石油测井远程数据传输系统的设计和实现

讨论了基于公众移动数据通信网平台下石油测井实时远程监控系统的设计和实现。根据石油测井的特点，传递的数据类型有实时采集数据、测井状态和双向交互文件数据3种，其中实时采集数据时延要求最短。根据前期现场实测得到数据反馈，提出一套切实可行的解决方案，包括优先级调度，全双工退N步传输协议等方法，很好地满足了石油测井实时远程监控的数据传输要求。     

基于MPEG-4的主从式多媒体网络教学系统设计

多媒体网络教学技术作为一种前沿现代教育技术受到广泛的重视。系统结合多媒体网络教学应用的教学需求与特点，采用MPEG-4压缩标准建立了一个基于校园网的虚拟的教学环境，在这个环境中可以实现教师备课、现场实时授课、学生自主点播课件、师生课后交流、答疑、批改作业以及考试等教学环节。重点介绍了基于MPEG-4的多媒体网络教学系统的体系结构及采用的主要技术。     

校企同步视频互动网络教学平台的设计与实现

针对目前网络视频教学中轻视师生实时互动的实际,提出设计“校企同步视频互动”网络教学平台,通过构建校企互动远程实时双向视频教学系统,实现“校企互动、双向传送”的生产现场实时教学。     

校园网络教学媒体同步直播系统的设计与实现

介绍了校园网络教学媒体同步直播系统的设计目标、设计方法和实现步骤。采用先进的流媒体传输技术,基于跨平台Web数据直播技术,实时采集直播现场的音视频信号,并通过IP网络实时地将这些现场信息直播出去。通过基于Web的同步媒体技术,把视频/音频信号与课件数据完整同步地集成在一起,实现远程多媒体同步直播和同步录制,生成完整的多媒体课件。     

NetMeeting在网络多媒体实时教学中的应用研究

介绍了NetMeeting的性能、特点和系统组成,提出一种基于NetMeeting的实时教学模式,探讨了一种基于NetMeeting SDK实现网络多媒体实时授课系统的设计方法,力图解决网络教学中的实时交互问题.     

关于线上教学的调查研究——以某高校师生为例的双向调查

本文通过将在线教学平台划分为课前、课中、课后对某高校师生进行双向调查研究,获知师生对线上教学的态度并探究原因。结果表明,平台针对性不足、在线教学培训缺乏实践、反馈对象单一、缺乏实时交互与课后反思是造成师生态度未至满意的重要原因。作者在此基础上建议各院校有针对性地为各科教师设定平台推荐表,制订“培训—实践—培训”的循环成长体系,在平台应用大数据技术进行教学热点与学生需求追踪并注重实时交互与学生端的数据反馈,增设教学重难点回顾,加快在线教学评价机制建立来引领课后反思,从而推动教学平台与在线教学发展。     

基于IP网络的远程实时多媒体教学系统的研究

本文讨论如何构建一种基于ＩＰ网络的远程多媒体实时教学系统。系统采用ＴＣＰ／ＩＰ协议和客户机／Ｗｅｂ服务器／数据服务器三层结构,实现教师和学生的异地实时相连。学生端可以看到教师端的现场图像,听到教师端的现场声音,同时异地师生间可用文字、语音形式进行提问、解答和讨论。系统投资不大,对网络带宽要求有伸缩性,实用性强,较适合我国国情。     

基于JMF的音视频实时交互及存储的具体实现

针对目前多媒体远程教学及实时监控系统大部分是信息单向传输，缺乏用户间的多媒体信息实时交互功能及多媒体数据存储海量的弊端，文章提供了一种用JMF的数据克隆、数据轨道控制、流媒体的存储及传输等技术来实现网络音、视频数据双向传输及由用户选择和控制将音视频数据以MOV文件格式存储到本地硬盘的方案，并介绍了实现方法。系统软、硬件成本低，且数据量小，易于网络传输和存储。     

