Carl Beckford | The University of the West Indies, Mona, Jamaica (original) (raw)

Papers by Carl Beckford

IEEE Conference Proceedings, 2016

European journal of education and applied psychology, 2018

Higher Education Institutions (HEIs) use Learning Management Systems (LMSs) to assist with the de... more Higher Education Institutions (HEIs) use Learning Management Systems (LMSs) to assist with the delivery and management of courses. Whereas there is a significant number of LMSs, only a few are predominantly used by HEIs and fewer used by HEIs in developing countries. The Advanced Distributed Learning (ADL) Initiative developed the Sharable Content Object Reference Model (SCORM) and the ADL Registry to standardize and modernize training and education management and delivery. Parts of the API of the LMS predominantly used by HEIs in developing countries have been implemented, but sections such as Navigation and Sequencing present in SCORM 2004, which will assist in learner progress and assessment detailed tracking, have not. We employed established theories of teaching and learning as the basis for integrating teaching-learning mechanism or style within LMSs. The research posits an approach that allows the HEI to select a SCORM compliant LMS and an IDE/tool of choice, and demands the creation of a tool that is SCORM compliant to be interfaced with the LMS. To assist with learner-centric course delivery, an Online Learner-Centric Delivery Tool (OLeCenT) is proposed by use of SCORM to provide increased learning in a batch of learners by lessening the gap between teaching and learning styles. OLeCenT was tested in five instantiations of math-based, computing and theory courses. OLeCenT identified 30% to 66% match between preferred teaching styles and the groups' dominant learning styles. Based on each user's determined learning style, a course learning path is determined and a best-fit learning object is employed per course learning unit.

ICERI2016 Proceedings, 2016

Introduction : The information era began in the mid-20 th century with the coming of the third in... more Introduction : The information era began in the mid-20 th century with the coming of the third industrial revolution, characterized by the emergence and usage of computer technology and peripheral devices and equipmentin conducting business and personal transactions.This was amplified with the ushering in of the fourth industrial revolution: the emergence of the internet and digital networking of computers. The benefits and advantages of digital banking include the ease of use and access and explains greater volume of transactions unlike in other eras. However, people fear technology in banking because of the high prevalence of internet banking frauds. Objectives : This study seeks to: 1) evaluate perceived usefulness of technology and ascertain whether this facilitates greater acceptance of online banking, 2) assess perceived ease of use of technology and whether this determines acceptance of online banking, 3) determine whether security and confidentiality of information facilita...

Learning Management Systems (LMSs) are employed by Higher Education Institutions primarily for gr... more Learning Management Systems (LMSs) are employed by Higher Education Institutions primarily for greater efficiency, profitability, technological advancement or survival. Studies show that the online mode of learning favours a certain type of learner. We propose a learner-centric course delivery tool which attempts to provide equity among the various learning styles. Computing technology is used amidst the educational, instructional and e-learning standards to accomplish a pull-based learner style demand approach where teaching methods are triggered by the learning styles. Graph theory is used as one of the bases to suggest that optimal learning may be approached in any learning environment. The learner-centric tool should cause a skew primarily of the teaching curve and a shifting of the equilibrium point of the teaching-learning process. The tool may be applied within environments of purely online or blended learning courses.

Technical Symposium on Computer Science Education, 2019

As computing enrollments have grown in the last decade there have been anecdotal claims from facu... more As computing enrollments have grown in the last decade there have been anecdotal claims from faculty that the discipline has attracted weaker students. To the best of our knowledge the only paper that has studied, and debunked, this claim has been based on data from an exclusive North American university. In this paper we examine data from six courses drawn taught over a 3 year period at a public university in a developing country. We find that in the case of the CS1 course, the distribution of student grades has fluctuated over this period. In addition, courses in object-oriented programming, networking, algorithms and discrete mathematics have also shown variation in student grades. We provide discussion as to why the grades in the courses show variation. We also explain why our findings differ from previous claims of stability in student grades.

