Picturing the Path to e-Learning MSc IT in Education

Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Picturing the Path to e-Learning MSc IT in Education Cathal O Connor 2002 Supervisor Dr Bryn Holmes A dissertation submitted to the University of Dublin , in partial fulfilment of the requirements for the award of the degree of Master of Science in Information Technology in Education Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Picturing the Path to e-Learning Cathal O Connor Abstract Introduction Background Literature Review .6 Best Practice Visualization Techniques CAVERN 11 The Electronic Visualization Laboratory 12 Professor Chang 14 Internet2 16 Recent studies .17 Methodology & Design of Artefact 19 Introduction to Artefact 19 Overview 24 Retrieve Video 26 Videos Database 28 Feedback .30 Findings 31 Discussion 34 Conclusion 35 Appendix 36 References 38 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Abstract Digital video offers a real breakthrough in the development of truly effective learning environments as it enables the distribution of compelling, visually stimulating content on the Web This new technology will be key to developing successful e-learning systems Specifically, interactive digital video offers a new way to create constructivist, project-based learning Because video can now be stored in digital format (providing rich possibilities for both archiving and manipulation) it offers itself as a new medium for the development of learning content that can be embedded in other technologies enabling, in turn, the development of new learning paradigms This leads to possibilities for both real-time learning and of archiving of visual learning content for use in research and development in education Digital video can be used in research, in analysis of how people learn, and the outcome of such research should be focused on the learner knowing how to learn The learning opportunities offered by this visual medium are further enhanced by the fact that people are most familiar with it and by its increasing prominence on the Internet as an important content type The opportunity has already been seized by organizations such as the BBC and RTE, whose new media groups have been allocated digital learning channels in Ireland and the UK Hence, this paper is an exploration of the possibilities that digital video presents to both learners and educators alike In order to explore the possibilities of digital video and to facilitate learners and researchers, a digital video tutorial has been developed with the underlying design principle that, where possible, the learning content is presented visually Once a user is proficient in making digital video and embedding it into their web content, he or she can also archive the video into a multimedia database where other users can view the content online The purpose of this is that examples of constructivist learning can be viewed, thereby giving real life visual models of different learning styles of participants Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Introduction There have been rapid developments in video technology Video can, for example, now be transmitted, manipulated and stored in digital format Due to on going improvements in wireless, broadband networks and CPU processing power, video can perform as never before, which means the overheads in costs in using digital video are going down and the range of possibilities are going up In an exploration of Digital Video Interaction (DVI) technology, Bassoppo-Moyo (1997) argues that the strength of the new technology lies in its ability to integrate different technologies to create a single launching platform, thus delivering a new multimedia tool This is in contrast to traditional video technology where the cost of equipment and development is high and a complex skill set is needed The digital format allows for the information to be manipulated and explored in a much more user-friendly manner Peoples’ imaginations are not longer confined by the technology but instead liberated by it Digital video will facilitate successful learning when the users are in control of the process of actively pursuing knowledge rather than simply passively consuming it The types of advantages that classrooms, connected with broadband networks, can offer include global interactivity and extensive collaboration opportunities (Currer, 1991) One of the biggest opportunities that thus presents itself is the use of digital video by educators to create learning environments that are both richer and that add new dimensions to the learning processes Consider a technician, for example, who would normally depend on a schematic diagram in a manual to learn how to disassemble a printer With access to a learning resource featuring digital video the learning is much more natural A technician may Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 have to read the manual several times, but if the procedure can be viewed the technician will learn much more intuitively and quickly Video allows you to bring subject matter experts face-to-face with the learners; this is used in Harvard distance education courses (Harvard University, 2001) Here I see a trend happening in the university sector where leading researchers