No borders : virtual communities in online learning

It can be argued that technological advances and increasing familiarity with technology in the general population has created a huge potential for expansion of online learning (OL) across the educational spectrum. The growth of OL at the university level over the last few years has brought with it an increasing need to understand the learning processes and social processes involved in the ‘cyber’ or ‘virtual’ lecture hall and seminar room by asking questions such as: What are ‘virtual universities’? How – or more critically whether – virtual learning environments are different from face-to-face (F2F) ones? In other words, there is a critical need to explore how students relate to each other and their lecturer(s) in a literal ‘school without walls’? This paper explores the development of a virtual community within a wholly online MA in Applied Linguistics program within the framework of online community development proposed by Haythornthwaite et al (2000).

Changements et évolution des universités conventionnelles sous l’influence des technologies de l’information et de la communication (TIC): le cas du contexte universitaire nord-américain

Cette recherche part du constat de l’utilisation des nouvelles technologies qui se généralise dans l’enseignement universitaire (tant sur campus qu’en enseignement à distance), et traite cette question sous trois aspects institutionnel, pédagogique et technologique. La recherche a été menée à travers quinze universités canadiennes où nous avons interrogé vingt-quatre universitaires, nommément des responsables de centres de pédagogie universitaire et des experts sur la question de l’intégration des technologies à l’enseignement universitaire. Pour le volet institutionnel, nous avons eu recours à un cadre théorique qui met en relief le changement de structure et de fonctionnement des universités à l’ère d’Internet, suivant le modèle théorique de l’Open System Communications Net de Kershaw et Safford (1998, 2001). Les résultats, à l’aune de ce modèle, confirment que les universités conventionnelles sont dans une phase de transformation due à l’utilisation des technologies de l'information et de la communication (TIC). De plus, les cours hybrides, la bimodalité, des universités entièrement à distance visant une clientèle estudiantine au-delà des frontières régionales et nationales, des universités associant plusieurs modèles, des universités fonctionnant à base d’intelligence artificielle, sont les modèles principaux qui ont la forte possibilité de s’imposer dans le paysage universitaire nord-américain au cours des prochaines décennies. Enfin, à la lumière du modèle théorique, nous avons exploré le rôle de l’université, ainsi en transformation, au sein de la société tout comme les rapports éventuels entre les institutions universitaires. S’agissant de l’aspect pédagogique, nous avons utilisé une perspective théorique fondée sur le modèle du Community of Inquiry (CoI) de Garrison, Anderson et Archer (2000), revu par Vaughan et Garrison (2005) et Garrison et Arbaugh (2007) qui prône notamment une nouvelle culture de travail à l’université fondée sur trois niveaux de présence. Les résultats indiquent l’importance d’éléments relatifs à la présence d’enseignement, à la présence cognitive et à la présence sociale, comme le suggère le modèle. Cependant, la récurrence -dans les trois niveaux de présence- de certains indicateurs, suggérés par les répondants, tels que l’échange d’information, la discussion et la collaboration, nous ont amenés à conclure à la non-étanchéité du modèle du CoI. De plus, certaines catégories, de par leur fréquence d’apparition dans les propos des interviewés, mériteraient d’avoir une considération plus grande dans les exigences pédagogiques que requiert le nouveau contexte prévalant dans les universités conventionnelles. C’est le cas par exemple de la catégorie « cohésion de groupe ». Enfin, dans le troisième volet de la recherche relatif à la dimension technologique, nous nous sommes inspirés du modèle théorique d’Olapiriyakul et Scher (2006) qui postule que l’infrastructure dans l’enseignement doit être à la fois une technologie pédagogique et une technologie d’apprentissage pour les étudiants (instructional technology and student learning technology). Partant de cette approche, le volet technologique de notre recherche a consisté à identifier les fonctionnalités exigées de la technologie pour induire une évolution institutionnelle et pédagogique. Les résultats à cet égard ont indiqué que les raisons pour lesquelles les universités choisissent d’intégrer les TIC à l’enseignement ne sont pas toujours d’ordre pédagogique, ce qui explique que la technologie elle-même ne revête pas forcément les qualités a priori requises pour une évolution pédagogique et institutionnelle. De ce constat, les technologies appropriées pour une réelle évolution pédagogique et institutionnelle des universités ont été identifiées.

