This document analyzes usage of the online collaboration tool Adobe Connect within Penn State University. The researchers conducted interviews with 8 individuals familiar with Adobe Connect to understand how it is utilized. Key findings included that Adobe Connect is used for synchronous group meetings, blended course activities, and training sessions. It allows features like video/audio conferencing, file sharing, polling, and chat. However, challenges remain in fully utilizing new technologies for collaboration across a large, geographically dispersed university system.
Personal dashboards for individual learning and project awareness in social s...Wolfgang Reinhardt
The document discusses the concept and implementation of personal dashboards within the eCopSoft collaborative development environment. It aims to enhance awareness, learning, and coordination for developers working on multiple projects. There are three types of dashboards proposed: 1) a community dashboard, 2) a project dashboard, and 3) a my-eCopSoft dashboard for individual users. The dashboards will combine and display data from different eCopSoft tools and projects through customizable "pods". This will provide developers with an integrated view of their work across multiple teams and contexts.
Reframing practice: integrating social software to enable informal learning.Anne Bartlett-Bragg
This document discusses using social software to enable informal learning in organizational contexts. It begins by explaining how social software applications like blogs, wikis and podcasts are being used to facilitate knowledge sharing and informal learning. However, implementing social software for informal learning faces challenges including organizational, individual and pedagogical inhibitors. The document provides examples of these inhibitors and argues that educators need to adopt a Mode 3 teaching approach that guides informal learning through social software rather than more formal pedagogical models. Overall, the document analyzes how social software can support informal workplace learning but also identifies issues that must be addressed for its effective implementation.
This document summarizes a research project that explored using mobile web 2.0 technologies to support learning in tertiary education. The project investigated how wireless mobile devices could be integrated into courses to facilitate collaboration, communication, and social constructivist learning. Data was collected through surveys of students and lecturers before and after trials of the mobile technologies. Key findings included that the technologies increased student engagement and reflection, supported learning anywhere and anytime, and facilitated changes to more collaborative pedagogical approaches, though proper support structures for students and lecturers were important. The project demonstrated the potential of mobile technologies to enhance learning but also surfaced challenges around access and support.
AWESOME: A widget-based dashboard for awareness-support in Research NetworksWolfgang Reinhardt
This document presents the design and evaluation of AWESOME, a widget-based dashboard to support awareness in research networks. The dashboard was designed based on interviews with 42 researchers about challenges with awareness in their networks. Paper prototypes of the dashboard were created and evaluated against existing tools. User tests showed AWESOME performed better in being easier to use, less time-consuming, more supportive of technology/awareness needs, and helping researchers complete tasks more effectively compared to existing tools.
Debut Presentation Rsc Jisc Forum Dec 08HAROLDFRICKER
DEBUT was a staff digital literacy development program that used a personalized approach to help staff explore a variety of digital tools to increase their digital confidence and ability. Key elements included choosing from 23 digital tools, intensive workshops and support over 10 months. Evaluation found significant increases in digital literacy levels and confidence using digital tools for teaching. The program was successful and embedded long-term in the university.
The workplace is changing – and it’s largely due to the impact of social technologies. More and more individuals are using their own devices and tools to address their own learning and performance problems, and the emergence of social businesses means that collaboration and community skills are becoming the new workplace skills. L&D departments around the world are grappling with how to makes sense of all this and how they can support the new ways of learning in the social workplace.
This document discusses multimedia concepts and definitions. It defines multimedia as the presentation of information using a combination of text, audio, graphics, video and animation. Multimedia involves both hardware and software used to communicate information, such as radios, TVs, computers, phones, email and video conferencing. Multimedia is commonly used in education, entertainment, business and scientific research. It can improve learning and make it more engaging through edutainment. The document also discusses interactivity in multimedia, distinguishing between linear and non-linear interactivity and how users can interact with and control multimedia content. Common mediums for delivering multimedia include web-based multimedia through websites and CD-based multimedia through discs like CD-ROMs and Blu
This document analyzes and compares free virtual classroom software. It establishes desirable criteria for the software, including common performance features like integrated text chat, audio/visual presentation sharing, and webcam video. Extra desirable features mentioned are desktop sharing, private chat, and participant lists. The document then evaluates several free software solutions against these criteria.
Personal dashboards for individual learning and project awareness in social s...Wolfgang Reinhardt
The document discusses the concept and implementation of personal dashboards within the eCopSoft collaborative development environment. It aims to enhance awareness, learning, and coordination for developers working on multiple projects. There are three types of dashboards proposed: 1) a community dashboard, 2) a project dashboard, and 3) a my-eCopSoft dashboard for individual users. The dashboards will combine and display data from different eCopSoft tools and projects through customizable "pods". This will provide developers with an integrated view of their work across multiple teams and contexts.
Reframing practice: integrating social software to enable informal learning.Anne Bartlett-Bragg
This document discusses using social software to enable informal learning in organizational contexts. It begins by explaining how social software applications like blogs, wikis and podcasts are being used to facilitate knowledge sharing and informal learning. However, implementing social software for informal learning faces challenges including organizational, individual and pedagogical inhibitors. The document provides examples of these inhibitors and argues that educators need to adopt a Mode 3 teaching approach that guides informal learning through social software rather than more formal pedagogical models. Overall, the document analyzes how social software can support informal workplace learning but also identifies issues that must be addressed for its effective implementation.
This document summarizes a research project that explored using mobile web 2.0 technologies to support learning in tertiary education. The project investigated how wireless mobile devices could be integrated into courses to facilitate collaboration, communication, and social constructivist learning. Data was collected through surveys of students and lecturers before and after trials of the mobile technologies. Key findings included that the technologies increased student engagement and reflection, supported learning anywhere and anytime, and facilitated changes to more collaborative pedagogical approaches, though proper support structures for students and lecturers were important. The project demonstrated the potential of mobile technologies to enhance learning but also surfaced challenges around access and support.
AWESOME: A widget-based dashboard for awareness-support in Research NetworksWolfgang Reinhardt
This document presents the design and evaluation of AWESOME, a widget-based dashboard to support awareness in research networks. The dashboard was designed based on interviews with 42 researchers about challenges with awareness in their networks. Paper prototypes of the dashboard were created and evaluated against existing tools. User tests showed AWESOME performed better in being easier to use, less time-consuming, more supportive of technology/awareness needs, and helping researchers complete tasks more effectively compared to existing tools.
Debut Presentation Rsc Jisc Forum Dec 08HAROLDFRICKER
DEBUT was a staff digital literacy development program that used a personalized approach to help staff explore a variety of digital tools to increase their digital confidence and ability. Key elements included choosing from 23 digital tools, intensive workshops and support over 10 months. Evaluation found significant increases in digital literacy levels and confidence using digital tools for teaching. The program was successful and embedded long-term in the university.
The workplace is changing – and it’s largely due to the impact of social technologies. More and more individuals are using their own devices and tools to address their own learning and performance problems, and the emergence of social businesses means that collaboration and community skills are becoming the new workplace skills. L&D departments around the world are grappling with how to makes sense of all this and how they can support the new ways of learning in the social workplace.
This document discusses multimedia concepts and definitions. It defines multimedia as the presentation of information using a combination of text, audio, graphics, video and animation. Multimedia involves both hardware and software used to communicate information, such as radios, TVs, computers, phones, email and video conferencing. Multimedia is commonly used in education, entertainment, business and scientific research. It can improve learning and make it more engaging through edutainment. The document also discusses interactivity in multimedia, distinguishing between linear and non-linear interactivity and how users can interact with and control multimedia content. Common mediums for delivering multimedia include web-based multimedia through websites and CD-based multimedia through discs like CD-ROMs and Blu
This document analyzes and compares free virtual classroom software. It establishes desirable criteria for the software, including common performance features like integrated text chat, audio/visual presentation sharing, and webcam video. Extra desirable features mentioned are desktop sharing, private chat, and participant lists. The document then evaluates several free software solutions against these criteria.
Web conferencing allows participants in different locations to communicate live over the internet. It allows sharing of presentations, files, and collaboration via chat and whiteboarding. A case study at McMaster University found that web conferencing supported education by allowing classes with remote students. A survey identified views of participants - the majority saw value but cited technical issues, while some enjoyed the technology and communicating remotely. Overall web conferencing was seen as enabling communication when face-to-face was not possible, but training and technical support are needed for successful implementation.