and lectures collaborate globally, where a student takes an undergraduate degree but also takes modules offered by a different university whose departments have specialist areas of interest This paper will explore the development of a resource that teaches how to use digital video with digital video Participants have been questioned as the effectiveness of the new learning environment and results will be presented Background Digital video is a new and emerging technology The Mpeg standard opens up the possibilities for streaming video on PDA (Personal Digital Assistant) devices and next-generation mobile phones Telecomms operators such as Orange are actively pursuing M-learning; Vodaphone research is currently taking place in the University of Birmingham, in the Handler Project (Sharpes, Corlett, Westmancott 2000) In this project, digital video is used to assist individuals and groups to learn anytime and anywhere Learners can capture everyday events such as images, notes and sounds and relate them to a webbased leaning resources where they can be organized into a visual knowledge data base to be shared by other learners A number of networks have previously been created to support education, such as the MCNC Concert (Communications Network of North Carolina for Education, Research and Technology) and the Vision Carolina Network (Stahl, 1993) At the same time early work was being carried out in interactive digital video systems, multimedia distributed computing, and video applications and servers (Reisman, 1994) Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Teachers have also been interested in the possibilities of video conferencing especially as the technology is becoming easier to use and more affordable (Kinnear, McWilliams, & Caul, 2001) Universities too have been exploring the need for increasing use of multimedia and its link to their aspirations for the new century (Daniels, 1997) Thus, with so much new development and so many keen to take advantage of the new technology, digital video is coming of age Literature Review Having perused online resources at length there were a number of companies interested in exploring digital video, a variety of research institutions who are carrying out research in the area but in reality there is relatively little research carried out in using digital video in education as the area is so new Obviously visual technologies (film, TV, traditional video) have been used in education for many years, with greater or lesser degrees of success What differentiates digital video from these media is that it can be easily integrated into highly interactive scenarios that can be delivered through multiple platforms The sources investigated ranged from company promotions to academic papers but so far there has been little real research in this new field As to the application of digital video to education, however, with regard to deeper research there is a growing trend in digital video in m-learning (mobilelearning) specifically in the application of video cameras as a mobile recording device and in streaming content to mobile phones or PDA’s devices Best Practice In searching the literature, I came upon five examples of best practice that influenced the design of my artefact They are presented to both inform the work not only in terms of the issues in the area of digital video and successful designs in the field but also to inform the reader of the state-of-the-art As there are few examples in the new emerging field they will be presented here in some depth with other studies being compared and contrasted to them Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 There is an increasing need to build in interactivity into distance education and recent research has shown the benefit of software visualisation (Lattu, 2000) “Visualisation could make it possible for the layman as well to quickly understand programming and algorithms” (p 2) This learning environment could have been improved by using digital video There are several new areas of research and applications of digital video that are presently being explored including the implementation of a campus distance learning networks using multicast, a construction of an in-service training website for school teachers, and construction of a real-time CAD system in a Web-based environment as well as an Internet video-on-demand system of classroom teaching (ICCE/ICCAI 2000) Visualization Techniques Lawrence T Escalada, Robert Grabhorn, and Dean A Zollman, from the Department of Physics, Kansas State University wrote on “Applications of Interactive Digital Video in a Physics Classroom” in 1996 This paper was particularly useful as it demonstrated one of the uses of interactive digital video in education The paper illustrates the use of digital video to enhance constructivist learning It confirmed how this particular media could provide students with visualization techniques that are ‘active’ for the process of learning science The understanding of concepts of physics could be enhanced by visualization, and simulations created by video, that gives the learner a mental images of abstract scientific theories used in physics This is a forward thinking paper and although the technology has moved on considerably since