A virtual test assessment tool for second year signal processing students

The development and use of a virtual assessment tool for a signal processing unit is described. It allows students to take a test from anywhere using a web browser to connect to the university server that hosts the test. While student responses are of the multiple choice type, they have to work out problems to arrive at the answer to be entered. CGI programming is used to verify student identification information and record their scores as well as provide immediate feedback after the test is complete. The tool has been used at QUT for the past 3 years and student feedback is discussed. The virtual assessment tool is an efficient alternative to marking written assignment reports that can often take more hours than actual lecture hall contact from a lecturer or tutor. It is especially attractive for very large classes that are now the norm at many universities in the first two years.

Establishing virtual production as a research and teaching activity at QUT

Located within the Creative Industries Faculty, the Animation team at the Queensland University of Technology (QUT) recently acquired a full-body inertial motion capture system. Our research to date has been predominantly concerned with interdisciplinary practice and the benefits this could bring to undergraduate teaching. From early experimental tests it was identified that there was a need to develop a framework for best practice and an efficient production workflow to ensure the system was being used to its full potential. Through our ongoing investigation we have identified at least three areas that stand to have long-term benefits from universities engaging in motion capture related research activity. This includes interdisciplinary collaborative research, undergraduate teaching and improved production processes. The following paper reports the early stages of our research, which explores the use of a full-body inertial motion capture (MoCap) solution in collaboration with performing artists.

Un Paciente Simulado Virtual Multilingüe para la formación en medicina.

Muchas universidades instruyen a sus estudiantes para adquirir ciertas habilidades antes de que estos se enfrenten a un entorno profesional. En el caso de la medicina, se destina una importante cantidad de recursos económicos a instruir actores para que juegue el papel de pacientes que sufren una determinada enfermedad frente a los estudiantes. Además de ser costoso, este proceso requiere que el alumno y el actor coincidan físicamente. Para solventar estas y otras limitaciones, presentamos un Paciente Simulado Virtual Multilingüe, un agente conversacional que simula un paciente real que acude a una consulta de atención primaria. Los estudiantes pueden entrevistar al agente tratando de diagnosticar qué le ocurre, tal y como lo haría un médico en una consulta real. Este paciente virtual es capaz de comunicarse en múltiples idiomas y expresar diferentes estados de ánimo dependiendo de la enfermedad que padece y el comportamiento del estudiante.

Pedagogical principles for the design of virtual learning spaces in higher education

This paper focuses on effective learning spaces in contemporary higher education. Drawing on empirical data from a qualitative study of international students’ experience of blended learning programs conducted in three computing courses in two Australian universities, a range of issues and challenges are reported. Three pedagogical principles are then presented that respond to these challenges: 1. Enabling learners – learning how to learn in virtual learning spaces; 2. Programming for flexible learning – learning how to manage virtual learning environments; and, 3. Transforming learning – learning how to capitalise on the affordances of new technologies. The pedagogical principles are presented together with examples of types of practices that they support.

Proposta metodológica para o imageamento digital e modelagem virtual 3d de um bloco de rochas travertinas