CollabUni is a social information and communication infrastructure implemented at the University of Hildesheim to facilitate collaborative knowledge management and self-directed learning. It uses the open source E-portfolio system Mahara with social network features. Students helped design and configure the initial system, creating profiles, groups, and spaces for communication around degree programs. Early results found CollabUni supports both formal and informal learning through self-presentation, networking, and user-determined collaboration opportunities.
This document describes a proposed Constructivist Learning Environment (CLE) model to be implemented at the Universidad Politécnica Salesiana in Quito, Ecuador. The CLE model would provide 50 engineering and robotics students with the resources and tools to solve real-world problems in the community. During their last two semesters, students would work on projects using technology, information sources, and input from tutors and the community to develop innovative solutions. Key aspects of the CLE model include technology-enabled workspaces, access to digital resources, and guidance from tutors to help students apply their knowledge and develop new solutions.
Authors: Pedro Leão Ramos Ferreira Neto, Margarida Amaral.
This case study was conducted by the senior lecturer in charge of the Computer Architectural Aided Design (CAAD) course, with the support and active collaboration of Instituto de Recursos e Iniciativas Comuns da Universidade do Porto (IRICUP). CAAD is an optional course for fifth-year students at the Faculty of Architecture of the University of Porto (FAUP).
Empowerment Technologies, ET, Live C. Angga, Malungon NHS, Empowerment Technology, Senior High School, SHS, Department of Education, SHS, ET Student LM, Learning Materials for ET students
Using ICTs to Promote Cultural Change: A Study from a Higher Education Contextac2182
The document summarizes Anthony Cocciolo's research on how the introduction of a Web 2.0 technology impacts the culture of learning within a community. The research studied a system called PocketKnowledge over two years. Results showed evidence that the technology provided a space for a participatory subculture to form, as users were more likely to both consume and contribute content than on other sites. This visibility of contributions online may impact users' decisions to participate and the overall culture. Future research could explore how to specifically design technologies to support participatory cultures and cultural change.
CLE-based learning model is based on the implementation of Constructivist Learning Environments that focus on problem-solving scenarios where students can create innovative solutions with the aid of technology as well as tutors' support.
This document discusses e-learning innovations, including the weaknesses of traditional e-learning programs for employed learners and how more interactive approaches can improve effectiveness. It outlines C.A.T.T.I.D.'s experiences using e-learning 2.0 tools like social networking, simulations, and serious games in projects targeting different groups. Simulations allow practical learning but have high costs; C.A.T.T.I.D.'s LABeL has researched immersive education and digital games.
This paper presents a comparative analysis of Free/Libre Open Source Software (FLOSS) Learning Management System (LMS). Following a selection process we analyze the functionalities and characteristics of 8 tools commonly used in formal and informal education. More specifically we focus on the availability of different tools concerning communication and assistance, such as, forum, email, calendar, portfolios, etc. Our analysis showed that despite their similarities, the appropriateness of different FLOSS LMSs can be greatly affected by the specific needs of students, instructors and institutions.
Blending Web 2.0 Technologies with Traditional Formal LearningEboni DuBose
This document discusses blending formal learning methods with informal learning and performance support using Web 2.0 technologies. It defines formal learning, informal learning, and performance support. It then describes key Web 2.0 technologies like blogs, discussion forums, wikis, and social networking. It provides examples of how these technologies can be used to supplement traditional training programs in areas like onboarding, leadership development, and technical skills training. The document advocates a blended approach that leverages both traditional methods and new Web 2.0 technologies to maximize learning.
This document presents an updated 2020 Typology of Free Web-based Learning Technologies. It provides a list of 226 technologies arranged into 40 types across 15 clusters. The typology constitutes an update from 2015, removing discontinued tools, adding new tools, and updating categories. It aims to support educators in identifying free online interactive tools that can be used via browser to promote productive and interactive learning.
Microblogging architecture and scenarios for learning in mobile groupsCarmen Holotescu
This document discusses microblogging and its use in education. Microblogging allows for brief text updates of 140 characters via various platforms and encourages real-time interaction between users. The Cirip.eu platform is highlighted as a microblogging tool designed specifically for education with over 70,000 users. Cirip.eu allows for public and private groups, polls, multimedia sharing, and mobile learning features. The document concludes that integrating social media like microblogging into academic courses requires rethinking pedagogy and assessment to match this new, collaborative learning environment.
The document discusses current trends in PDF publishing, including criticisms that static PDF documents do not provide the interactivity that users expect from web content. It describes marrying PDF documents with multimedia authoring tools as a way to add interactivity and other elements while reusing existing PDFs. The document outlines two current options for integrating PDFs - PDF Xtra and Flash - and compares their methods and advantages. It concludes by anticipating continued evolution toward more seamless, transparent and interactive PDF integration in multimedia projects.
The 12-step document provides guidance for successful social learning initiatives. The steps include: being clear about the purpose; using the appropriate technology; clarifying who owns the initiative; launching when ready; inviting early users to test the platform; considering a viral launch; and promoting the initiative to drive participation. The overall guidance is focused on proper planning, setup, and promotion of social learning platforms and communities.
A preliminary analysis of learning awareness in floss projectsSara Fernandes
It can be argued that participating in free/libre open source software (FLOSS) projects can have a positive effect in the contributor's learning process. The need to interact with other contributors, to read other people's code, write documentation, or use different tools, can motivate and implicitly foster learning. In order to validate this statement we design an appropriate questionnaire asking FLOSS contributors about their experience in FLOSS projects. In this paper, we illustrate how this questionnaire was designed and what we expect to learn from the answers. We conclude the paper with a preview of the results from three cases studies.
from PLE to Professional Learning NetworksIvana Marenzi
The document discusses building personal learning environments (PLEs) and professional learning networks (PLNs). It defines PLEs as systems that help learners manage their own learning. PLE building lays the foundations for lifelong learning by supporting self-organized learning. As learners engage more with a topic, their PLE can transition to a PLN where they connect with experts and discuss professional interests. A model is proposed for PLE building to support students in developing social networks and expanding their learning within PLNs.
The document provides an overview of social networks. It defines social networks and user generated content. It classifies social networks into content-based networks like YouTube and Flickr, user-based networks like Facebook and Orkut, and other network types. It discusses measures used to analyze social networks, including relevance of users based on connections, activities, and centrality measures. It provides examples of social network analysis metrics and measures of network structure.
Involving students in managing their own learningeLearning Papers
The primary function of universities is to equip students with the knowledge and skills they need to prosper throughout their professional career. Today, to be successful, students will need to continually enhance their knowledge and skills, in order to address immediate problems and to participate in a process of continuing vocational and professional development.
Authors: Malinka Ivanova, Tatyana Ivanova
The document summarizes the Joining Mathematical Education (JEM) eContentPlus Thematic Network project. The goals of the project are to foster collaboration between experts in mathematics, software engineering, publishing, and learning theory to improve e-learning content in mathematics. The project will bring together these experts through events and activities to develop high-quality, interoperable e-content in mathematics and disseminate best practices in the field.
The document discusses different templates in Adobe Connect that can be used to design virtual events. It describes three main templates - Training, Meeting, and Event. The Training template contains pods organized for different activities like a lobby, classroom, and analysis layout. The Meeting template focuses on sharing information, discussion, and collaboration. It contains sharing, discussion, and collaboration layouts. The Event template is suited for large events with multiple main attractions due to its roomy design.
Storyboarding for Module Design and Reviewwitthaus
This document provides an overview of a workshop on storyboarding for module design and review. The workshop introduces storyboarding and has participants engage in a storyboarding activity. It concludes with a reflection on opportunities and challenges of using storyboarding in different contexts. The document discusses Walt Disney's use of storyboarding, typical storyboarding structures, and an online storyboarding course that participants are asked to repurpose for delivering to on-site lecturers and trainers over six weekly face-to-face meetings.
Web conferencing allows participants in different locations to communicate live over the internet. It allows sharing of presentations, files, and collaboration via chat and whiteboarding. A case study at McMaster University found that web conferencing supported education by allowing classes with remote students. A survey identified views of participants - the majority saw value but cited technical issues, while some enjoyed the technology and communicating remotely. Overall web conferencing was seen as enabling communication when face-to-face was not possible, but training and technical support are needed for successful implementation.