it was written the vision for the use of video is useful These visualization techniques not only allow students to observe how objects behave and interact, but also provide students with visual associations that they may capture, and preserve the essence of physical phenomena more effectively than verbal descriptions (Cadmus, 1990) Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 As the course is a good example of using visuals to help aid understanding of complex ideas, it will now be explored in more detail The research team created interactive digital video activities that were designed to support student participation The students captured video of experiments they were assigned and with the combination of a personal computer and a digital video camera, they were able to analyse and discuss their findings to illustrate the concepts I have decided to concentrate on one of these activities because it is illustrates a real life scenario, much like my own artefact The story line for the fourth activity involves a pilot who is dropping a “care package” to campers As an advisor to the pilot, the students must determine the best location for the release of the package from the airplane The students create a model of this situation by using a ball, which released from an electromagnet mounted on a vertical drop rod The drop rod and a video camera are each attached to moving dynamics carts (See Figure 1) By analysing motion using the scene as captured by the moving camera, the students put themselves in a reference frame similar to that of the pilot In the activity, the students compare the motion of a ball that is dropped from a moving cart with the motion of the cart itself Students use Video Analyser (fig.2) to trace the path of the falling ball in various arrangements of the camera and ball Fig Fig Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Path of a Falling Ball (with Each Point Represented by “+”) Traced by Video Analyser By using the Visual Space-Time tool, the students create visual still shots of the ball’s motion in different times in its descent, which are then used as reference frames The students are able to thus quickly see, for example, that the space-time diagram for a stationary observer (camera) and stationary ball is identical to that obtained when the carts carrying the ball-drop apparatus and the camera are moving at identical velocities For most students this result is a surprise In this activity the author shows us how a real life problem, one that the student can relate to, enhances and deepens their understanding of classical physics theories Scientific theories have been expressed in a mathematical language to describe abstract concepts, which due to the different learning styles of individuals, not all people can comprehend, and as a result feel that this may not be for them For example if we take the case of a computer algorithm that describes a sorting method to find data in memory, the algorithm describes mathematically the best approach to this, the student can learn this by rote and reproduce it on an exam paper and may get full marks but does the student really understand the solution and can he or she apply the solution to other problems? But if you were to take the same algorithm and show real life examples of the application, or if the algorithm is represented visually then the learner engages with the medium and experiment with the validity of the actual algorithm structure (by this I mean variables can be changed within the algorithm) and although the outcome maybe wrong and the program may not run, the student would understand why it didn’t work and hence in my opinion gain a deeper understanding of the overall algorithm What is actually happening is that he or she is learning by making errors in a safe environment Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Now the learning can become exciting because students become aware of their own abilities that may have being dormant Escalada et al (1996) describe how with the use of technologies such as computers and video it is possible to make clinical experiments in physics more focused on ‘real life’ so that students can use the theories in physics and then apply them to realistic situations This gives the students a deeper understanding of the concepts that have been dealt with which is a good use of video in education Another physics course which used video was an activity-based introductory college physics course which had no formal lectures, and integrated computer technology into real experiences in which students developed and reinforced their skills When analysing the effect of Workshop Physics on student learning by comparing students’ performance before and after the course, Laws reported dramatic improvements in student conceptual learning in the topics of kinematics, dynamics, latent heat, and electricity (Laws, 1995) These improvements in student learning resulted only after discussion, observation, and prediction were integrated into the program Laws also reported student attitudes were more positive about the mastery of computer applications than any other aspect of the Workshop Physics course (Laws, 1991) This example of problem-based learning is much like the learning objective