Remote control: Enhanced Communication through virtual technology (original) (raw)
Related papers
Interactive remote instruction: lessons learned
1995
This paper describes experiences with the use of the Interactive Remote Instruction (IRI) System which was used to teach a computer science graduate course at Old Dominion University during the Fall 1995 semester. Through the use of high-speed networks and high performance workstations, IRI creates a virtual classroom so that geographically dispersed students can fully participate in a class. Central to this system is the availability to each and every student a personal workstation through which the class is taken. Placing a workstation at each student's disposal opens the opportunity for student interaction and group collaboration. We compare this approach with other educational settings and describe lessons learned from instructor, student and technical perspective. We also describe changes we are putting in place for an expanded usage in the coming fall semester using beroptic cable supporting a WAN internet protocol.
Virtual Training Room Management System for RT Lawrence IT Consulting Firm
— The purpose of the Online Training Room Project (iTeach) is to provide a platform for RT Lawrence IT Consulting Firm to experiment with designing spaces for learning. The project aimed to provide an alternative teaching and learning approach to optimize trainees' involvement and interest while helping them to achieve learning outcomes. This will motivate and invite the IT Trainers to design and build their ideal learning space for use as an online training room in iTeach or as a prototype for a real-life training room. The project showcases learning techniques and shows fast phases of training through the use of computer technology evolving in the modern world. Through this innovation, both trainers and trainees benefit on a different perspective and view of learning online wherein saving time and cost management are highlighted. The project is considered as an interesting trainee-centered approach that will help the trainer focus on learning styles and techniques as with the conventional teaching and learning methods. Computer functionalities like interactivity, multimedia, accessibility, and usability are the keys to achieving an effective online training room. I. INTRODUCTION Evolution of computers is inevitable. It provides answers to the complicated and complex problem of people. Computerization is almost in every sphere of field and industry and enables users to practically adapt its technology for further search for learning and knowledge. Technology has changed the business, industry, educational environments, and government ways of conducting training. Training had always been bound to the four corners of a training room based on the definition of traditional teaching method. When comparing learning as an identical course in a traditional framework to a computer-based learning framework, trainees have expressed higher satisfaction form the computer assisted learning, and rated the technique as more effective than in the traditional framework. It was argued that computer mediated or online learning is more effective and interactive. Findings of research conducted in the seventies and eighties, comparing the use of computers as a learning environment to traditional teaching, also indicated a slight improvement in the trainees's achievements following use of a computer. (Turrof. 1992) Computer-mediated learning or E – Learning includes many components that are familiar form traditional learning such as presentation of ideas by the trainees or students, group discussions, and arguments. The contents of the training course might be organized according to subjects and in a serial manner. E – Learning also includes advantages which are not found in traditional learning, such as: time for digesting the information and responding, enhanced communication among the trainees, both as quality and as firmness, knowledge being acquired and transferred among the trainees themselves, the ability to conduct an open discussion, where each trainee gets more of an equal standing than in a face-to-face discussion, access to information and to discussion ability, responses may be made around the clock with no restrictions, a higher motivation and involvement in the process on the part of the trainees. (Rashty. 2002) E-Learning could be great help because of the drill-and-practice, tutorial, or simulation activities offered either by IT or as supplements to traditional trainer-directed instruction. Study show that computer software provides many instructional benefits and computer-assisted instruction (CAI) which can have a much greater impact on trainees' learning capacity. In a classroom utilizing CAI, trainees often work independently or in pairs at computers inside the room. CAI effectively guides trainees through a series of interrelated activities and instruction, addressing a variety of learning styles. As a response to the changes in teaching strategies, Mentors and I.T professionals have teamed up to give rise to a new form of knowledge transferring tool called Online Classroom. Its concept is adapted for the development of this Virtual training Room-a system that provides the same opportunities for the teaching and learning process beyond the physical limits of the traditional classroom's walls, through the use of computer communication networks. Due to the ubiquity and popularity of the Internet, most VirtualTraining Room implementations are Web-based. In today's
Applying Innovative Technologies and Practices in the Rapid Shift to Remote Learning
Communications of the Association for Information Systems
Applying Innovative Technologies and Practices in the Rapid Shift to Remote Learning, Communications of the Association for Information Systems (forthcoming), In Press. This is a PDF file of an unedited manuscript that has been accepted for publication in the Communications of the Association for Information Systems. We are providing this early version of the manuscript to allow for expedited dissemination to interested readers. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final form. Please note that during the production process errors may be discovered, which could affect the content. All legal disclaimers that apply to the Communications of the Association for Information Systems pertain.