CollabUni is a social information and communication infrastructure implemented at the University of Hildesheim to facilitate collaborative knowledge management and self-directed learning. It uses the open source E-portfolio system Mahara with social network features. Students helped design and configure the initial system, creating profiles, groups, and spaces for communication around degree programs. Early results found CollabUni supports both formal and informal learning through self-presentation, networking, and user-determined collaboration opportunities.
This document describes a proposed Constructivist Learning Environment (CLE) model to be implemented at the Universidad Politécnica Salesiana in Quito, Ecuador. The CLE model would provide 50 engineering and robotics students with the resources and tools to solve real-world problems in the community. During their last two semesters, students would work on projects using technology, information sources, and input from tutors and the community to develop innovative solutions. Key aspects of the CLE model include technology-enabled workspaces, access to digital resources, and guidance from tutors to help students apply their knowledge and develop new solutions.
Authors: Pedro Leão Ramos Ferreira Neto, Margarida Amaral.
This case study was conducted by the senior lecturer in charge of the Computer Architectural Aided Design (CAAD) course, with the support and active collaboration of Instituto de Recursos e Iniciativas Comuns da Universidade do Porto (IRICUP). CAAD is an optional course for fifth-year students at the Faculty of Architecture of the University of Porto (FAUP).
Empowerment Technologies, ET, Live C. Angga, Malungon NHS, Empowerment Technology, Senior High School, SHS, Department of Education, SHS, ET Student LM, Learning Materials for ET students
Using ICTs to Promote Cultural Change: A Study from a Higher Education Contextac2182
The document summarizes Anthony Cocciolo's research on how the introduction of a Web 2.0 technology impacts the culture of learning within a community. The research studied a system called PocketKnowledge over two years. Results showed evidence that the technology provided a space for a participatory subculture to form, as users were more likely to both consume and contribute content than on other sites. This visibility of contributions online may impact users' decisions to participate and the overall culture. Future research could explore how to specifically design technologies to support participatory cultures and cultural change.
CLE-based learning model is based on the implementation of Constructivist Learning Environments that focus on problem-solving scenarios where students can create innovative solutions with the aid of technology as well as tutors' support.
This document discusses e-learning innovations, including the weaknesses of traditional e-learning programs for employed learners and how more interactive approaches can improve effectiveness. It outlines C.A.T.T.I.D.'s experiences using e-learning 2.0 tools like social networking, simulations, and serious games in projects targeting different groups. Simulations allow practical learning but have high costs; C.A.T.T.I.D.'s LABeL has researched immersive education and digital games.
This paper presents a comparative analysis of Free/Libre Open Source Software (FLOSS) Learning Management System (LMS). Following a selection process we analyze the functionalities and characteristics of 8 tools commonly used in formal and informal education. More specifically we focus on the availability of different tools concerning communication and assistance, such as, forum, email, calendar, portfolios, etc. Our analysis showed that despite their similarities, the appropriateness of different FLOSS LMSs can be greatly affected by the specific needs of students, instructors and institutions.
Blending Web 2.0 Technologies with Traditional Formal LearningEboni DuBose
This document discusses blending formal learning methods with informal learning and performance support using Web 2.0 technologies. It defines formal learning, informal learning, and performance support. It then describes key Web 2.0 technologies like blogs, discussion forums, wikis, and social networking. It provides examples of how these technologies can be used to supplement traditional training programs in areas like onboarding, leadership development, and technical skills training. The document advocates a blended approach that leverages both traditional methods and new Web 2.0 technologies to maximize learning.
This document presents an updated 2020 Typology of Free Web-based Learning Technologies. It provides a list of 226 technologies arranged into 40 types across 15 clusters. The typology constitutes an update from 2015, removing discontinued tools, adding new tools, and updating categories. It aims to support educators in identifying free online interactive tools that can be used via browser to promote productive and interactive learning.
Microblogging architecture and scenarios for learning in mobile groupsCarmen Holotescu
This document discusses microblogging and its use in education. Microblogging allows for brief text updates of 140 characters via various platforms and encourages real-time interaction between users. The Cirip.eu platform is highlighted as a microblogging tool designed specifically for education with over 70,000 users. Cirip.eu allows for public and private groups, polls, multimedia sharing, and mobile learning features. The document concludes that integrating social media like microblogging into academic courses requires rethinking pedagogy and assessment to match this new, collaborative learning environment.
The document discusses current trends in PDF publishing, including criticisms that static PDF documents do not provide the interactivity that users expect from web content. It describes marrying PDF documents with multimedia authoring tools as a way to add interactivity and other elements while reusing existing PDFs. The document outlines two current options for integrating PDFs - PDF Xtra and Flash - and compares their methods and advantages. It concludes by anticipating continued evolution toward more seamless, transparent and interactive PDF integration in multimedia projects.
The 12-step document provides guidance for successful social learning initiatives. The steps include: being clear about the purpose; using the appropriate technology; clarifying who owns the initiative; launching when ready; inviting early users to test the platform; considering a viral launch; and promoting the initiative to drive participation. The overall guidance is focused on proper planning, setup, and promotion of social learning platforms and communities.
A preliminary analysis of learning awareness in floss projectsSara Fernandes
It can be argued that participating in free/libre open source software (FLOSS) projects can have a positive effect in the contributor's learning process. The need to interact with other contributors, to read other people's code, write documentation, or use different tools, can motivate and implicitly foster learning. In order to validate this statement we design an appropriate questionnaire asking FLOSS contributors about their experience in FLOSS projects. In this paper, we illustrate how this questionnaire was designed and what we expect to learn from the answers. We conclude the paper with a preview of the results from three cases studies.
from PLE to Professional Learning NetworksIvana Marenzi
The document discusses building personal learning environments (PLEs) and professional learning networks (PLNs). It defines PLEs as systems that help learners manage their own learning. PLE building lays the foundations for lifelong learning by supporting self-organized learning. As learners engage more with a topic, their PLE can transition to a PLN where they connect with experts and discuss professional interests. A model is proposed for PLE building to support students in developing social networks and expanding their learning within PLNs.
The document provides an overview of social networks. It defines social networks and user generated content. It classifies social networks into content-based networks like YouTube and Flickr, user-based networks like Facebook and Orkut, and other network types. It discusses measures used to analyze social networks, including relevance of users based on connections, activities, and centrality measures. It provides examples of social network analysis metrics and measures of network structure.
Involving students in managing their own learningeLearning Papers
The primary function of universities is to equip students with the knowledge and skills they need to prosper throughout their professional career. Today, to be successful, students will need to continually enhance their knowledge and skills, in order to address immediate problems and to participate in a process of continuing vocational and professional development.
Authors: Malinka Ivanova, Tatyana Ivanova
The document summarizes the Joining Mathematical Education (JEM) eContentPlus Thematic Network project. The goals of the project are to foster collaboration between experts in mathematics, software engineering, publishing, and learning theory to improve e-learning content in mathematics. The project will bring together these experts through events and activities to develop high-quality, interoperable e-content in mathematics and disseminate best practices in the field.
The document discusses different templates in Adobe Connect that can be used to design virtual events. It describes three main templates - Training, Meeting, and Event. The Training template contains pods organized for different activities like a lobby, classroom, and analysis layout. The Meeting template focuses on sharing information, discussion, and collaboration. It contains sharing, discussion, and collaboration layouts. The Event template is suited for large events with multiple main attractions due to its roomy design.
Storyboarding for Module Design and Reviewwitthaus
This document provides an overview of a workshop on storyboarding for module design and review. The workshop introduces storyboarding and has participants engage in a storyboarding activity. It concludes with a reflection on opportunities and challenges of using storyboarding in different contexts. The document discusses Walt Disney's use of storyboarding, typical storyboarding structures, and an online storyboarding course that participants are asked to repurpose for delivering to on-site lecturers and trainers over six weekly face-to-face meetings.
El portal Colombia Aprende ofrece recursos educativos para docentes, estudiantes, familias e investigadores de educación básica, media y superior. Contiene secciones como destacados educativos, portal de productos, agenda educativa, campus virtual, comunidades virtuales y mediateca. El portal busca promover el aprendizaje a través del uso de las tecnologías de la información y la comunicación.
Faststone Photo Resizer allows users to resize photos without losing quality. It involves downloading and installing the software, selecting photos to resize from a folder, choosing an output format and folder, setting the desired size, and clicking convert to reduce photo file sizes significantly while maintaining quality.