within the artefact associated with this dissertation – the digitisation of light relevant to the lens aperture of a video camera and the resulting computing performance of a computer, and its effect in real-time display of an image, in this case, a Tiger Although this learning objective can be represented in a traditional learning environment i.e a laboratory, the setting up of equipment can be time consuming and the educator must make and maintain a financial and personal investment The time spent on the construction of an experiment is necessary but can be considered an investment in that the results obtained (because we are using digital video) can be stored on a computer, or archived on a server for further analysis, or it can be used again In addition, with the on-going advances in technology, these experiments can be streamed allowing collaborative learning on a global scale 10 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 The SQL database is called ‘videos’ and consists of two tables, video and feedback CREATE TABLE video ( title CHAR(100) NOT NULL PRIMARY KEY, name BLOB, email BLOB, format CHAR(11), keywords BLOB, comments BLOB, are_you CHAR(10), web address BLOB date TIMESTAMP(14), normal_date INT ); The feedback table ( ID tinyint(3) unsigned not null Name varchar(50) Email varchar(50) Generalcomments medium txt 29 auto-increment Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Improvements medium txt Siteimprovements medium txt Date-time timestamp(14)); Feedback Fig The Feedback Form 30 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 This is the command that is used to set up the table The title can’t be longer that 100 characters and is the primary key, which means that it must be filled in for each video and each entry must be unique The name, email, key_words, comments and web_address strings are BLOB’s, which means that they can be as long as the user requires Format is 11 characters long and are_you is 10 characters long These are the longest possible lengths of these entries since they come from drop down menus and the user has only a limited number of options The date column is a TIMESTAMP, therefore it is automatically filled with the time and date that the video information was inputted The normal_date is then filled in as described above Findings Fig Evaluation 31 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 The tutorial was evaluated by students taking the Masters IT in Education course in Trinity College Dublin The tests took place on 36 FENIAN ST Dublin and involved mite (MSc IT in Education students etc.) A common finding among the students was that they liked the videos of how too connect the camera to the PC, another student wanted photos of the camera itself showing how to turn on the camera, insert the tape, and explain the different mode settings on the camera Other students said that they would need to go through the tutorial several times and would like to their work with their video footage while using the tutorial at the same time One student liked the web page construction, in that she found that the tutorial and the project would be fun to 32 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 The comments I received from the feedback form were as follows: From a 1st year Mite student “This simple interface of the web site was very appropriate as this was exactly what the user needs Straight to the point without anything that would delay them in finding out exactly what they need The diagrams and images were very helpful, well labelled and a great advantage for the visual type learner.” “I followed the simple steps as outlined in the website and found that this worked exactly The language used was easy to use for the non-technical user The website was easily navigable and systematic in that it went from step to step without hopping around the place.” “I found it very useful and would not have been able to tackle my own video editing without this resource As a non-techie teacher I would certainly recommend it to my colleagues in the staff room.” Another comment came from a graduate from the course, which is as follows “This tutorial is a very useful resource, which helps to take the mystery out of Digital Video Editing and Production The graphics clarify the use of the software for the new user and the steps take the user logically through the process without having to resort to the dread of having to read the manual, which is always the last option taken!” “Perhaps a little more text information would be more helpful in each step of the process The background technical information on video types and their relative merits is very helpful to the user in trying to make decisions as to the best format for the ultimate delivery platform.” The non-technical students did not feel comfortable using this technology and believe that this is due to bad experience of using technology and in my own opinion a belief system that the user has that this will be a difficult topic I 33 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 noticed that most students did not read any error messages that appeared on the screen, if the system did not work they would not investigate why? Overall they like the visual context of the tutorial and found it