Going live : building academic capacity in blended learning using web-conferencing technologies

This paper reports on a current initiative at Queensland University of Technology to provide timely, flexible and sustainable training and support to academic staff in blended learning and associated techno-pedagogies via a web-conferencing classroom and collaboration tool, Elluminate Live!. This technology was first introduced to QUT in 2008 as part of the university‘s ongoing commitment to meeting the learning needs of diverse student cohorts. The centralised Learning Design team, in collaboration with the university‘s department of eLearning Services, was given the task of providing training and support to academic staff in the effective use of the technology for teaching and learning, as part of the team‘s ongoing brief to support and enhance the provision of blended learning throughout the university. The resulting program, ―Learning Design Live‖ (LDL) is informed by Rogers‘ theory of innovation and diffusion (2003) and structured according to Wilson‘s framework for faculty development (2007). This paper discusses the program‘s design and structure, considers the program‘s impact on academic capacity in blended learning within the institution, and reflects on future directions for the program and emerging insights into blended learning and participant engagement for both staff and students.

Use of web-conferencing software to enhance practical learning for distance students in a first-year Engineering course

BACKGROUND : For many years, Deakin University has delivered an accredited undergraduate engineering course by means of distance education. One of the chief challenges is to provide the necessary practical instruction and experience in engineering to these students. In first-year physics and first-year materials science, off-campus students normally attend on-campus lab classes either on a Saturday or as part of a residential school. However, because some students live either interstate or overseas, it is sometimes impossible for small groups of students to attend an on-campus lab class. PURPOSE : This paper investigates whether web-conferencing software can be an effective means for delivering practical classes to small groups of distance students in first-year physics and also first-year materials. METHOD : Over three semesters in 2012, we employed the Elluminate-Live! software platform to broadcast six lab practicals in first-year physics, and one practical in first-year materials engineering. The students submitted practical reports as did all the other students in each unit. The students in each unit fell into three groups: on-campus students, off-campus students who performed their practicals on-campus, and off-campus students who performed their practicals “virtually” via an Elluminate-Live! session. RESULTS : The trials showed that it is possible to broadcast both physics and materials practical classes by means of web-conferencing software. Report marks of the students performing practicals by this method were comparable to those in the other groups. CONCLUSIONS : Our experience with four initial trials in delivering practical classes over the Internet was encouraging, and showed that the concept will work if done in an effective way.

Enhancing learning for distance students in an Undergraduate engineering course through real-time web-conferencing

On-line education in engineering has attracted a great deal of interest in recent years. One of the difficulties faced in an on-line engineering program is how to ensure effective communication between lecturers and students, and among the students themselves.Techniques common ten years ago such as email, lecture notes posted to websites, and telephone conversations, are now seen as archaic when compared with opportunities offered by more modern communication technologies, such as real-time web-conferencing.We present our efforts to use the web-conferencing software Elluminate-Live! for delivering tutorials, discussion classes, and even laboratory practicals to groups of students studying engineering off-campus, including students posted overseas. Examples are given from two disciplines. We then compare student feedback across all engineering subjects over the years 2012-2013. Our results show that students welcome web-conferencing as a very effectivemeans to deliver classes to distance students and improve their learning experience.

Integral solution for Web conferencing event management

Nowadays video and web conferencing systems have become effective tools for communication and collaboration inside organizations. However, although these systems have evolved and now provide very nice features (e.g. sharing multimedia and documents), they are still too focused on the moment the meeting takes place. The existing systems provide very few facilities to organize the meeting and they do not take advantage of the possibilities the generated content offers once the meeting is finished. In this paper, we analyze the life cycle of a web conference and how existing systems monitor these conferences. Finally we present our solution, based on our know-how in videoconference management and our experience with these existing systems.

Design and implementation of unified communications as a service based on the OpenStack cloud environment

Cloud Computing, based on early virtual computer concepts and technologies, is now itself a maturing technology in the marketplace and it has revolutionized the IT industry, being the powerful platform that many businesses are choosing to migrate their in-premises IT services onto. Cloud solution has the potential to reduce the capital and operational expenses associated with deploying IT services on their own. In this study, we have implemented our own private cloud solution, infrastructure as a service (IaaS), using the OpenStack platform with high availability and a dynamic resource allocation mechanism. Besides, we have hosted unified communication as a service (UCaaS) in the underlying IaaS and successfully tested voice over IP (VoIP), video conferencing, voice mail and instant messaging (IM) with clients located at the remote site. The proposed solution has been developed in order to give advice to bussinesses that want to build their own cloud environment, IaaS and host cloud services and applicatons in the cloud. This paper also aims at providing an alternate option for proprietary cloud solutions for service providers to consider.