El documento describe recursos digitales y herramientas para la educación artística. Presenta "Bunny Bonita", un proyecto que enseña inglés básico a niños entre 4-8 años de manera divertida a través de ilustraciones e historias animadas. También describe el sitio web "Colombia Aprende" que ofrece guías y videos para apoyar las clases y tareas de los estudiantes. Finalmente, presenta "RED ACADEMICA" que permite a los docentes publicar refuerzos escolares virtuales en diferentes asignatur
This document provides information about the texts contained within. It states that the texts have been received via email or collected from the internet. The author has tried to properly credit the originators of poems. Readers are asked to contact the author if they see any incorrect credits so they can be updated. The texts are intended for personal use only and not to make a profit. All copyrights belong to the respective authors.
O documento apresenta uma discussão sobre o gênero crônica no Brasil, abordando sua origem, evolução e características. Inicialmente, destaca exemplos pioneiros como a Carta de Pero Vaz de Caminha e o surgimento da crônica como espaço nos jornais do século XIX. Posteriormente, discute como o gênero se desenvolveu no século XX com autores como Rubem Braga, que o elevaram à literatura, e suas principais características atuais como registro pessoal e uso da linguagem coloquial
Este documento presenta el plan de estudios para el área de Ciencias Naturales en el grado 6°-7° en una institución educativa para poblaciones especiales. Describe los estándares, competencias e indicadores de desempeño relacionados con la identificación de condiciones de cambio y equilibrio en los seres vivos y ecosistemas. Además, incluye los saberes, estrategias metodológicas, evidencias de evaluación y bibliografía que se utilizarán durante el curso.
This document provides a summary of various news stories from a local Utah newspaper:
- BMW unveiled its new 7-series car which features remote control parking technology. The car will sell for over $100,000.
- Lehi, Utah is experiencing major growth as several tech companies like NUVI, Workfront, Ancestry.com and MX announce moving or expanding their headquarters in the city, bringing over 350,000 square feet of new office space.
- Two companies, Health Catalyst and Prime Inc., will be expanding their operations in Salt Lake City, bringing 420 new jobs and $47.6 million in capital investment over the next 5 years after receiving tax incentives from the state.
Colombia Aprende y BrainPOP están organizando un concurso para docentes colombianos donde se premiará a 36 maestros con una suscripción de dos años a los contenidos educativos de BrainPOP Español. Los maestros deben enviar un escrito de hasta 3000 caracteres describiendo cómo usan un blog educativo para mejorar el aprendizaje de sus estudiantes, incluyendo el enlace a su blog, antes del 31 de julio. Los ganadores se seleccionarán en agosto y se anunciarán el 4 de septiembre, recibiendo oficialmente las
La página web www.colombiaaprende.edu.co es analizada. Es considerada uno de los mejores portales educativos de América Latina por la UNESCO. Contiene recursos y servicios educativos de calidad para fortalecer la equidad y mejorar la educación en Colombia. El análisis encuentra que la página utiliza elementos visuales como imágenes, videos e íconos de manera organizada y pertinente para promover el aprendizaje con tecnologías entre los docentes y construir una sociedad del conocimiento.
Este documento resume el proyecto Colombia Aprende, un portal educativo del Ministerio de Educación de Colombia. El portal brinda contenidos y servicios educativos a la comunidad educativa colombiana, incluyendo docentes, estudiantes y padres. Ofrece herramientas tecnológicas como correo electrónico, bibliotecas digitales y objetos de aprendizaje virtuales para que los usuarios interactúen y aprendan de forma libre. El proyecto incorpora características de la Web 2.0 como el uso de software social para capacitar a docentes
The document provides an overview of the lecture notes for a course on Information Systems at Grenoble Graduate School of Business in France.
It begins with an introduction stating the objective is to analyze, represent, and apply theoretical models and frameworks to support strategic analysis and development of an organization's information strategy and systems.
It then outlines the course contents which will cover topics like information systems, information technology, types of IS, IS strategy, project identification and planning, IS architecture, business process reengineering, and managing international IS.
The document concludes by listing the required hardware, software, and telecommunications for the course, as well as providing a bibliography of reference books and websites related to information systems and information technology
The document discusses using cloud computing and social software tools to enhance teaching and learning. It describes how these technologies can encourage student-faculty interaction, cooperation among students, and active learning. Examples of social software tools mentioned include Twitter, YouTube, Google Calendar, Diigo, blogs, and Netvibes. The document advocates building online communities using these tools to facilitate collaboration, feedback, and presentation of student work.
AN OVERVIEW OF CLOUD COMPUTING FOR E-LEARNING WITH ITS KEY BENEFITSijistjournal
Education is a necessary human virtue and essential for society because it reflects the personality of the human being in our society. The effective way of teaching gives the quality of education and advance learning such as e-learning to the learners and also a high quality of teaching to the tutors. Information Technology (IT) plays a significant role in field of education. Now days, E-learning and M-learning have become very popular trends of the education technology riot. E-Learning is the new tool related to the virtualized distance learning by means of electronic communication mechanisms, specifically the Internet to enhance the traditional learning system. An E-learning system generally needs a lot of software and hardware resources. Today, many educational institutions cannot afford such investments and environments therefore cloud computing is the finest solution. The Cloud Computing environment rises swiftly as a natural platform to provide support to e-Learning systems. Hence, this paper presents the impact on using cloud computing for e-learning which contains an innovative environment resulting from both virtual and personal learning environments. This paper introduces concepts of e-learning and cloud computing infrastructure with their key benefits.
Quality of Service Challenges for IP NetworksVideoguy
1) The document discusses implementing desktop video conferencing technology for more effective teaching and learning compared to traditional teaching methods.
2) Video conferencing allows for live connections between groups of people in different locations to communicate and collaborate in real time through sharing of audio, video, and computer applications.
3) The technology discussed would include hardware like cameras, microphones, speakers, and network cards as well as software to enable transmission of video, audio, and data between participants and coordinate the conferencing session.
Technology in Teaching & Learning: Web 2.0 Tools Kee-Man Chuah
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E-learning, often known as "online learning," "virtual learning," "remote learning," and other similar terms, is an alternative to traditional classroom instruction. "Distance education," "digital learning," or "mobile learning." E-learning involves using several distinct technologies, including the web, open broadcast, loop, cable, microwave, broadband lines, fibre optics, satellite, wireless communications equipment, audio/video conferencing, and others, for one-way or two-way transmission. To improve educational knowledge, e-learning makes use of interactive technology and communication infrastructure. It has the ability to change how we typically teach and learn across the board. It will improve standards and increase long-term learning involvement. Although it cannot completely replace teachers and lecturers, it will improve the quality and scope of their instruction and reduce the time spent on administration. Each learner will be changed to reach his or her full potential, and it will make it easier to give an academic force the freedom to change. It makes a very ambitious educational system for an emerging learning society feasible. As demand grows, there is a need to standardise the E-learning system and to use new technologies to raise the standard of the current system. Despite the fact that many corporations and academic institutions have previously adopted various standards, there are still certain issues with these standards' benefits and drawbacks that must be addressed by incorporating new technical standards into the current norms to improve their usability and systematicity
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1) The document discusses the use of computers and various technologies in social science education. It outlines how computers can be used for tasks like retrieving information, practicing skills like map reading, and administering tests.
2) Some advantages of computer-assisted instruction are that it allows for individualized learning and rapid access to large amounts of stored information. However, limitations include the high costs of equipment and potential to dehumanize education.
3) Emerging technologies discussed include compact discs for storing large amounts of information, the Internet for communication and research, and video conferencing for remote instruction. While computers show promise, teachers have been slow to integrate them into social studies classrooms.
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This document discusses modern collaboration technologies in organizations. It covers factors that affect adoption of these technologies and parameters for successful roll-out. Some key points include: collaboration allows people and organizations to work together by sharing knowledge; electronic collaboration uses networking technologies to create shared understanding; benefits include connecting people to the right information, processes, and each other; research questions examine collaboration tools, frameworks for evaluation, and factors affecting adoption; the hypothesis is that selecting the right technologies for an organization's unique needs and culture while systematically applying them can provide substantial benefits.
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Web conferencing is used to conduct live meetings, training, or presentations via the Internet. In a web conference, each participant sits at his or her own computer and is connected to other participants via the internet.