fun to Discussion The Internet infrastructure is not in place to realize the benefits of digital video in e-learning, for e-learning to be successful the there will have to be a greater emphasise on a constructivist approach to e-learning not just e-reading In the commercial world the e-learning model is evolving and changing to suit technology not the learner, this could be due to the changing nature of technology itself However in my opinion e-learning companies are more revenue-focused and technology-focused then being aware of blending technology with meta cognition of the learning content The technologist viewpoint initially was to implement the technology first then mould the educational theory, or create a new theory to support this new development Large organizations are now aware of investing in human capital especially intellectual capital as this is now seen as giving competitive advantage, however the investment in e-learning is seen as a fast, cheap training solution I believe that this will change in the future, as more organizations see the benefits in investing in quality e-learning, which will give a return on investment in the futher, as more and more employees will demand learning and skill updating in on a ongoing basis, because the pool of intellectual capital is small, for it to feed the global demands for innovative people We are living in a changing global environment and access to learning as to be available to all inhabitants it is in all our interests that all divides and barriers be removed especially the so-called “Digital Divide” And I wonder if someone read this dissertation in twenty years time, what their reaction would be? 34 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Conclusion When you are developing an online tutorial it is very important to understand the audience you are pitching your content to Take nothing for granted and make the tutorial fun for the learner, and easy for the learner to navigate through your web site Digital video offers interactivity over the Internet, that no other visual medium has offered before, and now it permits collaboration and constructivism to be achieved on a global level Finally this technology is in the early stages of development, I envisage that when broadband access arrives in the home giving the user data speeds in the order of gigabytes/second then the potential of digital video in e-learning content will be such that the content will be just video Here is a quote from John Chambers, CEO of Cisco Systems who said “education over the Internet is going to be so big it is going to make the current email use look like a rounding error.” My own learning experience from this project, is that society and technology has changed rapidly in the 20th/21 century, but our educational system has remained unchanged, in the sense that the system trains our learners to be passive with learning content and as individuals we rely on someone else to be responsible for our learning, and hence the learner is graded as to how much of that knowledge is retained Our whole education system is exam orientated therefore we are trained to be either consumers of knowledge or to use learning to achieve an income in the work place But the work place has changed in that employees have to be adaptable and flexible to change Charles Handy, the world-renowned management consultant, maintains that the employee will become a self-contained business, and will market his or her services in the global area Therefore the individual is engaged in a life long learning process and this is a large responsibility to impose on an individual But e-learning can act as a support if the user is educated to use this resource In my opinion our education system will have to reflect this change itself, so that the learner is able to evaluate quality knowledge to suit their own learning 35 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 styles As a result of developing this tutorial, and from my fellow students, I would suggest that we have surrendered our own thinking processes and as a result we not have any confidence in our own cognitive abilities I have witnessed this with students using technology or engaging with new learning concepts Learners would rather let the tutorial guide them than experiment with the material it self, it is almost as if the students are terrified of technology in that they are afraid to make mistakes With mature learners this may stem from their earlier learning experiences, in that if they made an error, or performed poorly in an exam they may have been ridiculed or humiliated As a result of a negative experience, the learner will lose confidence as to the knowledge they regurgitate; their subsequent learning experiences will be compromised if the learner does not have the confidence to ask a question It is for this reason s that I see e-learning as having a potential, although I believe it is in the early stages of development The potential that it offers an individual to engage in guided learning is unlimited and the advantages are too vast to ignore Appendix CAVE (Cave Automatic Virtual Environment): a room-sized advanced visualization tool that combines high-resolution, stereoscopic projection and 3D computer graphics