learning - Academic Conferences Limited
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Acknowledgements Peter Mikulecky The research has been partially supported by the Czech Grant Foundation, grant No. P403/10/1310. References Bomsdorf, B. (2005) “Adaptation of Learning Spaces: Supporting Ubiquitous Learning in Higher Distance Education.”, Mobile Computing and Ambient Intelligence: The Challenge of Multimedia, Dagstuhl Seminar Proc. 05181, available on http://drops.dagstuhl.de/opus/volltexte/2005/371. Bureš, V., Čech, P., Mls, K. (2009) “Educational Possibilities in the Development of the Ambient Intelligence Concept”, Problems of Education in the 21 st Century, Vol. 13, No. 13, pp 25-31. Chen, N.-S., Kinshuk, Wei, C.-W., & Yang, S. J. H. (2008). „Designing a Self-contained Group Area Network for Ubiquitous Learning”. Educational Technology & Society, Vol. 11, No. 2, pp 16-26. Costello, R., Mundy, D.P. (2009) “The Adaptive Intelligent Personalised Learning Environment”, IEEE ICALT 2009, IEEE Press, pp 606-610. Ducatel, K. et al. (2001) Scenarios for Ambient Intelligence in 2010: Final report. Seville, Spain, Information Society Technologies Advisory Group. Retrieved June 7, 2011, from ftp://ftp.cordis.lu/pub/ist/docs/istagscenarios2010.pdf. El-Bishouty, M. M., Ogata, H., Rahman, S., & Yano, Y. (2010). “Social Knowledge Awareness Map for Computer Supported Ubiquitous Learning Environment”. Educational Technology & Society, Vol. 13, No. 4, pp 27–37. Garruzzo, S., Rosaci, D., Sarné, G.M.L. (2007) ISABEL: A Multi Agent e-Learning System That Supports Multiple Devices. In: IEEE/WIC/ACM International Conference on Intelligent Agent Technology, IEEE, New York, pp. 485-488. Hwang, G.-J., Tsai, C.-C., & Yang, S. J. H. (2008) “Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning”. Educational Technology & Society, Vol. 11, No. 2, pp 81-91. Hwang, G.-J., Yang, T.-C., Tsai, C.-C., Yang, S.J.H. (2009) “A context-aware ubiquitous learning environment for conducting complex science experiments”. Computers & Education, Vol. 53, pp 402-413. Liu, T.-Y., Chu, Y.-L. (2009) “Educational Affordances of Ubiquitous Learning Environment for Natural Science Learning”. IEEE ICALT 2009, IEEE Press, pp 290-292. Mhiri, F., Ratté, S. (2009) “AARTIC: Development of an Intelligent Environment of Human Learning”. ITiCSE 09, Paris, ACM Press, p 359. Mikulecký, P. (2009) “Remarks on Ubiquitous Intelligent Supportive Spaces”. Recent Advances in Applied Mathematics and Computational and Information Sciences, Proc. of the 15th American Conference on Applied Mathematics and Proc. of the International Conference on Comp. and Information Sciences (Eds. Jegdic, K., Simeonov, P., Zafiris, V.), Vols. I and II, pp 523-528, WSEAS Press, Athens. Mikulecký, P., Olševičová, K., Bureš, V., Mls, K. (2011) “Possibilities of Ambient Intelligence and Smart Environments in Educational Institutions.” In: Handbook of Research on Ambient Intelligence and Smart Environments: Trends and Perspectives (Mastrogiovanni, F., Nak-Young Chong, eds.), IGI Global, Chap. 29, Information Science Reference (IGI Global), pp 620-639. Shi, Y., Qin, W., Suo, Y., Xiao, X. (2010) “Smart Classroom: Bringing Pervasive Computing into Distance Learning”, In: Handbook of Ambient Intelligence and Smart Environments, Springer Science+Business Media, pp. 881-910. Weiser, M. (1991). “The computer for the twenty-first century”. Scientific American, September, 94-104. Winters, N., Walker, K., Rousos, D. (2005) “Facilitating Learning in an Intelligent Environment”. The IEE International Workshop on Intelligent Environments. Institute of Electrical Engineers, London, pp. 74-79. Yang, S.J.H. (2006) “Context Aware Ubiquitous Learning Environments for Peer-to-Peer Collaborative Learning”. Educational Technology & Society, Vol. 9, No. 2, pp 188-201. Yang, S. J. H., Okamoto, T., & Tseng, S.-S. (2008). „Context-Aware and Ubiquitous Learning (Guest Editorial)”. Educational Technology & Society, Vol. 11, No. 2, pp 1-2. 484