Investigating pedagogical value of wiki technologySoetam Rizky
This document summarizes a study that investigated the pedagogical value of using wiki technology in university courses. An instrument was developed to measure student perceptions of wiki technology across four factors: learning and pedagogy, motivation, group interaction, and technology. The study tested whether factors like age, gender, work experience, or web development experience influenced student satisfaction with wiki technology. The authors hope the study provides insight into developing effective wiki learning environments and incorporating web 2.0 tools into teaching.
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Paper: https://eprint.iacr.org/2023/1886
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Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
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What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
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Adobe Connect Study
1. Online Collaboration Across University Campuses: An
Analysis of the Usage of Adobe Connect within the Penn
State Community
Hansa Sinha Jennifer McCauley Sonali Kumar
College of Information College of Information College of Arts and
Sciences and Technology Sciences and Technology Architecture
316C IST Bldg. 102 Paterno Library 128 Stuckeman Family Bldg.
University Park, PA 16802 University Park, PA 16802 University Park, PA 16802
1 814 574 0118 +1 814 863 7098 suk189@psu.edu
hsinha@ist.psu.edu jmccauley@ist.psu.edu
ABSTRACT desktop video conferencing service. The software was
An analysis of The Adobe Connect Community at Penn implemented, piloted and managed entirely by ITS. ITS
State reveals the current usage of the technology in terms centralized the training efforts and dispersed the license
of features, usability, and context of use. Applying management to academic and administrative unit liaisons
qualitative interview methods, the research gathered [23].
information from individuals familiar with the Adobe
Initially, the pilot included only faculty and staff but
Connect environment. Specifically, the research focused
eventually encompassed any individual capable of
on developing a better understanding of how Adobe
authenticating to the PSU system. External users were
Connect is utilized within the Penn State Community. This
required to gain a Friends of Penn State Account prior to
approach highlighted the benefits of collaboration and the
accessing Adobe Connect [23]. Over the past year, the
challenges of utilizing technology in ways that may exceed
system has increased its adoption and migrated from pilot
the intended use.
to production. ITS utilized focus groups to identify the
Keywords needs of their diverse user groups which included building
groupware, video conferencing, qualitative interviewing, online an online community, introductory and instructional
collaboration seminars, and building the conversation surrounding
Adobe Connect and its tools where "for fee" services are
INTRODUCTION
currently implemented [24].
Geographically dispersed and academically diverse, Penn
State University (PSU) offers a unique environment for The present research investigates the existing user
education. PSU offers challenges for collaboration across a community associated with Adobe Connect, both at
large geographic space. “Penn State is a multi-campus University Park and at other campuses. It uses field
public land-grant university that improves the lives of the methods (interviews) to identify and analyze current usage
people of Pennsylvania, the nation, and the world through settings, successes and failures. The research contributes a
integrated, high-quality programs in teaching, research, and high level analysis of Adobe Connect as an example of
service… With its administrative and research hub at the new web-based collaborative technology that is being
University Park campus, Penn State has 23 additional promoted and adopted by an educational institution. This
locations across Pennsylvania” [20]. This challenge has research begins to capture the impact of Adobe Connect
been addressed over the years in various approaches to and aid future efforts to enhance the collaboration of a
video conferencing. geographically dispersed organization.
In the past, PSU has explored vendors such as Centra, an COLLABORATION AND WEB CONFERENCING
online learning environment that combines interactive RESEARCH
virtual classroom learning, e-meeting, and web seminar Since the early 2000s, and as part of the development of a
platform [7], for establishing online meetings and second generation of Web services, Web 2.0, now
collaboration while keeping travel costs and time commonly termed collaborative or Web conferencing
constraints to a minimum. Centra was available across the software, have become available. Many factors have made
University's infrastructure but rendered itself difficult to this possible such as the spread of Internet accounts from
utilize and lacked adoption over conference calls and other research and university environments into schools, colleges
alternatives like NetMeeting. In the spring of 2006, PSU's and the commercial and domestic marketplace. This
Information Technology Services (ITS) announced the provides an inexpensive and convenient way to
pilot project, Adobe Connect Breeze (Connect) as a interconnect computers locally, nationally and
2. internationally. Educators have a rich source of material video captured. The main issue for participants has been
including text, images and video and can locate that they were not in a “real” classroom with “real”
instructional and resource materials on almost any topic students [12, 16].
and at almost any level [22]. Other collaboration and web conferencing systems research
Groupware is defined as computer-based systems that informs this research with standards of practice and an
support groups of people engaged in a common task (or understanding of the implications of the technology usage.
goal) and that provide an interface to a shared environment Collaboration oriented technology focuses on connecting
[10]. Awareness in groupware can reduce effort, increase people and therefore requires research that focuses on the
efficiency, and reduce errors for the activities of human influence. Several research efforts note that the
collaboration. One of the means of enhancing awareness is more personal the interaction needs are the less likely
embodiments- visible representation of each person’s body technology will offer a satisfying solution. They state that
in the workspace. Depending upon its expressiveness, a nothing can replace face-to-face communications.
workspace embodiment can provide information about who Collaboration technology works well for standardized
is working, where they are and what they are doing [13]. practices such as announcements and presentations but
According to Kellogg et al, digital backchannels play an not for collaboration of larger groups. As the group
important role in group interactions with one-on-one chats increases, human behavior changes and becomes more
during classroom lectures and use of chat as public prone to inhibition and error [6, 12, 18]. Some research
backchannel in physically shared spaces like academic also notes that the integration of emerging technologies
conferences. Digital backchannels allow listeners to into online distance learning brings possible interactions in
provide non-interruptive feedback to the speaker [14]. regard to social presence and the changing roles of the
instructor to that of a partner in learning [3].
Few research projects have begun to explore the
possibilities of enriching CSCL environments with tools THE ADOBE CONNECT SYSTEM
that support collaborative interaction. Some have attempted Adobe Connect is a collaboration tool that includes video
to propose classification frameworks built on a simple conferencing, application sharing, live polling, chat,
model of coaching by reviewing an array of systems. It is whiteboards, and presentations. Live, synchronous
acknowledged that the concept of supporting (as opposed interactions with small or large groups can take place right
to enabling) peer-to-peer interaction in computer-supported on the desktop. A meeting can have as few as two or as
collaborative learning is still in its infancy [19]. Others many as several hundred attendees.
have explored the benefits of using emerging technologies, It is an online meeting tool that can be joined by navigating
especially second-generation Web tools to take interactivity to a specific URL with a browser, which supports the
to the next level and create engaging collaborative presentation of rich media content that can include video,
environments [3]. animations and software simulations. The Adobe Connect
Studies have been conducted in various universities trying meeting tool operates via Adobe Flash
to implement similar web conferencing technologies. For
example, Southern Utah University, located in a primarily
rural setting with an increased need for a virtual campus,
has adopted Breeze (now known as Adobe Connect) on all
its online courses. They have made efforts to improve
bandwidth issues to prove the long-term economic viability
of distance education. They attribute the “slow
implementation of Breeze into the institutional fabric” for
its success and acceptance [11].
There are many hurdles during the implementation of new
technology in educational settings. When working with any
new medium of communication, there are inevitable Figure 1: Screen shot of Adobe Connect Meeting room
difficulties. The most common problem in any project is to
simply get the technology working at the various sites
involved. Participants also have to spend time getting Player and also allows creation of personalized URL’s that
acclimated to the system of communication [16]. Though are also customizable.
teachers look to use technology within their classrooms, the Features of Adobe Connect
implementation is limited to technology that compliments In Adobe Connect, a meeting room consists of a number of
or enhances the teaching strategies learned in traditional display panels, called pods. There are eight types of pods,
classrooms. Web and video conferencing technology are each with its own function: Camera and Voice, Chat,
seen as not reliable or practical for classroom interaction. Question and Answer, Interactive Whiteboard, Notes, Poll,
The social presence is not clearly conveyed through the Share, File Share [1, 26]. Both the File Sharing and the
2
3. Share pod enable users to share files within Adobe Once in a meeting, one can see and hear various types of
Connect. media, such as a live video broadcast of the Presenter, a
The File Sharing pod allows Hosts and Participants to Microsoft PowerPoint presentation, or a video. In real time,
upload files to a meeting and have attendees download a Presenters can demonstrate software on the computer or
copy of the file to their computer. All file types can be use a whiteboard to draw or annotate images or text.
uploaded to this pod. On the other hand, the Share pod will Roles
actually display the file that is uploaded, but is limited in
the types of files it will accommodate. The Share pod can There are three different roles each having a different level
display the following kinds of media which can be of control and permissions for meeting room attendees.
uploaded by a host or presenter: These are the Hosts, who have full control over the
Microsoft PowerPoint presentations (.PPT)
Images (.JPG, .GIF, and .PNG)
Flash files (.SWF)
Flash Video files (.FLV)
Activities that the Share pod can be used for include:
Content display: The Share pod can display
various kinds of media, including presentations,
images, and documents.