to create the illusion of complete "immersion" in a virtual environment for one or more users Requirements of distance learning for digital video Video and flash are becoming the standard for interactive e-learning, there are three types of video content VIDEO ON DEMAND (VOD), LIVE BROADCAST, VIDEOCONFERENCING 36 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Video on demand is concerned with the student to be able to access a video server or down loading video content LIVE BROADCASTING: Is the ability of the lecturer to broadcast his/her lecture over the Internet real time though this can be archived as well, this is also known as web casting VIDEOCONFERENCING: This is an example of interactive video, where bi-synchronous communications can occur in real time The above are the three fundamental types of teaching tools and they can facilitate passive or active learning or one way non interactive, or two way interactive video Streaming video from a web cast server or video server to the learner is an example of one-way non-interactive video Where as videoconferencing is an example of two ways inter active video IN my own opinion, there is a possible third scenario and it is constructivist interactive digital video (Please refer to section on “application of interactive digital video in a physics classroom”) Basically in my opinion, digital video standards are improving,(mpeg4>mpeg7) and as a result the Functionality of digital video will get bigger there by offering more usability for interaction in a collaborative global context This will result in improvements in, indexing of video content, metadata management and multicasting Multicasting plays an important role in e-learning networks, in that multicasting allows Multiple participants to view the same DataStream, the challenge here is to allow multiple participants to actively interact with the DataStream Digital video storage for re-learning networks: 37 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Video storage can require a lot of disk space for example to support a 13 week course with three hours of instruction per week can be digitised and stored in less then 2.5gbytes At video conferencing data rates of 128kbytes, and mpeg at1.5mb/sec, therefore, this amount of video requires 26gbytes of space, the current cost of disk space is $0.40/Mbytes, and therefore the cost to store this video is $10000 However, by using compression this cost can be greatly reduced However, what I am trying to point out here is that as technology of storage, production and transmission of digital video, be it through mobile phones personal digital assistances Interactive TV or the personnel computer, improves so will the applications for education, but more so in the commercial sector of e-learning What I have discuss are educational and research issues involved in the technical aspects But my interests are in the cognitive possibilities interactive digital video will have for learning in a global network environment References Applications of Interactive Digital Video in a Physics Classroom, Lawrence T Escalada, Robert Grabhorn, and Dean A Zollman, Department of Physics, Kansas State University, Manhattan, Kansas 66506-2601 (Published in Journal of Educational Multimedia and Hypermedia, 5(1), 73-97 (1996)) 38 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Beichner, R J (1990) The effect of simultaneous motion presentation and graph generation in a kinematics lab The Physics Teacher, 27, 803-815 Cadmus, R R Jr (1990) A video technique to facilitate the visualization of Physical Phenomena American Journal of Physics, 58(4), 397-399 Hersey, T (1990) Teacher’s Guide to Advanced Placement Courses in Physics: Physics B and Physics C New York, NY: Advanced Placement Program, The College Board Hoffer, T., Radke, J., & Lord, R (1992) Qualitative/quantitative study of the effectiveness of computer-assisted interactive video instruction: the hyperiodic table of elements Journal of Computers in Mathematics & Science Teaching, 11(1), 3-12 Laws, P W (1995, March) Physics Without Lectures Talk presented at the Department of Physics Colloquium at Kansas State University Laws, P W (1991) Calculus-based physics without lectures Physics Today, 24, 24 -31 Nakhleh, M B (1994) A review of microcomputer-based labs: how have they affected science learning? Journal of Computers in Mathematics & Science Teaching, 13(4), 368-380 Harvard University (20001) Distance Education Program Courses (May 14 2002) http://www.extension.harvard.edu/200102/programs/DistanceEd/courses/default.shtml (Feb 13 2002) National Research Council (1994, November) Draft of the National Science Education Standards USA: National Academy Press 39 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Shymansky, J., Kyle, W., & Alport, J (1983) The effects of new science curricula on student performance Journal of Research in Science Teaching, 20(5), 387-404 Treichler d.g (1967) Are you missing the boat in training aid? Film and A-V communication,1,14-16 Bassoppo-Moyo, T (1997.) The implication of Digital video Interaction (DVI) Technology in Multimedia Post-Production Techniques Proceedings of the 1997 mid-south Instructional Technology Conference Currer, Joanne M.