2016 Future Technologies Conference (FTC), 2016

Learning Management Systems (LMSs) are employed by Higher Education Institutions (HEIs) primarily... more Learning Management Systems (LMSs) are employed by Higher Education Institutions (HEIs) primarily for greater efficiency, profitability, technological advancement or survival. Whereas Moodle and Blackboard are used in more than 60% of top HEIs, the individual international regions do not necessarily bear the percentages of the overall total. An examination of LMSs most used reflects gaps in optimality in course delivery within online learning. Advanced Distributed Learning (ADL) initiative which was established to standardize and modernize training and education management and delivery, developed and recommended usage of Sharable Content Object Reference Model (SCORM) 2004 and later versions. SCORM 2004 which provides for flexibility in sequencing and navigation for learner-centric course delivery is not supported in any version of the more prevalently used LMSs. It is believed that most learners have a preferred way in processing information. The research proposes codifying one or ...

ICERI2016 Proceedings, 2016

Learning Management Systems (LMSs) are employed by Higher Education Institutions primarily for gr... more Learning Management Systems (LMSs) are employed by Higher Education Institutions primarily for greater efficiency, profitability, technological advancement or survival. Studies show that the online mode of learning favours a certain type of learner. We propose a learner-centric course delivery tool which attempts to provide equity among the various learning styles. Computing technology is used amidst the educational, instructional and e-learning standards to accomplish a pull-based learner style demand approach where teaching methods are triggered by the learning styles. Graph theory is used as one of the bases to suggest that optimal learning may be approached in any learning environment. The learner-centric tool should cause a skew primarily of the teaching curve and a shifting of the equilibrium point of the teaching-learning process. The tool may be applied within environments of purely online or blended learning courses.

Advances in Science, Technology and Engineering Systems Journal

Higher Education Institutions (HEIs) employ Learning Management Systems (LMSs) primarily for grea... more Higher Education Institutions (HEIs) employ Learning Management Systems (LMSs) primarily for greater efficiency, profitability, technological advancement or survival. The predominantly used LMSs, Moodle and Blackboard account for in excess of 60% usage by the top HEIs. However, the individual international regions do not necessarily bear the percentages of the overall total. Gaps are identified in optimality in course delivery within online learning when one studies LMSs and their functionalities. Advanced Distributed Learning (ADL) Initiative which was established to standardize and modernize training and education management and delivery, developed and recommended usage of Sharable Content Object Reference Model (SCORM) 2004 and later versions. SCORM 2004 which provides for flexibility in sequencing and navigation for learner-centric course delivery is not supported in any version of the more prevalently used LMSs. It is believed that most people have a preferred way in processing information. We propose codifying one or more Learning Style Instruments (LSIs), diagnosing the preferred teaching approach(es) and dominant/existing learning styles within a batch of learners, then providing course delivery as a best-fit per learner. As a proof of concept, OLeCenT allows the input of one or more course learning paths with real-time learning and automatic reconfiguration of the course path where a new trend or pattern is identified. OLeCenT identified disparity in teachinglearning and provided a mechanism towards improving online learner-centric course delivery. OLeCenT also identified comparative levels of similarities among learners and instructors even where they are deemed to be of different teaching-learning styles/mechanisms.

Learning Management Systems (LMSs) are employed by Higher Education Institutions primarily for gr... more Learning Management Systems (LMSs) are employed by Higher Education Institutions primarily for greater efficiency, profitability, technological advancement or survival. Studies show that the online mode of learning favours a certain type of learner. We propose a learner-centric course delivery tool which attempts to provide equity among the various learning styles. Computing technology is used amidst the educational, instructional and e-learning standards to accomplish a pull-based learner style demand approach where teaching methods are triggered by the learning styles. Graph theory is used as one of the bases to suggest that optimal learning may be approached in any learning environment. The learner-centric tool should cause a skew primarily of the teaching curve and a shifting of the equilibrium point of the teaching-learning process. The tool may be applied within environments of purely online or blended learning courses.

Higher Education Institutions are required to solve the examination scheduling problem each semes... more Higher Education Institutions are required to solve the examination scheduling problem each semester throughout its existence. Within an institution where there is an examination scheduling system, students continue to experience unfavorable examination schedules. We examine the examination scheduling problem, various examination scheduling algorithms, and use these as the basis for purporting a student-centric, growth-oriented approach to the problem. Our algorithm provides for examination course spread, course concurrency and the generation of usable clash matrix. We propose Ricoché, an examination scheduling algorithm that uses graph coloring with heuristics, as the basis for a solution towards optimality. Ricoché provides equity among all parties and ease of expansion for growth with respect to new constraints or considerations for new examination schedules.