Whiteboard: Presenters and Hosts can annotate
text and drawings collaboratively, in real time.
Screen sharing and application sharing
A whiteboard allows users to create text, lines, circles, Figure 2: Video Pod in Adobe Connect
squares, and other free-hand drawings in real time during a
meeting. All Presenters and Hosts can use a created meeting room, the Presenters who have moderate control
whiteboard, and multiple whiteboards can be used per and finally the participants who have limited control. Hosts
meeting [1, 26]. can set up a meeting room, invite guests, manage attendees,
add content, and switch, add, or edit layouts.
Adobe Connect Usage
Presenters can broadcast live audio/video and share content
An Adobe Connect meeting room exists before a scheduled from their computer, but have less control over the meeting
meeting time and continues to exist after the scheduled room than Hosts. Presenters have no control over the
meeting time has passed. A meeting room can be used over Attendee List and cannot change a layout or change from
and over. The Host can leave the meeting room open or one layout to another. Participants can view content and
closed between scheduled meetings. If a meeting room is participate in interactive resources made available by Hosts
open between meetings, one can enter the room at any time or Presenters (such as text chat and polls), but cannot
to view content or meet with other group members. broadcast audio/video, share content, or manage the
From a Share pod, Hosts and Presenters can broadcast a meeting room.
desktop, window, or application to all Attendees in a Awareness
meeting room. For meeting Attendees to see the shared
item, it must be in full view on the Host or Presenter's One of the means of creating awareness in Adobe Connect
screen. Any changes the sharing Host or Presenter makes is emoticons. Emoticons are useful for asking group
to the application are visible to the Attendees, including questions and getting group responses. An example of the
related windows such as dialog boxes. Overlapping use of emoticons would be to have everyone give you a
windows from applications not selected for sharing appear "thumbs up" if they can hear. Participants who don't
as a blue cross-hatch pattern. respond may be having technical issues and may need help
from a tech support moderator.
Levels of Usage
Figure 3: Screen shot of Emoticons
Meeting types supported by Adobe Connect can have four
levels: One-on-one, small group meetings, Presenting to a In Adobe Connect, Hosts and Presenters can broadcast live
dispersed or gathered audience and broadcasting a live audio and video using the Camera and Voice pod. All
event. In Penn State, Adobe Connect service has been attendees can hear and see the broadcast audio and video.
deployed by Information Technology Services to meet the Reviewability, Revisability
needs of faculty and staff who would like to use desktop Adobe Connect meetings can be recorded and saved for
video conferencing for: playback at any time. There are many advantages to
Synchronous group meetings recording meetings, including allowing users to review and
Resident and blended course activities even interact with old meetings. Adobe Connect records
Training sessions events rather than screen shots, which means that users can
3
4. • A PhD student in IST at PSU with experience as a
software implementer, database administrator,
webmaster and computer support.
• A master’s student in IST specializing in the
social aspects of Information Technology drawing
upon eight years of experience in corporate and
higher education technology organizations.
play the recording at whatever size they would like, and all • A master’s student in the College of Architecture
the interactive SWF files that a typical participant would at PSU with a professional degree in Architecture
manipulate can be manipulated during playback. and experience working on a large-scale
In Adobe Connect, chat pods and question and answer pods distributed design collaboration research project
also allow for digital backchannels to occur [14]. Adobe utilizing high bandwidth connection.
Connect allows participants to chat with specific With their different backgrounds as well as common
participants in the meeting room creating backchannels that experience in information technology, their interpretations
may not be obvious. are expected to contribute towards enriching the quality
and validity of the findings.
RESEARCH METHODOLOGY
The study developed an understanding of the applications DATA COLLECTION AND ANALYSIS
and experiences surrounding the adoption of Adobe The researchers with aid from the Information Technology
Connect at Penn State. The finding sought to identify Services department (ITS) at Penn State identified units
opportunities for improvement and successful applications within the University with a strong likelihood of Adobe
of Adobe Connect. The specific research question was: Connect adoption. The likelihood was determined through
“How does the Penn State Community utilize Adobe attendance statistics of ITS Adobe Connet open sessions.
Connect?” The units Adobe Connect contact person was emailed and
recruited to interview or identify other users to interview.
The research sought a high level initial effort to capture the The group also posted on the Adobe Connect ITS Forum
uses of Adobe Connect. The Penn State environment and utilized their networks to aid in interviewee
presented a diverse and geographically dispersed user identification.
group. This challenged the usage of a specific theory in the
research. Grounded Theory, or the practice of gathering The eight interviewees were chosen based on having
data and interpreting the data for themes and theories [25], experience with Adobe Connect at any level. The
addressed this challenge. Grounded theory allowed the researchers sought out a diverse group from units across
high level approach to reveal themes for further the University which included people at University Park
exploration. and other locations. The geographic dispersion required
Qualitative methods of research were employed by some of the interviews to be conducted over the phone
interviewing eight people who have used Adobe Connect while a majority of them were conducted in person.
as implementers, moderators or users. The interviews were The interviews were audio recorded after obtaining signed
semi-structured with open ended questions using the consent forms from the participants. These recordings were
interview guide (Appendix 1). used for later analysis by tabulating the responses of each
The interpretive lens framed the analysis of the interviews. participant for each question. The responses for each
Interpretive studies assume that “people create and question were summarized to draw predominant themes.
associate their own subjective and inter-subjective Finally, the researchers discussed and compared their
meanings as they interact with the world around them” interpretations with each other. This method of
[25]. The interpretivist lens is based on the ontological triangulation is expected to increase the validity of the
assumption that reality and our knowledge of it are socially findings. The interview questions were designed to seek
constructed. In IS research, interpretive methods are aimed information in three categories: educational and technical
at understanding the context within which an information background, experience with web communication
system exists and how it influences and is influenced by technologies, and usage of Adobe Connect. A copy of the
this context [27]. The interpretivist epistemology enabled interview guideline is attached (Appendix 1).
the construction of the social reality of Adobe Connect Educational and Technical Background
applications[17].
A majority of the participants held college degrees. Only
The research team was comprised of three diverse
two participants had a degree in computer
members.
science/engineering. One of them was not an Adobe
Connect user but was involved during its implementation
and piloting. These are listed in Table1 below.
4
5. All participants used the Windows operating systems. Two
of them also used Macintosh and one used Linux most of
Highest No. of Major
the time. Most of the participants had experience in web
Degree Participants
development, albeit in varying degrees from some web
pages using html to web designing using Java. All of them
High School 1 - perceived themselves as heavy users of information
technology.
Bachelors 4 Eng, Bio, CompSc, Phy,
German Experience with Web Communication Technologies
The second section of the interviews focused on the
Masters 2 CompSc/Engg, Adult participants’ experience with web communication
Edn technologies. With the web continuing to play a growing
role in everyday life, the research sought to understand the
participants’ familiarity with it. Usage of Web 2.0
Ph.D 1 Edn &
technologies was limited to a basic understanding of the
Leadership
words blogs, wikis, tagging, etc. Most participants
identified themselves as dabbling and curious but not
Table 1: Educational Background focused on the technology. Experience with web
communication technologies other than Adobe Connect
The participants came from diverse professional included WebX, Horizon, Skype and Netmeeting. Two
backgrounds as listed in Table 2. Two of them were staff video centric technologies, Mediasite Live and Centra were
assistants; one was a regional director in charge of multiple incorrectly identified as web communication technologies.
counties across Pennsylvania after retiring from military
service; one of them conducted training sessions on
When asked how they choose to use Adobe Connect or
different software applications such as Dreamweaver and
another platform, the University support of Adobe Connect
Microsoft Office products and also provided technical
and ease of use was cited by 88% of the participants. The
support; another taught an online course; one was an
one outlier did not use Adobe Connect because of
educational technologist; one was currently a research
operating system compatibility issues. Participants
grant writer with experience in web designing after
appreciated that the access, setup and structure of the
working in the area of conservation in a zoo; one was staff
Adobe Connect event relies on them and not an outside
member in a human resource office; and one was working
resource. In addition, the costs to entry with Adobe
as a part of research network for the UNIX and LINUX
Connect are minimal with few technology requirements.
systems. Thus, the diversity of their perspectives on the
The alternative tools were also identified as free and
subject of the study enabled the research team to generate
lightweight.
well rounded and generalizable interpretations as far as
generalizing to the sample is concerned.