双向实时传输系统的设计与实现

讨论了基于卫星链路的双向实时数据和图像传输系统发展状况，并通过对系统的组成、系统的拓扑结构、数据传输协议的选择等方面的研究，提出了一个比较先进的系统设计方案。在此方案的基础上，建立了一个点对点双向实时传输模拟系统。所设计的系统在内部已构成了星型的网络结构，它们分别通过多路数据复用器和多路数据解复用器连接起来，并且通过多路数据复用器和多路数据解复用器与卫星通讯子模块相连，形成一个有机的整体，使系统具有广泛的应用范围。     

基于FPGA的遥感数据采集与快视系统

提出了一种基于现场可编程门阵列（FPGA）的实时遥感卫星数据采集与快视系统的设计方案，该方案充分利用FPGA的硬件资源简化逻辑设计，并采用总线复用技术和内存映射文件的方法实现了采集和快视的实时并行处理以及海量数据的高速存取。     

Interactive distance learning over intranets

Many distance learning systems claim to be interactive, but few can offer two-way video, on-the-fly interaction and application sharing. To address these limitations, our research group built the Interactive Remote Instruction (IRI) system, which links sites over a high-speed intranet, allowing 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 the Old Dominion University's Teletechnet system in five areas: video resolution, asymmetrical video presence, interaction, teacher support and computer simulations     

Surface and deep learning processes in distance education: Synchronous versus asynchronous systems

Distance learning is different from regular learning in the classroom. One of the main factors which influence the effectiveness of the learning process is the interaction that exists between the teacher and the student. Our research indicates that different interactions have different effects.     

Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’ constructivist orientations

The ‘will, skill, tool’ model is a well-established theoretical framework that elucidates the conditions under which teachers are most likely to employ information and communication technologies (ICT) in the classroom. Past studies have shown that these three factors explain a very high degree of variance in the frequency of classroom ICT use. The present study replicates past findings using a different set of measures and hones in on possible subfactors. Furthermore, the study examines teacher affiliation for constructivist-style teaching, which is often considered to facilitate the pedagogical use of digital media. The study’s survey of 357 Swiss secondary school teachers reveals significant positive correlations between will, skill, and tool variables and the combined frequency and diversity of technology use in teaching. A multiple linear regression model was used to identify relevant subfactors. Five factors account for a total of 60% of the explained variance in the intensity of classroom ICT use. Computer and Internet applications are more often used by teachers in the classroom when: (1) teachers consider themselves to be more competent in using ICT for teaching; (2) more computers are readily available; (3) the teacher is a form teacher and responsible for the class; (4) the teacher is more convinced that computers improve student learning; and (5) the teacher more often employs constructivist forms of teaching and learning. The impact of constructivist teaching was small, however.     

Students’ engagement with real-time graphs in CSCL settings: scrutinizing the role of teacher support

This paper reports on a study of teacher support in experimental computer-supported collaborative learning (CSCL) settings where students engage with graphs in real-time labs within the context of school science. Real-time labs are digital devices and software connected to student-controlled sensors or probes that can measure and visualize data graphically. The empirical setting was a science project about ocean acidification (OA) where lower secondary school students conducted measurements of the pH value of water with increased concentrations of CO2. The analytical focus is on student–teacher interaction during group-work activities where the students carried out, reviewed and reported on the real-time lab experiment. The analyses show that students needed additional support from the teacher in interpreting the real-time graphs and in making connections between the graphic representation, the practical undertakings of the experiment and the underlying scientific phenomena. Most importantly, the study demonstrates the complexity of teacher support in CSCL settings and how this type of support intersects with the support provided by digital resources, peer collaboration and applied instructional design.     