In this paper we present the methodological procedures involved in the digital imaging in mesoscale of a block of travertines rock of quaternary age, originating from the city of Acquasanta, located in the Apennines, Italy. This rocky block, called T-Block, was stored in the courtyard of the Laboratório Experimental Petróleo "Kelsen Valente" (LabPetro), of Universidade Estadual de Campinas (UNICAMP), so that from it were performed Scientific studies, mainly for research groups universities and research centers working in brazilian areas of reservoir characterization and 3D digital imaging. The purpose of this work is the development of a Model Solid Digital, from the use of non-invasive techniques of digital 3D imaging of internal and external surfaces of the T-Block. For the imaging of the external surfaces technology has been used LIDAR (Light Detection and Range) and the imaging surface Interior was done using Ground Penetrating Radar (GPR), moreover, profiles were obtained with a Gamma Ray Gamae-spectômetro laptop. The goal of 3D digital imaging involved the identification and parameterization of surface geological and sedimentary facies that could represent heterogeneities depositional mesoscale, based on study of a block rocky with dimensions of approximately 1.60 m x 1.60 m x 2.70 m. The data acquired by means of terrestrial laser scanner made available georeferenced spatial information of the surface of the block (X, Y, Z), and varying the intensity values of the return laser beam and high resolution RGB data (3 mm x 3 mm), total points acquired 28,505,106. This information was used as an aid in the interpretation of radargrams and are ready to be displayed in rooms virtual reality. With the GPR was obtained 15 profiles of 2.3 m and 2 3D grids, each with 24 sections horizontal of 1.3 and 14 m vertical sections of 2.3 m, both the Antenna 900 MHz to about 2600 MHz antenna. Finally, the use of GPR associated with Laser Scanner enabled the identification and 3D mapping of 3 different radarfácies which were correlated with three sedimentary facies as had been defined at the outset. The 6 profiles showed gamma a low amplitude variation in the values of radioactivity. This is likely due to the fact of the sedimentary layers profiled have the same mineralogical composition, being composed by carbonate sediments, with no clay in siliciclastic pellitic layers or other mineral carrier elements radioactive

Serviço de Referência Virtual: implantação do serviço de chat

Introduction: With the invention of the Internet and the Collaborative Web, libraries had to rethink the way to offer their services. Thus, the U.S. libraries began a search for technological innovations in an effort to bring the library to the user through features that patrons commonly use. The Virtual Reference Service (VRS) through chat and reference services via videoconferencing are features that derived from this search. Objective: This article aims to outline the implementation process of Virtual Reference Services (SRV) libraries in American universities, particularly those for chat, as well as presenting the successful Brazilian experience. This paper also discusses factors to be considered for implementing virtual reference service via chat for libraries wishing to offer the service. Methodology: The research methodology is based on a theoretical search on international and national literature on the subject. The methodology also includes participant observation. Results: In Brazil the implementation of SRV in some university libraries has occurred and according to these institutions, the SRV is a service that benefits the community and puts the library in line with the demands of information technology and communication. Conclusions: It is concluded that online SRV is appropriate to the reality of university libraries in Brazil, since the institutions that offer the service have positive results from their assessments and believe they are adding value to their library.

Implicações socioculturais do processo de ensino de português para falantes de outras línguas no contexto virtual do Teletandem

This study aims to discuss, by assuming the perspective of the Discourse Analysis, the social and cultural implications of the process of teaching Portuguese to foreigners in the virtual context of Teletandem. It also intends to evaluate the levels of Critical Language Awareness presented by the participants, in relation to the linguistic, discursive and social dimensions of the analysis. The data were collected in 2011 in interactions between students from Unesp/Assis and students from North-American universities. The research has been guided by the following questions: (a) how social and historical changes are reflected in language uses; (b) how these implications appear in the context of Teletandem; (c) how is it possible to evaluate the levels of Critical Language Awareness between the participants related to the social dimension of the discourse.

O ensino de Português Língua Estrangeira no contexto virtual do Teletandem: aspectos linguístico-discursivos

The project Teletandem, linked to the Centro de Línguas e Desenvolvimento de Professores UNESP/Assis, promotes the interaction between undergraduates students in Languages and undergraduates students from foreign universities in order to promote the teaching of Portuguese for those who do not speak Portuguese and give an opportunity to Brazilian students to learn a foreign language. Therefore there is a different context that can result in new forms of statements produced in this specific area of human activity. The present paper aims to present a description of Teletandem sessions as a discursive gender according to the gender theory, showing the multiplicity of discursive genders that emerge during an interaction. We also intend to verify the levels of Critical Language Awareness among Brazilian participants according to the Critical Discourse Analysis.

