基于校园网的教育技术资源应用探析

校园网是教育技术资源的组成部分,校园网的教育技术功能主要体现在教育信息资源的管理、代替经验和网络虚拟等方面.教育技术资源应用要依托校园网,基于校园网的教育技术资源应用可以运用深度拓展校园网的功能、提升师生教育技术资源应用的认识和构建基于校园网的教育技术应用体系等策略.     

实验室网络教学资源与人才培养创新理论的研究

实验室网络教学资源与人才培养创新理论的研究,要灵活多样,寻求多种途径,利用虚拟实验室及网络等现有资源,开展开放式实验实训和校外实训,利用远程教学,将实训教学与职业技能鉴定相结合,以网络资讯平台为基础,通过电视式校园媒体平台,以市场为导向的方针,规划人力资源,以就业为核心的现代化的传输手段,实现适应市场需求的各类人才的培养计划,努力建设一个以高校校园市场为基础的、完善的、能沟通企业、学校和学生的产、教、学信息平台。     

Productive use of learning resources in an online problem-based learning environment

This study examined students’ use of learning resources in a technologically-mediated online learning environment. Undergraduate student groups were engaged in an online problem-based learning (PBL) environment, rich with pre-selected video and knowledge resources. Quantitative and qualitative analyses showed that students accessed resources fairly frequently and benefited from them. Resources helped students construct a rich understanding of the problem and provided ideas for problem solutions. Detailed analyses of resource exploration along with contrasting case analyses between high-achieving and low-achieving student groups suggested that for learning to be effective in resource-rich environments, students first need to develop an understanding of the resources and learn how to access them efficiently. Second, students need to learn to process the contents of resources in meaningful ways so that they can integrate diverse resources to form a coherent understanding and apply them to solve problems. Finally, students need to develop knowledge and skills to use resources collaboratively, such as sharing and relating to each other’s resources. The results indicated that students, especially low-achieving students, need guidance to use resources effectively in resource-rich learning environments.     

基于协商理念的微博和微视频英语教学研究

大班教学成为当前国内高校公共外语教学的一种普遍现象,由此带来的课堂师生互动减少,教学效率不高的问题,亟待我们解决。信息化时代,微博碎片式的网络互动交流模式可以弥补大学英语教学课堂的单一模式,能为师生创造课后外语交流的平台和情境,促进课内课外形成整体,从而激发学生学习外语的热情,发挥其学习主观能动性,促进大学外语教学的进步。     

军校加强教学数字信息资源建设探析

分析了军校教学信息资源建设面对的机遇与挑战,从信息资源建设的定义和内涵入手,详细讲解了园区网如何做好信息资源建设。     

Engagement and performance in a first year natural resource science course

Quantifying student engagement with online learning resources on virtual learning environments such as BlackBoard is important in understanding how these technologies enhance the student learning. In the present study, it was examined when, and how often, first‐year students accessed lecture recordings, lecture slides, and lecture notes via BlackBoard, in an introductory natural resource course taken by both on campus students and remote students. The findings demonstrated that lecture recordings were not well utilized by students—although only 58% of on campus students attended face‐to‐face lectures, less than 15% of absent students downloaded the missed lecture. Overall, more students downloaded lecture slides (an average of 63% per week) than notes (38%) or recordings (16%). Indeed, the average student downloaded only 1.1 types of the 3 online resources (recordings, slides, and notes) that were available each week, with 5.7% of students downloading all 3 types of resources, 23% downloading 2 types of resources, 42% downloading only 1 type of resource, and 29% downloading none of the 3 types of resources. Finally, remote students were more likely to download lecture notes and recordings than were on campus students. The information presented here is important in understanding student behaviour and engagement.     

SABINET

Cranfield University is based on several campuses, providing teaching and research in a number of areas related to science, technology and management. Postgraduate courses and research are the primary interests of Cranfield campus, which is witnessing growing demand for part‐time and distance learning courses, and for remote support to research students. Its Library and Information Services need to consider the extent to which the ‘virtual library’ can provide effective access to and delivery of information. To be effective, numerous electronic sources should be seamlessly integrated and there are several possible ways to achieve this. The Internet is becoming seen as a valuable tool for information management but work is needed to develop its use as an information resource. The Cranfield University Internet Site Explorer (CRUISE) , which is Cranfield's gateway to Internet resources, is discussed and the issues surrounding the provision of such a service are addressed.     

Does a positive gain spiral of resources,efficacy beliefs and engagement exist?

The present study among 110 Spanish university students expands previous research on work engagement by investigating the causal relationships between two potentially important resources in the use of Information & Communication Technology (i.e., time control and method control), efficacy beliefs and engagement. More specifically, two questions are addressed: (1) do personal resources mediate the relationship between task resources and work engagement? (2) does engagement increase personal and task resources? Results show that efficacy beliefs play a mediating role between task resources and engagement. Engagement increases efficacy beliefs, which in turn increase task resources over time. These findings suggest a positive gain spiral in which efficacy beliefs play a central role.     