(1991,117p) dist learning using digital fiber optics:applications, technologies, and benfits Stahl,Bil.(1993)Interactive Video networks:experiences,issues and challenges journal of microcomputers for information management v10 n3 p195-202 sep 1993 Reisman,Sorel(1994 608p)Multimedia computing:preparing for the 21st Century Kinner,McWilliams,Caul(2001)Stranmillis university college Belfast Interactive Video in Teaching Teachers an evaluation of a link with a Primary School Sir john Daniel(1997) The Multi-Media Mega-University :the hope for the 21st Century M.lattu,V.Meisalo(2000) how a visualization tool can be used –Evaluating and development project.In :proc PPIG ’00,12th Annual conference of thePsychology of Programming Interest Group Challenges for Content-Based Navigation of Digital Video in the Físchlár Digital Library 40 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Smeaton A CIVR 2002 - Proceedings of the Challenge of Image and Video Retrieval - International Conference on Image and Video Retrieval, London, UK, 18-19 July 2002 [02-02]) Supporting Different Search Strategies in a Video Query Interface Dunlop M and Mc Donald K RIAO 2000 - Content-based Multimedia Information Access Paris, France, 12-14 April 2000 [00-03](date2) m.sharples corlett d.westmancott o.(2000) the design and implementation of mobile learning educational technology research group school of engineering university of Birmingham uk Virage inc 2002 chuck fuller ,peter Chapman,www.virage.com Jason Leigh (jleigh@eecs.uic.edu), Andrew E Johnson & Thomas A DeFanti, Electronic Visualization Laboratory, University of Illinois at Chicago Beichner, R J (1990) The effect of simultaneous motion presentation and graph generation in a kinematics lab The Physics Teacher, 27, 803-815 Cadmus, R R Jr (1990) A video technique to facilitate the visualization of Physical Phenomena American Journal of Physics, 58(4), 397-399 Hersey, T (1990) Teacher’s Guide to Advanced Placement Courses in Physics: Physics B and Physics C New York, NY: Advanced Placement Program, The College Board Hoffer, T., Radke, J., & Lord, R (1992) Qualitative/quantitative study of the effectiveness of computer-assisted interactive video instruction: the hyperiodic table of elements Journal of Computers in Mathematics & Science Teaching, 11(1), 3-12 Laws, P W (1995, March) Physics Without Lectures Talk presented at the Department of Physics Colloquium at Kansas State University 41 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Laws, P W (1991) Calculus-based physics without lectures Physics Today, 24, 24 -31 Nakhleh, M B (1994) A review of microcomputer-based labs: how have they affected science learning? Journal of Computers in Mathematics & Science Teaching, 13(4), 368-380 National Research Council (1994, November) Draft of the National Science Education Standards USA: National Academy Press Shymansky, J., Kyle, W., & Alport, J (1983) The effects of new science curricula on student performance Journal of Research in Science Teaching, 20(5), 387-404 Challenges for Content-Based Navigation of Digital Video in the Físchlár Digital Library Smeaton A CIVR 2002 - Proceedings of the Challenge of Image and Video Retrieval - International Conference on Image and Video Retrieval, London, UK, 18-19 July 2002 Interactive digital video and its use virtual reality “Cavern and Nice” CAVERN: A Distributed Architecture for Supporting Scalable Persistence and Interoperability in Collaborative Virtual Environments Electronic Visualization Laboratory University of Illinois at Chicago The NICE Project: Learning Together in a Virtual World Andrew Johnson, Maria Roussos, Jason Leigh Christina Vasilakis, Craig Barnes, Thomas Moher 42 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Electronic Visualization Laboratory & Interactive Computing Environments Laboratory University of Illinois at Chicago, Chicago, IL 60607, USA The Electronic Visualization Laboratory at the University of Illinois http://www.evl.uic.edu/aej/vrais98/vrais98.2.html Carnegie Mellon University ” http://www.cmu.edu/ The university has a centre for entertainment technology http://www.etc.cmu.edu/projects/current.htm j R Smith and S.-F Chang, "Searching for Images and Videos on the WorldWide Web," IEEE Multimedia Magazine, Summer, Vol 4, No 3, pp 12-20, 1997 (demo: http://www.ee.columbia.edu/webseek) Internet briefing paper Norman wiseman April 99 www.jisc.ac.uk/pub99/internet2.html 4) White paper on Digital video and e-learning from Nortel (http://www.nortelnetworks.com/products/o2/papers/3387.htm) Columbia university Prof shih-fu Chang’s research activities This paper is available from www.ee.columbia.edu/~sfchang/researchstsate.html http://www.ctr.cxolumbia.edu/videoq 43 ... Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 There is an increasing need to build in interactivity into distance education and recent research has shown the benefit... enable the students taking the MSc IT in education course in Trinity College Dublin to make digital videos, edit them and publish them on their web site, it was also an opportunity for myself to. .. user to go to the Insert Video page 27 Picturing the path to E-Learning Cathal O’ Connor MSc (I.T in Education) 2002 Videos Database Fig5 MySql Database Videos 28 Picturing the path to E-Learning