Technologies as cognitive tools in the classroom. We refer to the theoretical context considering creativity not only as the skill of fantasy and imagination but also as an educational process. In particular, in the exp eriences described, we highlight how creative thinking can be stimulated through the use of ICT integrated into the curricular activities. The methodology carried out during the three years of the project is based on scaffolding and leads students to incre ase their diverging thinking through increasingly complex activities of creative writing, use of multimedia systems and online resources, and finally the design and development of a hypertext.

Learning from the Web: Are Students Ready or Not?

Abstract: There exists a general belief among academics that most students nowadays have a firm understanding of the computer technology and its various applications. Hence, their readiness for using it as part of their educational process is not questionable. This paper examines this view in the context of the University of Cape Town, South Africa. The students' evaluation of a web-based course module provides indications of the difficulties they have in using the Web for serious learning and studying. Many factors, as outlined, contribute to their readiness levels for such applications. The analysis stresses the importance of proceeding with the integration of technology in education by following the students' lead.

The Digital Classroom: How Technology Is Changing The Way We Teach and Learn.

Abstract: The articles and essays are organised into six sections. Of note are the commentaries on special interest topics, occurring in most sections. These are provided by people from both industry and education. Readers are also encouraged to take advantage of the ‘For Further Information’ sections at the end of each contribution and these provide additional information on the programmes, reports, experts and further readings for each topic.

The merger of a single oscillating-beam smart antenna and MC-CDMA: transmit diversity, frequency diversity and directionality

Abstract: In this paper, we introduce a novel merger of a single smart antenna array and MC-CDMA (multi-carrier code division multiple access) systems Here, all carriers in the MC-CDMA system are applied to one smart antenna at the base station (BS) Applying proper time-varying phases to array elements of the smart antenna array, the beam pattern is carefully controlled to generate a mainlobe at the position of the intended user and small oscillations in the beam pattern This beam pattern oscillation creates a time varying channel with a controllable coherence time and a time diversity benefit at the receiver Employing MC-CDMA with the proposed antenna array at the BS, we achieve: (1) directionality which supports space division multiple access (SDMA); (2) a time diversity gain using only a single antenna at the receiver in the mobile unit; and (3) increased capacity and performance via MC-CDMA's ability to support both code division multiple access and frequency diversity benefits Hence, merging MC-CDMA and BS single antenna array in an innovative fashion, we achieve high performance at the mobile via joint frequency-time diversity, and high network capacity via joint space-code division multiple access

Fostering cartoon-style creativity with sensitive agent support in tomorrow's classroom

Abstract: The Networked Interactive Media in Schools (NIMIS) project is an EU funded project based in three countries, which has designed and evaluated a classroom of the future for infants. The Computer Based Learning Unit at Leeds University, in conjunction with teachers and children has developed an application, ‘T'rrific Tales’, which allows children of age 5-6 years to co-construct a multi-frame cartoon to help storywriting with the help of an empathic agent. In this paper we discuss the factors that promote creativity and how the design of T'rrific Tales, used in the NIMIS classroom, is intended to help children be creative and includes the positive early results of our analysis of the stories told by the children. Context This paper considers issues involved in the software development in one area of a European project, which is developing a “classroom of the future” for primary children situated in three European schools one each in Portugal and Germany and England. The NIMIS project, (Networked Interactive Media in Schools) has several interwoven aims, technological, cognitive, and social, embedded in its conception. Central to the project’s aims is the smooth interaction between human and electronic communication, the digital complementing and facilitating the human. The project team envisages the marrying of co -operative technologies with intelligent ones such as “anthropomorp hic” agents and uses high technology interfaces (a large 50 inch touch screen and Wacom PL-300 tablets) in a real classrooms, with three different applications designed to encourage literacy and creative writing. Children are able to share and jointly create multimedia stories, exchange ideas, text pictures and sound. This paper looks at software being developed in the English school with which children can create cartoon-style stories using pictures, sound and text with the help of an agent. The paper is an extended version of one published on CD ROM as the proceedings of ISSEI 2000, Bergen, Norway (Brna & Cooper, 2000).

The architecture of Metricom's MicroCellular Data Network/sup TM/ (MCDN) and details of its implementation as the second and third generation Ricochet/sup TM/ wide-area mobile data service

Abstract: We describe the architecture of the MicroCellular Data Network/sup TM/ (MCDN) - a wide-area, wireless, data network This network is designed to provide its users with fast, mobile, data access to any of the available wired data networks, typically the Internet or a corporate LAN, solving the first-mile problem Metricom sold the first generation implementation of this architecture as the Utilinet line of private networks We do not describe it here We describe the second-generation implementation of this architecture, currently deployed in Washington DC, Seattle, and the San Francisco Bay Area and sold as a service under the brand name Ricochet We also describe the third-generation implementation, based on the MCDN(3G) architecture, which provides 10x improvements in performance and is currently deployed nationwide in 14 metropolitan areas covering over 35 million people [1] We show some laboratory measurements of the throughput and fairness of the system Finally, we address the possibilities of extending the architecture to a fourth generation with another factor of 10x improvement

Does Technology Present a New Way of Learning

Abstract: This reflective essay suggests certain precepts that should be effective in the design of instruction and its evaluation, particularly if advanced or experimental technology is involved. The arguments are based on the assumption that human learning is a biological process that, when reduced to its essentials, is the product of evolution and does not change even as study habits do. The emphasis here is on the aspects of learning that are common to all humans and less on personal preferences for kinds of content or study methods. A brief review of the biological basis of learning is followed by some speculative suggestions on the use of technology and the outcomes of any pedagogy that are of timeless importance.