Developing a moderation community of practice

This paper reports on a study to evaluate technology-based processes for assessment moderation. The aim was to evaluate standard features found in an institutional Learning Management System, and their compatibility with the values and practices of a large teaching team. The process used an online discussion board forum for tutors, the paring of more experienced tutors with those new to the process, and further meetings conducted in both face-to-face and web conferencing environments. Online rubrics were used for assessing student work and the provision of feedback. A focus group conducted after marking was concluded and the analysis of the discussion board forum demonstrated a strong community of practice with a shared understanding of assessment requirements.

How to make active interactions in Japanese as a second language.

This paper analyzes Japanese language classes at Dalarna University in Sweden that are held through a web conferencing system. It discusses how students’ learning and language acquisition can be supported by making better use of the available features of using a web conferencing system for language lessons. Of particular interest is the existence of an “information gap” among students, created because of the limits posed by distance communication. Students who take Japanese courses at Dalarna University usually access classes from their home, which are located all over Sweden or even abroad. This fact can be utilized in language classes because the “information gap” can lead to interactions that are essential for language learning. In order to make use of this natural “information gap” and turn it into an opportunity for communication, our classes used a teaching method called “personalization” [Kawaguchi, 2004].  “Personalization” aims to persuade students to express their own ideas, opinions, feelings and preferences. The present analysis suggests that “personalization” in web-based language classes is a surprisingly effective teaching method. By making students explain about things at home (why they have them, what they use them for, or why they are important), students become motivated to express themselves in Japanese. This makes communication meaningful and enhances students’ interest in improving their vocabulary. Furthermore, by knowing each other, it becomes easier to create a ”supportive classroom environment” [Nuibe, 2001] in which students feel able to express themselves. The analysis suggests that that web-based education can be seen not simply as a supplement to traditional face-to face classroom education, but as a unique and effective educational platform in itself.

Digital media and girling at an elite girls' school

In this article, I draw on Judith Butler's notion of performativity to investigate the role of digital technologies in processes of gendered subjectification (or ‘girling’) in elite girls' education. Elite girls' schooling is a site where the potential of digital technologies in mediating student‐led constructions and explorations of ‘femininity’ sits alongside school‐produced digital media in the form of promotional texts, in which young femininity is regulated by discourses of ‘girl power’. Whilst such schools are well equipped with digital resources that might be utilised towards students' interrogation of how ‘femininity’ is understood, thus politicising the girling process, school‐produced digital media inscribe a more prescriptive picture of ‘who’ an elite school‐girl can ‘be’. Lyla Girls' Grammar School (LGGS) is an elite secondary school in Melbourne, Australia. I report on research undertaken at two institutional levels of LGGS: the ‘school’ level in which digital media representations of young women are produced by the school and the ‘classroom’ level, in which media education pedagogy includes interactive web conferencing software. The use of digital technologies in media education appeared to support student‐led construction and interrogation of femininities to some extent. I argue that this kind of student‐led girling is important in the context of more prescriptive school‐level girling practices.

As Tecnologias de Informação e Comunicação TIC na formação de professores em educação sexual: o caso das E-Oficinas na I COES

This article aims to describe how ICT can contribute to the training of teachers on sex education through the lived experience with the implementation of Workshops, which occurred on I COES - I Conference online of sexual education. This Conference was organized by the University of Lisbon-PT, in partnership with UNESP, SP and SC-UDESC. I COES involved education professionals, who work directly in the school to discuss and exchange their experiences related to sexuality education and related fields, through an online space. The research on teacher formation, initial and continuing on sexuality, sex education, gender and sexual diversity, have demonstrated the need to promote and encourage teachers from all areas, to adopt an intentional and emancipatory, their role as sexual educators . Through web conferencing tool Cisco System, I COES was enable the interaction and questioning of ninety five teachers from various parts of Brazil and Portugal, providing opportunities for rich moments of dialogue and reflection on the issues already mentioned, referring to the brazilian and portuguese realities.