In an endeavor to ensure cost effectiveness, remain technologically current and make learning eas... more In an endeavor to ensure cost effectiveness, remain technologically current and make learning easily accessible, Higher Education Institutions (HEIs) embrace Learning Management Systems (LMSs) to assist with teaching. Where computer programming is the knowledge or skill to be transferred, due to the intricacies of teaching programming online, an integrated development environment (IDE) is also oftentimes employed. HEIs are expected to balance the needs for a learning environment and a development environment in making the decision as to the ideal environment to ensure that this domain knowledge is transferred. We suggest that the symmetric difference between the sets of features of the learning and development environments represents those functionalities present in the two environments. We propose that the ideal environment for teaching programming online includes an overlap between the two sets where the uniqueness in functionalities of each environment is maintained. Various online integrated learning and development environments are compared and the major functionalities for an online learning environment for teaching programming are identified. Our proposal allows the HEI to select a SCORM compliant LMS and an IDE/tool of choice that is to be fully integrated within the LMS. We believe our proposal will provide adequate learning management techniques as well as the necessary programming development functionalities that are needed to provide a seamless learning experience.

There are varied proprietary and open-source course management systems (CMS).

Higher education institutions attempt to embrace online learning because it is viewed as being te... more Higher education institutions attempt to embrace online learning because it is viewed as being technologically current, institutionally profitable or a means of survival. In this endeavour, courses are converted for online delivery within various course management systems (CMS). At a university under review, a number of courses have been implemented in an online environment, but these CMS implementations done, reflect only static displays of presentations and a lot more work needs to be done. We have looked at the implementation of four courses across three faculties, examining various pedagogical dimensions of the courses against the method of delivery and course accessibility. The experiences of the teacher and student suggest that with respect to converting to the online learning environment, various things must be considered in order to exploit more of the online possibilities. The research findings may be helpful for teachers implementing courses within a course management system.

IEEE Conference Proceedings, 2016

European journal of education and applied psychology, 2018

Higher Education Institutions (HEIs) use Learning Management Systems (LMSs) to assist with the de... more Higher Education Institutions (HEIs) use Learning Management Systems (LMSs) to assist with the delivery and management of courses. Whereas there is a significant number of LMSs, only a few are predominantly used by HEIs and fewer used by HEIs in developing countries. The Advanced Distributed Learning (ADL) Initiative developed the Sharable Content Object Reference Model (SCORM) and the ADL Registry to standardize and modernize training and education management and delivery. Parts of the API of the LMS predominantly used by HEIs in developing countries have been implemented, but sections such as Navigation and Sequencing present in SCORM 2004, which will assist in learner progress and assessment detailed tracking, have not. We employed established theories of teaching and learning as the basis for integrating teaching-learning mechanism or style within LMSs. The research posits an approach that allows the HEI to select a SCORM compliant LMS and an IDE/tool of choice, and demands the creation of a tool that is SCORM compliant to be interfaced with the LMS. To assist with learner-centric course delivery, an Online Learner-Centric Delivery Tool (OLeCenT) is proposed by use of SCORM to provide increased learning in a batch of learners by lessening the gap between teaching and learning styles. OLeCenT was tested in five instantiations of math-based, computing and theory courses. OLeCenT identified 30% to 66% match between preferred teaching styles and the groups' dominant learning styles. Based on each user's determined learning style, a course learning path is determined and a best-fit learning object is employed per course learning unit.

ICERI2016 Proceedings, 2016

Introduction : The information era began in the mid-20 th century with the coming of the third in... more Introduction : The information era began in the mid-20 th century with the coming of the third industrial revolution, characterized by the emergence and usage of computer technology and peripheral devices and equipmentin conducting business and personal transactions.This was amplified with the ushering in of the fourth industrial revolution: the emergence of the internet and digital networking of computers. The benefits and advantages of digital banking include the ease of use and access and explains greater volume of transactions unlike in other eras. However, people fear technology in banking because of the high prevalence of internet banking frauds. Objectives : This study seeks to: 1) evaluate perceived usefulness of technology and ascertain whether this facilitates greater acceptance of online banking, 2) assess perceived ease of use of technology and whether this determines acceptance of online banking, 3) determine whether security and confidentiality of information facilita...