Using Courseware for More Than Courses: You May Already Hold the Lease on a Versatile Virtual Meeting Space Karen Hughes Miller 1 and Linda Leake 2 1 University of Louisville School of Medicine, USA 2 University of Louisville Delphi Center for Teaching and Learning Louisville Kentucky, USA Karen.miller@louisville.edu Laleak01@louisville.edu Abstract: The University of Louisville (Kentucky, USA) is a large, urban institution on three separate campuses that includes undergraduate, graduate, and professional schools such as education, business, medicine, law, and engineering. The institution also offers staff/faculty development opportunities, corporate learning, and life-long learning for the community as a whole. Blackboard is our online course platform and every section of every course (face-to-face, online, and blended) is automatically issued a course site to be used at the discretion of the instructor. A few years ago, those of us who teach online realized that the “organizations” option in Blackboard had far more potential for student, faculty, and staff support than we were using. The “organizations” option provides a virtual meeting space that can be used to facilitate discussions, share documents, administer events, conduct quizzes and surveys, broadcast e-mails, link to media, wikis, and blogs, and track the type and frequency of activities by each participant. While none of these capabilities are unique to BlackBoard, what is unique is that in BlackBoard these capabilities are bundled so users have access to all capabilities in a controlled (password protected) environment. The two critical differences between “organization” sites and traditional “course” sites are (1) once an organization leader has been designated, the leader controls who may log into the site and the role they play; and (2) organization sites are not time-bound by the academic calendar. Admission to traditional course sites are limited by administrators to include only faculty assigned to the course and students enrolled in the course and the site usually expires at the end of the term, semester, or quarter. In Blackboard, organization sites have all of the functionality of course sites without the two major limitations; therefore we could use our imaginations, and either apply the functions as they were intended or repurpose them to meet other needs. The purpose of this paper is to share five brief case studies that illustrate the range of uses to which we have applied the BlackBoard organizations option to support students, faculty, and staff in hopes that these ideas may be transferable to other institutions. Each case shows at least one unique application. Although there are a few technical limitations to Blackboard organization sites, in general the benefits outweigh the limitations. We argue that when an institution uses fewer types of platforms (or other software packages); they reduce training time for developers and users and maximize the value delivered by the learning platform provider. Using a platform provided thru central administration also reduces costs to individual schools, departments, and programs as they need not purchase additional software to support their unique needs. Organizational learning also increases as departments learn from each other’s examples of how the organizations option can be applied. Keywords: non-traditional applications of learning platforms; student, faculty, staff support 1. Case Study #1: Supporting a large interdisciplinary student learning event on a health sciences campus As the population of the USA becomes more racially and ethnically diverse, students in the health professions need more instruction to increase their cultural competency. Whether they plan to practice medicine or dentistry, they will not be able to deliver successful healthcare if they do not understand their patient’s cultural and/or religious frame-of-reference relating to health and wellness (Bonder, Martin, and Miracle, 2001; Mott, 2003). For the past five years, a half-day workshop has been offered on the University of Louisville Health Sciences Campus (U of L HSC) on Increasing Cultural Competence. The workshop is designed much like a professional conference with plenary sessions and breakout sessions that learners may select according to their interests. First year students from medicine, dentistry, and dental hygiene along with first year dental residents and first year audiology students are required to attend. To justify the instructional time and the budget dedicated to this annual event, it has been important to measure learning outcomes. For the past several years, students have completed pre- and post- attitude and knowledge surveys to ensure that they are benefiting from the instruction. A Blackboard organization is created each year to manage enrollment, session selection, learner satisfaction, and share background information and bios of the various speakers. The process begins 485