How online learning in an engineering-physics course helped us flip the classroom

Distance education has developed in the past 25 years or so as a way of supplying education to people who would not have access to local college education facilities. This includes students who live in remote regions, students who lack mobility, and students with full-time jobs. More recently this has been renamed to "online learning". Deakin University in Australia has been teaching freshman engineering physics simultaneously to on-campus and online students since the late1990's. The course is part of an online Bachelor of Engineering major that is accredited by the Institution of Engineers Australia.* In this way Deakin answers the call to provide engineering education "anywhere, anytime."**The course has developed and improved with the available educational technology. Starting with printed study guides, a textbook, CD-ROMS, and snail-mail, and telephone/email correspondence with students, the course has seen the rise of websites, online course notes, discussion boards, streamed video lectures, web-conferencing classes and lab sessions, and online submission of student work. Most recently the on-campus version of the course has shifted from a traditional lecture/tutorial/lab format to a flipped-classroom format. The use of lectures has been reduced while the use of tutorials and practical exercises has increased. Primary learning is now accomplished by watching videos prepared by the lecturer and studying the textbook.Offering this course for several years by distance education made this process considerably easier. Most of the educational "infrastructure" was already in place, and the course's delivery to a non-classroom cohort was already established. Thus many elements of the new structure did not have to be produced from scratch. Improvements to the course website and all the course material has benefited all students, both online and on-campus.The new course structure was delivered for the first time in 2014, has run for two semesters, and will continue in 2015. Student learning and performance is being measured by assignment and exam marks for both on-campus and off-campus students. Students are also surveyed to gauge how well they received the new innovations, especially the video presentations on the lab experiments. It was found that student performance in the new structure was no worse than that in the older structure (average on-campus grades increased 10%), and students in general welcomed the changes. Similar transitions are being implemented in other courses in Deakin's engineering degree program.This presentation will show how physics is taught to online students, outline the changes made to support flipping the on-campus classroom, and how that process benefited the off-campus cohort.

A Scalable Architecture for VoIP Conferencing

Real-Time services are traditionally supported on circuit switched network. However, there is a need to port these services on packet switched network. Architecture for audio conferencing application over the Internet in the light of ITU-T H.323 recommendations is considered. In a conference, considering packets only from a set of selected clients can reduce speech quality degradation because mixing packets from all clients can lead to lack of speech clarity. A distributed algorithm and architecture for selecting clients for mixing is suggested here based on a new quantifier of the voice activity called “Loudness Number” (LN). The proposed system distributes the computation load and reduces the load on client terminals. The highlights of this architecture are scalability, bandwidth saving and speech quality enhancement. Client selection for playing out tries to mimic a physical conference where the most vocal participants attract more attention. The contributions of the paper are expected to aid H.323 recommendations implementations for Multipoint Processors (MP). A working prototype based on the proposed architecture is already functional.

Teaching Intercultural Communication in Foreign Language Education through Video Conferencing

Since 1980s, Western linguists and specialists on second language acquisition have emphasized the importance of enhancing students’ intercultural communication competence in foreign language education. At the same time, the demand for intercultural communicative competence increased along with the advances of communication technology with its increasingly global reach and the process of globalization itself.In the field of distance language education, these changes have resulted in a shift of focus from the production and distribution of learning materials towards communication and learning as a social process, facilitated by various internet-based platforms. The current focus on learners interacting and communicating synchronously trough videoconferencing is known as the fourth generation of distance language education. Despite the fact that teaching of Chinese as a foreign language (CFL) faces the same or even greater challenges as teaching other languages, the intercultural communication perspective is still quite a new trend in CFL and its implementation and evaluation are still under development. Moreover, the advocates of the new trends in CFL have so far focused almost exclusively on classroom-based courses, neglecting the distance mode of CFL and leaving it as an open field for others to explore. In this under-researched context, Dalarna University (Sweden), where I currently work, started to provide web-based courses of the Chinese language in 2007. Since 2010, the Chinese language courses have been available only in the distance form, using the same teaching materials as the previous campus-based courses. The textbooks used in both settings basically followed the functional nationalism approach. However, in order to catch up with the main trend of foreign-language education, we felt a need to implement the cross-cultural dimension into the distance courses as well. Therefore in 2010, a pilot study has been carried out to explore opportunities and challenges for implementing a cross-cultural perspective into existing courses and evaluating the effectiveness of this implementation based on the feedback of the students and on the experience of the teacher/researcher.