Learning Management Systems (LMSs) are employed by Higher Education Institutions primarily for gr... more Learning Management Systems (LMSs) are employed by Higher Education Institutions primarily for greater efficiency, profitability, technological advancement or survival. Studies show that the online mode of learning favours a certain type of learner. We propose a learner-centric course delivery tool which attempts to provide equity among the various learning styles. Computing technology is used amidst the educational, instructional and e-learning standards to accomplish a pull-based learner style demand approach where teaching methods are triggered by the learning styles. Graph theory is used as one of the bases to suggest that optimal learning may be approached in any learning environment. The learner-centric tool should cause a skew primarily of the teaching curve and a shifting of the equilibrium point of the teaching-learning process. The tool may be applied within environments of purely online or blended learning courses.

Technical Symposium on Computer Science Education, 2019

As computing enrollments have grown in the last decade there have been anecdotal claims from facu... more As computing enrollments have grown in the last decade there have been anecdotal claims from faculty that the discipline has attracted weaker students. To the best of our knowledge the only paper that has studied, and debunked, this claim has been based on data from an exclusive North American university. In this paper we examine data from six courses drawn taught over a 3 year period at a public university in a developing country. We find that in the case of the CS1 course, the distribution of student grades has fluctuated over this period. In addition, courses in object-oriented programming, networking, algorithms and discrete mathematics have also shown variation in student grades. We provide discussion as to why the grades in the courses show variation. We also explain why our findings differ from previous claims of stability in student grades.

2016 Future Technologies Conference (FTC), 2016

Learning Management Systems (LMSs) are employed by Higher Education Institutions (HEIs) primarily... more Learning Management Systems (LMSs) are employed by Higher Education Institutions (HEIs) primarily for greater efficiency, profitability, technological advancement or survival. Whereas Moodle and Blackboard are used in more than 60% of top HEIs, the individual international regions do not necessarily bear the percentages of the overall total. An examination of LMSs most used reflects gaps in optimality in course delivery within online learning. Advanced Distributed Learning (ADL) initiative which was established to standardize and modernize training and education management and delivery, developed and recommended usage of Sharable Content Object Reference Model (SCORM) 2004 and later versions. SCORM 2004 which provides for flexibility in sequencing and navigation for learner-centric course delivery is not supported in any version of the more prevalently used LMSs. It is believed that most learners have a preferred way in processing information. The research proposes codifying one or ...

ICERI2016 Proceedings, 2016

Learning Management Systems (LMSs) are employed by Higher Education Institutions primarily for gr... more Learning Management Systems (LMSs) are employed by Higher Education Institutions primarily for greater efficiency, profitability, technological advancement or survival. Studies show that the online mode of learning favours a certain type of learner. We propose a learner-centric course delivery tool which attempts to provide equity among the various learning styles. Computing technology is used amidst the educational, instructional and e-learning standards to accomplish a pull-based learner style demand approach where teaching methods are triggered by the learning styles. Graph theory is used as one of the bases to suggest that optimal learning may be approached in any learning environment. The learner-centric tool should cause a skew primarily of the teaching curve and a shifting of the equilibrium point of the teaching-learning process. The tool may be applied within environments of purely online or blended learning courses.