The role of scrrencasts in virtual accounting education

[ES]Despite the rapid growth of new technologies in universities, there is still little empirical evidence on the incidence of certain e-learnings mechanisms on students’ success or failure, particularly among accounting students. According to the cognitive theory of multimedia learning, screencasts are an effective and efficient tool for enhancing students learning, particularly in online accounting education where face-to-face interactions between instructor and students are limited.

La oferta académica 'virtual' en universidades nacionales argentinas y su expansión territorial : Un estudio de casos de 'campos virtuales'

Desde fines de la década de 1990 en Argentina las universidades comienzan a incorporar las tecnologías de la información y la comunicación no sólo para la gestión administrativa de sus actividades, sino también para brindar propuestas educativas "virtuales". El artículo describe la actual oferta académica "virtual" e indaga las implicancias que tiene dicha oferta en relación a su alcance en el territorio nacional. Se presenta la oferta virtual generada desde los rectorados de la totalidad de universidades nacionales según sea de pregrado, grado, posgrado o extensión al año 2008. Se estudian en particular los casos de las universidades del Litoral, del Nordeste y de Tres de Febrero. Asimismo, se indaga el caso de la Universidad de Quilmes por ser la primera universidad que desarrolla formación virtual en el país.

La oferta académica 'virtual' en universidades nacionales argentinas y su expansión territorial : Un estudio de casos de 'campos virtuales'

Desde fines de la década de 1990 en Argentina las universidades comienzan a incorporar las tecnologías de la información y la comunicación no sólo para la gestión administrativa de sus actividades, sino también para brindar propuestas educativas "virtuales". El artículo describe la actual oferta académica "virtual" e indaga las implicancias que tiene dicha oferta en relación a su alcance en el territorio nacional. Se presenta la oferta virtual generada desde los rectorados de la totalidad de universidades nacionales según sea de pregrado, grado, posgrado o extensión al año 2008. Se estudian en particular los casos de las universidades del Litoral, del Nordeste y de Tres de Febrero. Asimismo, se indaga el caso de la Universidad de Quilmes por ser la primera universidad que desarrolla formación virtual en el país.

La oferta académica 'virtual' en universidades nacionales argentinas y su expansión territorial : Un estudio de casos de 'campos virtuales'

Desde fines de la década de 1990 en Argentina las universidades comienzan a incorporar las tecnologías de la información y la comunicación no sólo para la gestión administrativa de sus actividades, sino también para brindar propuestas educativas "virtuales". El artículo describe la actual oferta académica "virtual" e indaga las implicancias que tiene dicha oferta en relación a su alcance en el territorio nacional. Se presenta la oferta virtual generada desde los rectorados de la totalidad de universidades nacionales según sea de pregrado, grado, posgrado o extensión al año 2008. Se estudian en particular los casos de las universidades del Litoral, del Nordeste y de Tres de Febrero. Asimismo, se indaga el caso de la Universidad de Quilmes por ser la primera universidad que desarrolla formación virtual en el país.

Web-based education in Spanish Universities. A Comparison of Open Source E-Learning Platforms

Web-based education or „e-learning‟ has become a critical component in higher education for the last decade, replacing other distance learning methods, such as traditional computer training or correspondence learning. The number of university students who take on-line courses is continuously increasing all over the world. In Spain, nearly a 90% of the universities have an institutional e-learning platform and over 60% of the traditional on-site courses use this technology as a supplement to the traditional face-to-face classes. This new form of learning allows the disappearance of geographical barriers and enables students to schedule their own learning process, among some other advantages. On-line education is developed through specific software called „e-learning platform‟ or „virtual learning environment‟ (VLE). A considerable number of web-based tools to deliver distance courses are currently available. Open source software packages such as Moodle, Sakai, dotLRN or Dokeos are the most commonly used in the virtual campuses of Spanish universities. This paper analyzes the possibilities that virtual learning environments provide university teachers and learners and offers a technical comparison among some of the most popular e-learning learning platforms.