Contribución a las arquitecturas flexibles para la multiconferencia web adaptable a la demanda

Los sistemas de videoconferencia y colaboración en tiempo real para múltiples usuarios permiten a sus usuarios comunicarse por medio de vídeo, audio y datos. Históricamente estos han sido sistemas caros de obtener y de mantener. El paso de las décadas ha limado estos problemas acercado el mundo de comunicación en tiempo real a un grupo mucho más amplio, llegando a usarse en diversos ámbitos como la educación o la medicina. En este sentido, el último gran salto evolutivo al que hemos asistido ha sido la transición de este tipo de aplicaciones hacia la Web. Varias tecnologías han permitido este viaje hacia el navegador. Las Aplicaciones Ricas de Internet (RIAs), que permiten crear aplicaciones Web interactivas huyendo del clásico esquema de petición y respuesta y llevando funcionalidades propias de las aplicaciones nativas a la Web. Por otro lado, la computación en la nube o Cloud Computing, con su modelo de pago por uso de recursos virtualizados, ha llevado a la creación de servicios que se adaptan mejor a la demanda, han habilitado este viaje hacia el navegador. No obstante, como cada cambio, este salto presenta una serie de retos para los sistemas de videoconferencia establecidos. Esta tesis doctoral propone un conjunto de arquitecturas, mecanismos y algoritmos para adaptar los sistemas de multiconferencia al entorno Web, teniendo en cuenta que este es accedido desde dispositivos diferentes y mediante redes de acceso variadas. Para ello se comienza por el estudio de los requisitos que debe cumplir un sistema de videoconferencia en la Web. Como resultado se diseña, implementa y desarrolla un servicio de videoconferencia que permite la colaboración avanzada entre múltiples usuarios mediante vídeo, audio y compartición de escritorio. Posteriormente, se plantea un sistema de comunicación entre una aplicación nativa y Web, proponiendo técnicas de adaptación entre los dos entornos que permiten la conversación de manera transparente para los usuarios. Estos sistemas permiten facilitar la transición hacia tecnologías Web. Como siguiente paso, se identificaron los principales problemas que existen para la comunicación multiusuario en dispositivos de tamaño reducido (teléfonos inteligentes) utilizando redes de acceso heterogéneas. Se propone un mecanismo, combinación de transcodificación y algoritmos de adaptación de calidad para superar estas limitaciones y permitir a los usuarios de este tipo de dispositivos participar en igualdad de condiciones. La aparición de WebRTC como tecnología disruptiva en este entorno, permitiendo nuevas posibilidades de comunicación en navegadores, motiva la segunda iteración de esta tesis. Aquí se presenta un nuevo esquema de adaptación a la demanda para servidores de videoconferencia diseñado para las necesidades del entorno Web y para aprovechar las características de Cloud Computing. Finalmente, esta tesis repasa las conclusiones obtenidas como fruto del trabajo llevado a cabo, reflejando la evolución de la videoconferencia Web desde sus inicios hasta nuestros días. ABSTRACT Multiuser Videoconferencing and real-time collaboration systems allow users to communicate using video, audio and data streams. These systems have been historically expensive to obtain and maintain. Over the last few decades, technological breakthroughs have mitigated those costs and popularized real time video communication, allowing its use in environments such as education or health. The last big evolutionary leap forward has been the transition of these types of applications towards theWeb. Several technologies have allowed this journey to theWeb browser. Firstly, Rich Internet Applications (RIAs) enable the creation of dynamic Web pages that defy the classical request-response interaction and provide an experience similar to their native counterparts. On the other hand, Cloud Computing brings the leasing of virtualized hardware resources in a pay-peruse model and, with it, better scalability in resource-demanding services. However, as with every change, this evolution imposes a set of challenges on existing videoconferencing solutions. This dissertation proposes a set of architectures, mechanisms and algorithms that aim to adapt multi-conferencing systems to the Web platform, taking into account the variety of devices and access networks that come with it. To this end, this thesis starts with a study concerning the requirements that must be met by new Web videoconferencing systems. The result of this study is the design, development and implementation of a new videoconferencing services that provides advanced collaboration to its user by providing video and audio communication as well as desktop sharing. After this, a new communication system between Web and native applications is presented. This system proposes adaptation mechanisms to bridge the two worlds providing a seamless integration transparent to users who can now access the powerful native application via an easy Web interface. The next step is to identify the main challenges posed by multi-conferencing on small devices (smartphones) with heterogeneous access networks. This dissertation proposes a mechanism that combines transcoding and adaptive quality algorithms to overcome those limitations. A second iteration in this dissertation is motivated by WebRTC. WebRTC appears as a disrupting technology by enabling new real-time communication possibilities in browsers. A new mechanism for flexible videoconferencing server scalability is presented. This mechanism aims to address the strong scalability requirements in the Web environment by taking advantage of Cloud Computing. Finally, the dissertation discusses the results obtained throughout the study, capturing the evolution of Web videoconferencing systems.