The technical framework of interactive functions for course-management systems: Students’ perceptions,uses, and evaluations

This study explores the interactivity of course-management systems (CMSs). First, this study reviews the concepts of interactivity, interactivity dimension, and interaction type on the basis of related theories and studies. Second, this study analyzes the interactive functions attributable to the six major CMSs in Taiwan colleges and universities, and re-constructs a technical framework containing five interaction types, nine interactivity dimensions, and 83 possible interactive functions. This study has found that a total of 21 interactive functions were featured in the six CMSs, while six functions identified from theories and research were not. In terms of interaction type, the results indicate that these six CMSs possessed the highest percentage of possible interactive functions for facilitating human interactions (e.g., learner–learner interaction and learner–instructor interaction), followed by learner–interface interaction and learner–self interaction, with the lowest percentage corresponding to learner–content interaction. In terms of interactivity dimension, these six CMSs seemed more likely to feature a learner-centered design approach than a system-centered one. Also, this study conducted user surveys on students’ perceptions, use, and evaluation of these interactive functions. A total of 491 valid sets of data were collected from six CMS user groups. The results indicate that, for their online learning, students considered the function of “Assignment handling” to be the most known, frequently used, and useful function. In addition, students were well familiar with, and made use of, any functions that would help them monitor or track their learning process. Students required more content-related interactive functions than were currently available in CMSs. Last, the regression results indicate that the more positively the students perceived the CMS interactivity, the usefulness of CMS for learning, and the interactive functions, the more positively these students perceived their CMSs.     

信息时代与校园网络化教学理念探讨

网络化教学已经成为当今教育的主要发展趋势。校园教学的网络化不仅有利于教学资源的利用和管理,而且网络化的教学环境给学生提供了非常大的学习空间。着重探讨校园网络化教学的概念,其中包括校园网络化教学的含义和特点。同时分析校园网络化教学对于当今学生学习的必要性,探讨校园网络化教学模式。     

Intelligent computation offloading for educational virtual reality applications in smart campus using MoCell

Nowadays, as the smart campus concept becomes a reality, virtual reality (VR) applications are being applied to connect students with the virtual teaching world via VR devices (VDs), enhancing learning efficiency. Nevertheless, VR applications are latency-sensitive while VDs are subjected to shortcomings to handle many VR applications simultaneously. Fortunately, mobile edge computing (MEC) has been recognized as a promising solution that can bring abundant resources to VDs to relieve hardware limits. However, the computing resources of edge nodes in MEC are limited, and thus how to allocate resources effectively is critical. Meanwhile, some sensitive information of students collected by VD needs to be protected. In view of this, we investigate computation offloading for educational VR applications in MEC-enabled smart campus. The aims of this issue are to optimize the motion-to-photon latency, energy consumption, and resource utilization while satisfying the privacy and security constraints. To this end, we propose a new multi-objective optimization method using MoCell. Eventually, the experimental evaluations are designed to illustrate the effectiveness and superiority our proposed method.     

Perceived openness of Learning Management Systems by students and teachers in education and technology courses

The emergence of Information and Communication Technologies (ICTs) make new tools available for users to manage information and knowledge. These tools are used in different contexts, with varying degrees of success. One of these potential application contexts are teaching and learning processes supported by learning platforms. Learning platforms are a way for institutions to provide teachers and learners with a wide range of educational applications and services. However, students’ learning is not only limited to a specific institution or period of time; instead, learning is a lifelong process and encompasses the use of many different tools. Therefore institutional learning environments should be open in order to enable the export of functionalities and import of information and interaction from outside the institution. In order to do so, this study proposes a service-based framework, which uses interoperability specifications and web services to facilitate opening of the institutional learning systems. Such framework has been tested in educational and technical scenarios with similar results, learning platforms can be open and the exportation of functionalities from them to personal contexts can enrich students learning and increase their participation.     

新疆普通高中学业水平考试系统中成绩信息的统计分析算法研究与实现

根据新疆普通高中学业水平考试（简称XJXK）信息管理系统的实际应用需求,为建立一个公平的学业水平评价体系,提高学考公信度,在充分考虑我区师资队伍、教学条件以及学生学习状况的区域分布特性基础上,研究科学的成绩信息统计分析方法和相应的算法流程,并将其引用到XJXK系统中,实现学考成绩信息管理模块的全部统计分析功能,给出本模块在JSF＋Spring＋Hibernate三层J2EE框架下的设计与实现过程。应用结果表明,本文研究的统计分析方法切实可行,实用效果良好。     