Enhanced Bluetooth and IEEE 802.11 (FH) via multi-carrier implementation of the physical layer

Abstract: In this paper, we propose a novel FSK scheme that enhances the performance and throughput of Bluetooth and wireless LAN systems (based on the IEEE 80211 (FH) standard) Specifically, we propose a novel FSK implementation where, rather than frequency f/sub 0/ representing bit '0' and f/sub 1/ representing bit '1', we transmit multiple, orthogonal, in-phase sub-carriers around f/sub 0/ or f/sub 1/ to represent the binary information We demonstrate that this technique is spectrally efficient when compared to traditional GFSK Moreover, performance benefits are also demonstrated in standard indoor wireless channels employing both non-coherent and novel coherent reception techniques Finally, we show how, with coherent reception, pseudo-orthogonal transmission of information can be employed to enhance the data rates with no cost in bandwidth

A Comparison of Interaction in AV-based and Internet-based Distance Courses.

Abstract: At the center of the debate over the viability of distance education is whether the newer electronic technologies can offer enough interaction to maintain quality learner outcomes and critical mass. Two of the most commonly used forms of distance education are 1) two -way, fully interactive audio-video classrooms and 2) on-line instruction through the Internet or Worldwide Web. This study used qualitative methods to compare and contrast the interaction that occurred in distance learning courses offered via each medium. The research process confirmed findings that there were fundamental differences in the interaction that occurred in the two environments. On-line interaction is so profoundly different than interaction in the traditional and AV-based class room that it appears instructors and students will need a substantial period of adjustment to feel comfortable with it and to fully appreciate its value. It appears that, as distance teaching and learning moves to a “mixed media” approach to teaching and learning, how interaction is handled with each of the media may be important to the success of a distance program.

VCSELs for 10 GB/s optical interconnects

Abstract: This paper explores the use of vertical cavity surface emitting lasers (VCSEL) for optical interconnects operating at speeds of 10 GB/s and beyond. The application of 10 GB/s optical interconnects is being driven by both the data communications and the telecommunications industry, and the lines of demarcation in application are beginning to blur.

Developing an Asynchronous Learning Network

Abstract: Deakin University, Australia, has committed resources over a number of years to developing the use of information and communication technologies in all aspects of teaching and learning. This paper focuses on the development over a four year period of an Asynchronous Learning Network (ALN) for distance education students studying undergraduate introductory macroeconomics. The research is based on quantitative and qualitative data gained from student evaluations, academic staff interviews, participation levels and an analysis of the online communication. Key findings from the research relate to the quality of the learning environment, the level of communication , and the role of academic staff in the learning experience. Strategies discussed for the successful use of an ALN include the nurturing of a collaborative learning environment, the adaptation of curriculum and pedagogy, the role of assessment, and the role of academic staff training and development.

Internet Instructional Method: Effects on Students' Performance

Abstract: In determining the effect of Internet instructional method on students’ performance, two groups of unrelated students over a period of two semesters in Multimedia Design (TV3014) course offered at the School of IT, Universiti Utara Malaysia were used as samples. One group was taught with conventional teaching method and the other with Internet based electronic book. As this was a first attempt in deploying Internet in teaching environment, it was primarily employed as educational means of web courses and supplements to courses. This paper reports a personal experience and a case study of implementing Internet based electronic book and the effect it has on students’ performance in the course. Through hypotheses testing, it is possible to conclude that employing Internet in educational settings proves to have significant effect on students’ performance.

Establishing a community of learners: the use of Information Technology (IT) as an effective learning tool in rural primary or elementary schools

Abstract: This paper is not meant as a treatise on the use of IT in education, in particular rural primary/elementary schools. However, as the title suggests, the paper does want to open up for discussion some of the following issues. 1. How is IT being used or might be used as an effective learning tool in school education, and rural primary/elementary schools specifically? 2. What are the barriers, if any, to this effective use in schools? 3. Is it possible for one or two knowledgeable IT users in a school to make a difference or should schools examine the prospect of creating communities of learners in IT, and finally, 4. Is it a worthwhile exercise using IT as a learning tool, considering the cost, in an attempt to break down the hypothetical isolation and lack of access to aspects of education that supposedly their urban counterparts take for granted?