Embedded blended learning within an Algebra classroom: a multimedia capture experiment

This two‐group, pretest‐posttest, quasi‐experimental study compared secondary students' learning of Algebra II materials over a 4‐week period when identical instruction by the same teacher was delivered through either embedded blended learning (treatment group; n = 32) or a live‐lecture classroom (control group; n = 24). For both groups, instruction was delivered in a normal classroom setting. A math test and a student survey were used to measure students' learning of Algebra II and satisfaction with the instruction. Students in the treatment group showed significantly greater gains in Algebra II test scores and evaluated their learning experiences significantly more positively than did the control group. The great majority (80%) of students in the treatment group preferred the embedded blended learning over traditional live lectures for future learning of math. Students' responses to open‐ended survey questions suggested that students in the treatment group appreciated the: (a) ability to control the pace of instruction; (b) new role of the classroom teacher; (c) lack of distraction in the blended learning environment; and (d) accessibility of the embedded multimedia lessons outside the classroom. This study suggests that screen‐capture instructional technology can be used towards establishing a teacher‐based, embedded blended learning environment within a secondary algebraic classroom.     

离散数学网上学习系统的设计与实现

本文提出了离散数学网上学习系统的总体设计目标是利用计算机网络实现辅助课堂教学,创设基于网络的学习环境,为师生共同建立一个突破时间、地点限制,由以教为主变为以学为主的教学平台。讨论了系统的安全设计和数据库设计的设计思想和设计方法,研究了注册登录、网络信息发布、作业修改、师生交流、试卷生成、题库管理、中英文课件等模块的功能与实现方法。     

Teaching Practices That Can Promote the Authoritative Proof Scheme

Abstract

This article presents case studies of the classroom teaching practices of two algebra teachers. Our data consist of videotaped classroom observations during a single academic year. We identify and characterize specific teaching practices that establish the norm that the teacher is the sole arbiter of mathematical correctness in the classroom. We suggest that these practices are likely to promote the development of the authoritative proof scheme in students. Our results can provide a basis for future research investigating the prevalence of these teaching practices and their impact on student learning and can be used as parameters to investigate teacher change.     

Learning to teach with worked-out examples: a computer-based learning environment for teachers

Abstract   Learning from worked-out examples has been shown to be very effective in initial cognitive skill acquisition. In order to fully exploit the potential of example-based learning, teachers should, however, know how to effectively employ such examples in classroom instruction. Therefore, we have designed a computer-based learning environment in which mathematics and science teachers learn how to effectively employ worked-out examples. The learning environment was developed according to approved design criteria. The topics that are addressed in the learning environment were chosen in response to the results of a needs assessment that analysed schoolbooks and classroom videos, and took interviews with teachers into account. In experiments as well as in several teacher trainings on example-based learning, the computer-based learning environment was evaluated and improved accordingly. On a more general level, our research and development project showed that a computer-based learning programme could be a sensible tool that supports follow-up work in teacher training contexts.     

Wireless sensors application in smart English classroom design based on artificial intelligent system

In the traditional intelligent English classroom teaching, the efficiency of students' learning is often affected by many external environments, such as the influence of learning environment, the influence of students' own condition, and the influence of teachers' teaching mode. In view of these problems, we propose a wireless sensor network technology intelligent teacher management system, which can reduce the influence of the above factors on students' learning efficiency and improve students' learning efficiency. Make students more focused on learning. The system can monitor the state of students through wireless sensors. When the students are in bad condition, the system can adopt certain measures to enhance the enthusiasm of students. At the same time, the state of students and the state of the classroom will be recorded in the internal background system, the system managers can timely monitor the state of students and teachers, and give some guidance and feedback to students and teachers. This learning system is based on machine-free learning and sensor development. It can adjust the classroom environment to suitable conditions and make students more motivated to learn. Teachers can also have a more stable play, will not cause waste of classroom time and attention loss and other phenomena. When students feel tired or sleepy in class, the management system can also actively remind students. Observing the students' state at all times in the traditional classroom will lead to the teacher's distraction, but the teacher has to observe the students' state while lecturing. This may affect teachers and affect their teaching level, and the use of this automated classroom detection technology can solve such problems. Machine learning is to improve the calculation method through various experiences, which is also a problem in the field of artificial intelligence.