Advances in Science, Technology and Engineering Systems Journal

Higher Education Institutions (HEIs) employ Learning Management Systems (LMSs) primarily for grea... more Higher Education Institutions (HEIs) employ Learning Management Systems (LMSs) primarily for greater efficiency, profitability, technological advancement or survival. The predominantly used LMSs, Moodle and Blackboard account for in excess of 60% usage by the top HEIs. However, the individual international regions do not necessarily bear the percentages of the overall total. Gaps are identified in optimality in course delivery within online learning when one studies LMSs and their functionalities. Advanced Distributed Learning (ADL) Initiative which was established to standardize and modernize training and education management and delivery, developed and recommended usage of Sharable Content Object Reference Model (SCORM) 2004 and later versions. SCORM 2004 which provides for flexibility in sequencing and navigation for learner-centric course delivery is not supported in any version of the more prevalently used LMSs. It is believed that most people have a preferred way in processing information. We propose codifying one or more Learning Style Instruments (LSIs), diagnosing the preferred teaching approach(es) and dominant/existing learning styles within a batch of learners, then providing course delivery as a best-fit per learner. As a proof of concept, OLeCenT allows the input of one or more course learning paths with real-time learning and automatic reconfiguration of the course path where a new trend or pattern is identified. OLeCenT identified disparity in teachinglearning and provided a mechanism towards improving online learner-centric course delivery. OLeCenT also identified comparative levels of similarities among learners and instructors even where they are deemed to be of different teaching-learning styles/mechanisms.

Learning Management Systems (LMSs) are employed by Higher Education Institutions primarily for gr... more Learning Management Systems (LMSs) are employed by Higher Education Institutions primarily for greater efficiency, profitability, technological advancement or survival. Studies show that the online mode of learning favours a certain type of learner. We propose a learner-centric course delivery tool which attempts to provide equity among the various learning styles. Computing technology is used amidst the educational, instructional and e-learning standards to accomplish a pull-based learner style demand approach where teaching methods are triggered by the learning styles. Graph theory is used as one of the bases to suggest that optimal learning may be approached in any learning environment. The learner-centric tool should cause a skew primarily of the teaching curve and a shifting of the equilibrium point of the teaching-learning process. The tool may be applied within environments of purely online or blended learning courses.

Higher Education Institutions are required to solve the examination scheduling problem each semes... more Higher Education Institutions are required to solve the examination scheduling problem each semester throughout its existence. Within an institution where there is an examination scheduling system, students continue to experience unfavorable examination schedules. We examine the examination scheduling problem, various examination scheduling algorithms, and use these as the basis for purporting a student-centric, growth-oriented approach to the problem. Our algorithm provides for examination course spread, course concurrency and the generation of usable clash matrix. We propose Ricoché, an examination scheduling algorithm that uses graph coloring with heuristics, as the basis for a solution towards optimality. Ricoché provides equity among all parties and ease of expansion for growth with respect to new constraints or considerations for new examination schedules.

In an endeavor to ensure cost effectiveness, remain technologically current and make learning eas... more In an endeavor to ensure cost effectiveness, remain technologically current and make learning easily accessible, Higher Education Institutions (HEIs) embrace Learning Management Systems (LMSs) to assist with teaching. Where computer programming is the knowledge or skill to be transferred, due to the intricacies of teaching programming online, an integrated development environment (IDE) is also oftentimes employed. HEIs are expected to balance the needs for a learning environment and a development environment in making the decision as to the ideal environment to ensure that this domain knowledge is transferred. We suggest that the symmetric difference between the sets of features of the learning and development environments represents those functionalities present in the two environments. We propose that the ideal environment for teaching programming online includes an overlap between the two sets where the uniqueness in functionalities of each environment is maintained. Various online integrated learning and development environments are compared and the major functionalities for an online learning environment for teaching programming are identified. Our proposal allows the HEI to select a SCORM compliant LMS and an IDE/tool of choice that is to be fully integrated within the LMS. We believe our proposal will provide adequate learning management techniques as well as the necessary programming development functionalities that are needed to provide a seamless learning experience.

There are varied proprietary and open-source course management systems (CMS).

Higher education institutions attempt to embrace online learning because it is viewed as being te... more Higher education institutions attempt to embrace online learning because it is viewed as being technologically current, institutionally profitable or a means of survival. In this endeavour, courses are converted for online delivery within various course management systems (CMS). At a university under review, a number of courses have been implemented in an online environment, but these CMS implementations done, reflect only static displays of presentations and a lot more work needs to be done. We have looked at the implementation of four courses across three faculties, examining various pedagogical dimensions of the courses against the method of delivery and course accessibility. The experiences of the teacher and student suggest that with respect to converting to the online learning environment, various things must be considered in order to exploit more of the online possibilities. The research findings may be helpful for teachers implementing courses within a course management system.