Interactive distance learning over intranets
IEEE Internet Computing, 1997
Distance learning-education without a central classroom-has helped busy people obtain college credits or complete training they might otherwise not have done. Methods of distance learning range from simple correspondence courses and broadcast TV with reverse audio to specialized video conferencing tools, such as Proshare or Flashback, and Web-based courses. The current version of Old Dominion University's Teletechnet system, for example, uses broadcast satellite technology with terrestrial audio feedback from students and e-mail to connect the main campus in Norfolk, Virginia, to up to 23 community colleges throughout the state, as well as selected industrial and government sites. More than 3,000 students are enrolled in Teletechnet. However, limitations in the technologies supporting Teletechnet and similar systems become critically apparent as the demand for them continues to rise. To address these limitations, our research group built the Interactive Remote Instruction system, which allows students at geographically dispersed satellite campuses and community colleges to take a class "together." Access from home PCs through a Windows NT port is planned but not yet available. IRI improves on Teletechnet technology in four areas: ♦ Video resolution. The limited resolution of Teletechnet's TV images restricts the quality of information that can be presented. IRI offers images with a resolution of 1152 x 900 pixels. ♦ Asymmetrical video presence. Instructors cannot view the students at remote Teletechnet sites nor can students see students at other sites when they speak. With IRI, each course participant's (student's and instructor's) workstation is a window to a virtual classroom. All class participants see the speakers on their screens, so everyone has the same experience. ♦ Interaction. Teletechnet students have limited opportunities to interact both in and out of class. In class, IRI helps each student prepare for assignments and take notes and aids collaboration in group projects. ♦ Instructor support. TV-based classes typically have technicians and camera people managing the connection but little user support is provided. IRI helps instructors prepare a lesson plan off-line, which they can then use to guide class presentations. The class management helps orchestrate and manage an interactive classroom. , The instructor can selectively call on students or check the status of their workstations. ♦ Computer simulations. TV-based systems provide no way to do a hands-on computer simulation of, say, a chemical experiment. With IRI, students can ask questions or demonstrate proficiency by directly manipulating such a simulation. In this article we describe IRI and the lessons learned deploying it. We first deployed IRI to teach a fall 1995 graduate course in software metrics. We then evaluated it in terms of logistics, reliability, performance, and usability, performing off-line experiments to try out new features and to develop protocols that would improve IRI use. We subsequently reengineered IRI into an open architecture with a published specification as version 1.0, which became available just recently (http://www.cs.odu.edu/ tele/iri). We used version 1.0 to teach a junior-level software engineering course in the fall 1996 semester. INTERACTIVITY CHALLENGE The days of the "talking head" approach to video instruction are ending. Digital technologies that support interactive, multimedia virtual classrooms are delivering education much more efficiently and effectively to students in range of situations. Any student who can has links to an intranet can participate in this type of education.
Use of Web technology for interactive remote instruction
Computer Networks and ISDN Systems, 1998
Advancements in Web technology are changing learning paradigms. In this paper we relate various learning paradigms to existing technologies and describe two approaches in IRI to use Web technology for synchronous sessions: Web steering and control and automatic content synthesis using the Web. IRI (for Interactive Remote Instruction) is a computer-based system to support distance education developed at Old Dominion University; it is being used to teach courses with sites up to 200 miles apart.
E-Learning: Case Studies in Web-Controlled Devices and Remote Manipulation
2001
Chances are that distance learning will transparently extend colleges and institutes of education and could plausibly overtake and turn into a preferred choice of higher education, especially for adult and working students. The main idea in e-learning is to build adequate solutions that can assure educational training over the Internet, without requiring a personal presence at the degree offering institution. The advantages are immediate and of unique importance, to enumerate a few: Education costs can be reduced dramatically, both from a student's perspective and the institution's (no need for room and board, for example); The tedious immigration and naturalization issues common with international students are eliminated; The limited campus facilities, faculty members and course schedules an institution can offer are no longer a boundary; Working adults can consider upgrading skills without changing their lifestyles We are presenting through this material a sequence of projects developed at University of Bridgeport and than can serve well in distance learning education ranging from simple "hobby" style training to professional guidance material. The projects have an engineering / laboratory flavor and are being presented in an arbitrary order, topics ranging from vision and sensing to engineering design, scheduling, remote control and operation.
… on the Way to the Next …, 1998
In this paper we present the EVA project, which consists in teams of ? number of Mexican universities developing an approach to distance learning, based on modern information technologies that support the work of teams distributed geographically. We show how this approach can be applied and result in a highly re-configurable, interactive computer aided teaching modules. We show examples of such technologies and applications in the domain of the Master and Doctorate education in Computer Science, which are effectively used by the students at
Experience of professors with an electronic teaching environment for hybrid/remote teaching
This paper presents the user experience of professors with an electronic teaching environment for doing hybrid/remote teaching in several Human Factors Engineering courses at École Polytechnique de Montréal. We investigate some problems with the functionality and usability of the VIA software environment and we propose guidelines to solve them and improve the user acceptability. The main problems are concerned with the set-up time of the environment at the beginning of each course period (a minimum of 32 operations which may last between 5 and 8 minutes each time), the constraint of using only static material on slides presented to students, the difficulty to go back and forth between the course material and the Internet during the course, the poor interaction with remote students, and the limitations of the equipments (camera and microphone) that have to be installed in class for remote teaching.
Teleteaching’98 Distance Learning, Training and Education, 1998
In this paper we present the EVA project, which consists in teams of a number of Mexican universities developing an approach to distance learning, based on modern information technologies that support the works of teams distributed geographically. We show how this approach can be applied and results in a highly re-configurable, interactive computer aided teaching modules. We show examples of such technologies and applications in the domain of the Master and Doctorate education in Computer Science, which are effectively used by the students at the Centro de Investigacion en COmputacion (CIC) of the Instituto Politecnico Nacional (IPN).