Usage of Adobe Connect
Job No. of Participants The interviewees’ experience with using Adobe Connect
Description ranged from two and a half years (since pilot) to as little as
one month. Seven of them were mostly Hosts
and Presenters. Three had also played the role of
Staff Asst. 2
Participant. One interviewee had played with all the roles
during the pilot run. They generally used Adobe Connect
IT Related Jobs 4 for sharing documents, demonstrating a PowerPoint
(Web Designer, Edl Technologist, presentation and sharing their desktop during meetings or
Programmer/Analyst, Technical trainings. If they did not need to share they could either use
Support, IT Training)
conference calling or just pick up the phone. One
participant used Adobe Connect in conjunction with
Ph.D Student-Instructor in 1 conference call for audio. One participant mentioned trying
IT this strategy but found it “crazy”. This was generally done
when some of the meeting participants did not have
microphones. They found Adobe Connect helpful for
Regional Director 1
training purposes, holding meetings with groups of people
and researchers at other institutions.
Table 2: Professional Background
5
6. Participants liked the following features: problems. They also mentioned challenges due to dial-up
• Chat networks and problems with sharing microphones when
• File Share more than 5 people were involved in a meeting.
• Desktop Sharing
• Polling features Most of the participants were aware of the Adobe Connect
• Sessions recorded and reused asynchronously PSU Forum and web resources. With the exception of two,
• Set up independent from IT the participants utilized it and feel comfortable posting
However they did not like technical issues with audio and questions.
felt that the need for adjustment to listening to delayed A majority of the participants utilize the desktop sharing
responses in audio could turn off some people from using it with minimal concern for security. Participants identified
rather than using the phone. The full screen mode was that in the past they had utilized NetMeeting and have
difficult to toggle. Also the attendee list did not provide found Adobe Connect as an improved resource.
anonymity. It was difficult to add an attendee as a guest.
There were also cross platform compatibility issues. The All of the active Adobe Connect participants preferred to
desktop sharing feature could be used only across Mac and personalize their layout within Adobe Connect. They
Windows operating systems. Also, videos files could not displayed enthusiasm in how they could move the pods and
be uploaded. If groups got larger than five people it was put their personal preferences in place. Some emphasized
difficult to have a discussion. Most of them reported not the customized entrances and personalized approaches they
having any breakdowns except when there was a give to the look upon entrance, identifying that it sets the
“connection issue related to the infrastructure of the tone for the meeting. Only one interviewee did not use the
hardware and not due to the Adobe Connect software” layout mode but this was because her co-instructor took
such as in the case of a storm. care of it.
Participants often described other’s impression of using In regards to the features, Figure 4 lists the usage of
Adobe Connect positively. They observed that the comfort features as rated by the participants. Chat was the most
level of new users only increased with frequency of use. A widely used feature followed closely by video and
few participants complained of new user’s impatience with fileshare. The Q&A feature was the least popular, followed
new technology and lack of equipment such as cameras and by Poll, Whiteboard and Notes, respectively. There was
microphones as reasons for the under utilization of Adobe only one participant who used the Q&A “always”. The
Connect. remaining participants reported “never” using Q&A, citing
they were unfamiliar or unaware of the feature. The Audio
It was encouraging to see that overall, participants felt that was
Adobe Connect was indeed useful and a great cost savings
tool. Though one participant valued face-to-face interaction
over Adobe Connect, most participants wanted to motivate
more users to utilize Adobe Connect. They suggested
leader support, fund allocation, involving faculty members
along with increased training and demonstrations to a
wider audience. Most importantly, a participant commented
on maintaining higher speed, reliability and quality of the
bandwidth connection along with dedicated service to help
reduce technical issues, thereby encouraging greater use.
While four participants used LAN connections, some
participants also used Cable and DSL connections and have
attended Adobe Connect meetings with users on Dial up
connections. One participant also experimented with
wireless networks. Figure 4: Participant Identified Feature Usage Rate
One of the recurring and most common technical problems never used by two participants but those who did use it
experienced by the participants was audio feedback delay. reported “always” using it.
While two participants claimed to have never experienced
any technical issues, some complained of an occasional FINDINGS
video freeze while screen sharing during the pilot. One of Web Communication Technologies allow people to interact
the participants commented on how large number of users and collaborate while minimizing or removing the factor of
always tended to pull down the network and cause latency geographic dispersion. Adobe Connect provides the Penn
6
7. State Community this service. In an effort to answer the Organizational support can also be utilized in increasing
initial research question, the findings are discussed in two awareness. Participants note that awareness of Adobe
categories: benefits and challenges of Adobe Connect Connect influences its adoption. One user noted “I think
within the Penn State Community. most people are unaware of its capabilities. I did not use it
until I had to because of bad past experiences (with Pigtail
Benefits of Adobe Connect
and Centra)”. This same user now finds Adobe Connect
Collaboration technology works well for standardized invaluable in meeting settings with remote attendees.
practices such as announcements and presentations [6]. Similar feedback from other participants speaks to a
This has been true in the case of Adobe Connect especially potential marketing need to promote adoption at Penn
in departments that use it for the purpose of training. One State.
of the interviewees was excited to use Adobe Connect to
The second challenge of Adobe Connect is technical. The
conduct her meetings with the extension educators. She had
research revealed that Adobe Connect is not always
a high level of familiarity and comfort with Adobe Connect
feasible because of bandwidth limitations. Though Penn
and had claimed to use it quite often as a host. They would
State itself has a high bandwidth network, similar
“customize the meeting room for training, create a Lobby
universities have made efforts to improve bandwidth issues
with welcome note and learning objectives, analysis
to prove the long-term economic viability [15]. Some
layout... and use poll pod".
participants of Adobe Connect are located outside the Penn
Most of the interviewees were using Adobe Connect to State network, where there is variation in bandwidth. This
conduct online meetings and courses with remote can create hurdles in the communication causing
participants. They found it "good for training purposes" disruptions in the audio. Participants had various levels of
and useful for "remote meetings with groups of frustration with the bandwidth issues. One said that "There
people/researchers at other institutions". There are are audio issues - sometimes I can be heard sometimes I
altogether about 67 extension offices spread across the am not - like fading in and out. Sometimes audio recording
state so "the extension educators find it wonderful". has not worked.” Whereas another felt that “Audio
A couple of participants were excited about using the feedback is a huge problem, dial-up can have bandwidth
recording feature in Adobe Connect. One of them recorded issues“. There were however, instances where some
the training sessions, which were then utilized by the participants tried to work around this problem: “You got to
attendees to review the sessions asynchronously. Absences learn how to adjust according to the bandwidth to make it
to meetings no longer meant the content was not comfortable to other participants. Takes practice to adjust
communicated; people who missed the session could view to the delay between the time you speak to the time to hear
it later. the response.”
All participants reported using file sharing and 5 out of 8 Generally in situations where there was a variation in the
reported using desktop sharing. Sharing was by far bandwidth connection of the participants, the Lowest
perceived as the most important feature of Adobe Connect. Common Denominator, or the slowest connection would
One participant commented that if he did not need to share, decide the efficacy of the meeting. Participants would try to
he would prefer using the phone. overcome this problem by using additional tools for
communication. “Sometimes the interaction and the new
Challenges of Adobe Connect technology are overwhelming to our users so we still have
All of our participants had positive feedback for Adobe the phone as a backup in case they want to ask questions
Connect in various areas. Participants also noted areas of instead of using the chat...but in our small group we use
challenges. Adobe Connect’s usage at Penn State faces audio, chat... there is a different interface and a different
three main categories of challenges: organizational, mentality of using the tool between the two groups".
technical, and social.