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Acknowledgements<br />
Peter Mikulecky<br />
The research has been partially supported by the Czech Grant Foundation, grant No. P403/10/1310.<br />
References<br />
Bomsdorf, B. (2005) “Adaptation of Learning Spaces: Supporting Ubiquitous Learning in Higher Distance<br />
Education.”, Mobile Computing and Ambient Intelligence: The Challenge of Multimedia, Dagstuhl Seminar<br />
Proc. 05181, available on http://drops.dagstuhl.de/opus/volltexte/2005/371.<br />
Bureš, V., Čech, P., Mls, K. (2009) “Educational Possibilities in the Development of the Ambient Intelligence<br />
Concept”, Problems of Education in the 21 st Century, Vol. 13, No. 13, pp 25-31.<br />
Chen, N.-S., Kinshuk, Wei, C.-W., & Yang, S. J. H. (2008). „Designing a Self-contained Group Area Network for<br />
Ubiquitous Learning”. Educational Technology & Society, Vol. 11, No. 2, pp 16-26.<br />
Costello, R., Mundy, D.P. (2009) “The Adaptive Intelligent Personalised Learning Environment”, IEEE ICALT<br />
2009, IEEE Press, pp 606-610.<br />
Ducatel, K. et al. (2001) Scenarios for Ambient Intelligence in 2010: Final report. Seville, Spain, Information<br />
Society Technologies Advisory Group. Retrieved June 7, 2011, from<br />
ftp://ftp.cordis.lu/pub/ist/docs/istagscenarios2010.pdf.<br />
El-Bishouty, M. M., Ogata, H., Rahman, S., & Yano, Y. (2010). “Social Knowledge Awareness Map for Computer<br />
Supported Ubiquitous Learning Environment”. Educational Technology & Society, Vol. 13, No. 4, pp 27–37.<br />
Garruzzo, S., Rosaci, D., Sarné, G.M.L. (2007) ISABEL: A Multi Agent e-Learning System That Supports Multiple<br />
Devices. In: IEEE/WIC/ACM International Conference on Intelligent Agent Technology, IEEE, New York, pp.<br />
485-488.<br />
Hwang, G.-J., Tsai, C.-C., & Yang, S. J. H. (2008) “Criteria, Strategies and Research Issues of Context-Aware<br />
Ubiquitous Learning”. Educational Technology & Society, Vol. 11, No. 2, pp 81-91.<br />
Hwang, G.-J., Yang, T.-C., Tsai, C.-C., Yang, S.J.H. (2009) “A context-aware ubiquitous <strong>learning</strong> environment for<br />
conducting complex science experiments”. Computers & Education, Vol. 53, pp 402-413.<br />
Liu, T.-Y., Chu, Y.-L. (2009) “Educational Affordances of Ubiquitous Learning Environment for Natural Science<br />
Learning”. IEEE ICALT 2009, IEEE Press, pp 290-292.<br />
Mhiri, F., Ratté, S. (2009) “AARTIC: Development of an Intelligent Environment of Human Learning”. ITiCSE 09,<br />
Paris, ACM Press, p 359.<br />
Mikulecký, P. (2009) “Remarks on Ubiquitous Intelligent Supportive Spaces”. Recent Advances in Applied<br />
Mathematics and Computational and Information Sciences, Proc. of the 15th American Conference on<br />
Applied Mathematics and Proc. of the International Conference on Comp. and Information Sciences (Eds.<br />
Jegdic, K., Simeonov, P., Zafiris, V.), Vols. I and II, pp 523-528, WSEAS Press, Athens.<br />
Mikulecký, P., Olševičová, K., Bureš, V., Mls, K. (2011) “Possibilities of Ambient Intelligence and Smart<br />
Environments in Educational Institutions.” In: Handbook of Research on Ambient Intelligence and Smart<br />
Environments: Trends and Perspectives (Mastrogiovanni, F., Nak-Young Chong, eds.), IGI Global, Chap.<br />
29, Information Science Reference (IGI Global), pp 620-639.<br />
Shi, Y., Qin, W., Suo, Y., Xiao, X. (2010) “Smart Classroom: Bringing Pervasive Computing into Distance<br />
Learning”, In: Handbook of Ambient Intelligence and Smart Environments, Springer Science+Business<br />
Media, pp. 881-910.<br />
Weiser, M. (1991). “The computer for the twenty-first century”. Scientific American, September, 94-104.<br />
Winters, N., Walker, K., Rousos, D. (2005) “Facilitating Learning in an Intelligent Environment”. The IEE<br />
International Workshop on Intelligent Environments. Institute of Electrical Engineers, London, pp. 74-79.<br />
Yang, S.J.H. (2006) “Context Aware Ubiquitous Learning Environments for Peer-to-Peer Collaborative Learning”.<br />
Educational Technology & Society, Vol. 9, No. 2, pp 188-201.<br />
Yang, S. J. H., Okamoto, T., & Tseng, S.-S. (2008). „Context-Aware and Ubiquitous Learning (Guest Editorial)”.<br />
Educational Technology & Society, Vol. 11, No. 2, pp 1-2.<br />
484