Editorial: Visual Information Communication and Interaction

Visual information has increasingly been used to enable human-human communication and knowledge discovery with the vast information, not only in typical normal displays but also in immersive environments and small mobile devices. Visual information communication and interaction synergises state-of-the-art research in visual communications, designs and applications. By marrying multi-disciplinary research works in visualization, graphical user-interface, and interaction together with art concepts and designs, it has opened a new opportunity to present and analyse information on different perspectives. This special issue of the International Journal of Software and Informatics (IJSI) on Visual Information Communication and Interaction includes five selected papers presented at the 7th International Symposium on Visual Information Communication and Interaction (VINCI''14), which was successfully held in Sydney, 5-8 August 2014. The papers have been substantially extended with at least 30% additional contents from the symposium versions. Each was also reviewed by two reviewers through a rigorous review process. They cover a wide range in information visualization, mobile web interface, interaction to design and art.     

An experiment with WWW interactive learning in university education

The World Wide Web coupled with user friendly Web browsers now provide access to multimedia Web pages in universally accepted formats that can be accessed world wide easily via inexpensive desk-top computers. Everyone appears to agree that this technology will revolutionize how students, faculty, researchers, and the public access and use information. Consequently university educators are now enjoying, for the first time in history, a new way to customize and share their unique approaches to teaching and information resources in the form of text, graphics, and sound—to students both on and off campus and, with concern for the future, across time. In this paper we discuss our exploration with the use of interactive learning on the Web in an Introduction to C Programming Course taught in the Department of Computer and Information Science at Cleveland State University, and compare results with the same course taught a previous semester using no interactive WWW learning.     

基于学习风格的自适应式虚拟交互方法的研究

新工科教育的改革推进了自适应学习的发展,以往的自适应方式对学习者的主观能动性的重视不足,且大部分已有研究无法提供个性化程度较高的交互体验.针对这些问题,该研究基于学习风格模型提出了一种自适应式虚拟现实交互的新方法.该方法设计了适用于虚拟交互环境的学习风格判断方式,通过分析学习者的主客观数据来判断其学习风格,由此对交互环...     

一种用于虚拟校园漫游的三维引擎的研究

在对三维引擎技术OSG进行分析和研究的基础上,提出并实现了一种用于虚拟校园漫游的三维引擎系统,该系统使用OSG所提供的类和接口,实现了虚拟校园场景的渲染以及漫游的交互控制功能,同时在引擎中添加了语音介绍功能,丰富了浏览者的视听感受。实践证明,该引擎具有良好的移植性与通用性,为虚拟校园漫游技术向虚拟校园系统和虚拟学习平台方面的迁移提供了支持。     

Value not virtual ‐ one library's response to the virtual campus

The purpose statement of Deakin University Library is ‘We help people learn.’ This applies equally to on or off‐campus students, which has meant that the Library has strived to provide innovative resources and services to break down the barriers of geography and time experienced by our remote students. With the advances in information and communication technologies, Deakin University Library has been able to capitalise on these developments to deliver electronic services to both on and off‐campus students, thus complementing the valuable services provided by the Library team. While the services provided through the virtual or digital library are a great leap forward, providing access to a wide range of resources and services 24 hours per day x 7 days per week, these services must be seen in conjunction with the professional assistance provided by librarians. Deakin University Library's success is in its customer focus and the value added digital services available through the virtual campus.     

Attitudes affecting college students' preferences for distance learning

Abstract Empirical studies that have examined psychological aspects of the use of Information and Communication Technology (ICT) have indicated that certain psychological attitudes of students towards the use of ICT are of paramount importance when evaluating the effective use of distance learning approaches to instruction and learning. Distance learning at the tertiary level, through the medium of ICT, is seemingly affected by the same psychological attitudes that are known to be related to other successful ICT applications to learning and instruction. In the present study the relationship between two distance learning ICT-based configurations were examined. The results indicate that psychological attitudes held by students differentially facilitate efficient use of distance learning approaches. Satisfaction with learning, level of control of the learning process, and study motivation for distance learning are all positively related to the students' preferences for structured distance learning, whereas independence in learning is positively connected to students' preferences for the more open Internet functionality.     

E-learning and face to face mixed methodology: Evaluating effectiveness of e-learning and perceived satisfaction for a microeconomic course using the Moodle platform

The use of Information and Communication Technologies in higher education has proved to be very effective in different educational environments. A less explored area is their application for evaluation on-line, since it is a different process, with specific components. This work describes a methodology that combines the assessment with multiple choice tests through the virtual environment Moodle and the evaluation by using traditional classroom exams. The proposed mixed methodology ELFF (E-Learning and Face to Face) was implemented during the academic year 2010–2011 in the subject Microeconomics: Markets and Competition in the European Union of the double degree in Law and in Business Administration and Management, to assess complementary aspects of the knowledge acquired. The obtained results show that it clearly promotes the participation of students, increases their motivation and improves their competence and so, their performance in terms of qualifications.