Users also found it difficult to manage sessions when the
The support of organization has always been acknowledged
number of attendees increased especially when it involved
as playing a key role in the successful adoption and
discussions. It was felt that about 4-5 attendees were ideal
implementation of technology. One participant commented
for meetings/courses that involved discussions. “As the
that sometimes he has had to cancel a meeting because the
number of attendees increases the picture becomes smaller
other attendees (in leadership ranks) did not have the
and smaller and then it is difficult to hold a proper
equipment (microphones and web cams). The leadership
discussion." Moreover, there were technical issues that
should encourage adoption by setting a role model for their
arose as the number of attendees increased. “Large number
subordinates. "I think its (Adobe Connect) underutilized
of participants pull down network, takes longer time,
because meetings occur where a few of them did not have
microphone is not used effectively.” However, one
the equipment - so if the leadership of the organization is
participant reported using Adobe Connect for anywhere
not using the technology, the people in that organization
between 12-20 attendees for training sessions. The same
will also not use it either."
participant also used Adobe Connect for online meetings
7
8. with up to 5 attendees. Finally, utilizing the findings of this research, future efforts
could use the socio-technical framework to frame
The final challenge for Adobe Connect is social. Several challenges discovered. The socio-technical theory (STT)
research efforts note that the more personal the interaction emerged from the work of the Tavistock Institute in the
needs are the less likely technology will offer a satisfying British coal mining industry in the 50s [2]. The theory was
solution. They state that nothing can replace face-to-face an approach to the analysis and design of organizational
communications [6,11,17]. As pointed out by Lehman et al structures. The failure of many of the experiments in the
and Hughes et al., the main issue for teachers in online UK coal industry to take hold was seen by Tavistock
classrooms has been that they were not in a “real” researchers as a sign that the social aspect was not fully
classroom with “real” students [11, 15]. Similarly, although addressed in the organizational structure design.
most users of Adobe Connect found it very useful, they
agreed that it couldn’t replace face-to-face interaction. One The STS approach STS [5] argues that any design/redesign
interviewee valued face-to-face interaction to such an of work system must deal jointly with the technical and
extent that he/she was not willing to encourage the social systems – two jointly independent, but correlative
adoption of Web 2.0 technologies. Another felt that Adobe interacting systems that make up a “work system.” The
Connect was a great tool that reduced his travel time and technical sub-system is concerned with the processes,
cost. However, it was still important for him to meet with tasks, and technology necessary to transform inputs to
his colleagues face-to-face since "nothing can ever replace outputs. The social sub-system is concerned with the
face-to-face". attributes of people (eg, attitudes, skills, and values), the
relationships among people, reward systems, and authority
LIMITATIONS
structures. It is assumed that the outputs of the work
The findings illustrated benefits and challenges within
system are the result of joint interactions between these two
Adobe Connect. The research is bound by the small
sub-systems. Thus, any design or redesign of a work
sample size of the data. The research question attempted to
system must deal with both systems in an integrated form.
gather an initial landscape of Adobe Connect within the
The environmental subsystem can also be considered by
Penn State Community. Taking the Penn State
taking into account customers, suppliers, and the rules and
Community’s size into account, to portray a true image of
regulations, formal and informal, which govern the
Adobe Connect a much larger population is needed. This
relations of the organization to society at large.
research is therefore limited to acknowledging initial
themes in the findings. Further efforts can be made from
A single technology can be used in many, and sometimes
the groundwork of this research and further detail is
unexpected, ways. However, in each different use, the
available within implications.
technology is embedded in a complex set of other
IMPLICATIONS technologies, physical surroundings, people, procedures,
It is important to acknowledge that the consequences of etc. that together make up the socio-technical system [8].
technological implementation evolve over time. In such a Only by understanding the system can we parse out the
context, groupware that offers technology for broader and issues surrounding its effective implementation. Future
more open participation in collaborative tasks is seen as work can study the different contextual surroundings of
both promising and threatening. Adobe Connect users and how it impacted their
The findings also speak to reinvention or the process of motivations for adoption. From this study, we found that
users working through for themselves the nature of their the tool was mostly used for meetings, training sessions
tools and how they are to be used [4]. The users of Adobe and course delivery. Each of these required different
Connect, the faculty, staff and students, can be seen as tool combinations of features in the layout mode and different
re-inventors who define what the tools do in practice and adjustments to the bandwidth. Future work can be
the effect they have on the context. addressed towards investigating the unique issues
surrounding the different types of usage. Some of the
Evaluation criteria to examine the usability of Adobe
participants felt constrained by privacy and security issues.
Connect can also be generated. In their paper on
Future study can also find out if these concerns are valid
comparison of usage evaluation and inspection methods for
and how they can be overcome.
assessing groupware usability, Potts et al have created a
“Mechanics of Collaboration”. They study the usability of
The baseline research identifying the benefits and
a groupware based on the following: Explicit
challenges of Adobe Connect with the Penn State
Communication, Implicit Communication, Coordination of
Community offers a foundation for further research into the
Action, Planning, Monitoring, Assistance and Protection
social realms of its application. We believe that our
[21]. Future research could frame the findings with the
research aids in further investigation of the following:
“Mechanics of Collaboration” for greater clarity of Adobe
Connect’s usage.
1. What are the barriers to the effective use of Adobe
8
9. Connect? 11. Harker, E.J, Ellis, C.O, Harraf, A, Richards, M.D.
a) Technical barriers? (2005). Pioneering the Potential of IP Video:
b) Social Barriers? Integrating Macromedia Breeze Live and Breeze
Presentation Software into a Learning Environment.
2. What changes would need to be made to the Proceedings of the 2005 UCEA conference: Looking
technical and social realms for Adobe Connect to be more West: Adventures, Challenges, and Opportunities.
widely accepted/used. 12. Hughes, C. & Hewson L. (1998) Online Interactions:
Developing a neglected aspect of the virtual classroom,
CONCLUSION Educational Technology V4 , Englewood Cliffs, N.J.
This study is a formative evaluation to guide the Adobe
Connect community at Penn State to broaden and increase 13. Gutwin, C. and Greenberg S., (2002), A Descriptive
the effectiveness of the usage of this tool in their work Framework of Workspace Awareness for Real-Time
practices. We hope that the findings will be used by Groupware, Computer Supported Cooperative Work 11,
designers to guide improvements in the features of the tool. pp. 411-446, Netherlands, Kluver Academic publishers.
14. Kellogg, W.A., et al. 2006. Leveraging digital
ACKNOWLEDGMENTS backchannels to enhance user experience in
We thank the Penn State Information Technology Services electronically mediated communication. Proceedings of
department for aiding us in accessing the Penn State Adobe CSCW 2006 (pp. 451-460).
Connect Community. 15. Land, F.F., (2000), Evaluation in a Socio-Technical
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10
11. Appendix 1
INTERVIEW QUESTIONS GUIDELINE
The purpose of this study is to investigate the existing user community associated with Adobe Connect, both at University
Park and at other campuses. The following interview questions will cover three categories designed to aid in identifying
trends that arise while utilizing Adobe Connect.
Education and Skills
What is your academic background (i.e. Computer Science, Geography, etc)?
Please share a brief history of your career path.
What computer/ OS do you use?
What do you consider your computer/technical expertise? (i.e. light user: email, web, etc; developer: web
development, database etc.)
Web Communication Technologies
What experience do you have with web 2.0 technologies (i.e. IM, blogs, wikis, etc)?
Have you used web communication technologies other than Adobe Connect?
If yes, what technology? Which do you prefer/how do you choose which to apply?
Do you have access to other alternatives such as video conferencing?
What drives the decision to use Adobe Connect versus other video conferencing alternatives?
Adobe Connect Usage
How long have you been using Adobe Connect?
For what purpose would you use/not use Adobe Connect?
Please describe some of the features you like/dislike in Adobe Connect
What role do you usually play in the Adobe Connect meetings? eg. participant, Host/ presenter?
How many people do you generally use Adobe Connect to collaborate with?
Please describe your impressions on how other users are perceiving this tool
Do you think Adobe Connect is useful?
How can users be motivated to use it more?
What bandwidth connection do you have access to when using Adobe Connect? Does it allow you to use all
features?
Have you ever experienced technical problems and of what kind while using Adobe Connect?
How often, if at all do you use the Adobe Connect website resources? Do you think they are helpful? eg. forums etc.
Have you ever shared your desktop using Adobe Connect? If yes, why and did you find it helpful? If No, why? eg.
don't know how or are not comfortable etc.
Which layout do you generally prefer to use? Have you ever customized it?
Which of the following pods do you use in your collaborative sessions and how frequently?:
video conferencing
Audio
Chat
Notepad
White board
File upload eg. powerpt presentation
11