This document summarizes the Multimedia Curriculum project at the University of Massachusetts Amherst, which aims to develop multimedia instructional materials and tools to teach multimedia systems engineering. The project includes:
1) Developing 6 interactive multimedia instructional modules on topics related to multimedia systems using web-linked DVDs.
2) Creating multimedia communication utilities to facilitate student-instructor and student-student interaction.
3) Implementing multimedia component design projects for students to work on.
The goal is to use multimedia both as a content area and instructional approach to motivate students and integrate different areas of computer engineering. Preliminary results suggest the modules provide an engaging learning experience for students.
Using Video Conferencing in Lecture ClassesVideoguy
This document discusses Duquesne University's use of the Mediasite video conferencing system to record and distribute lectures online. It provides an overview of the Mediasite system and how two graduate courses, Multimedia and Instructional Design (MMID) and An Introduction to Human Computer Interaction (HCI), implemented Mediasite to enhance their courses. Students were able to access recorded lectures to review complex topics and software demonstrations at their own pace. While Mediasite had some technical issues like delayed video loading, students generally found the system useful for reviewing material and completing assignments. The ability to control lecture playback helped students better understand challenging course concepts.
The document provides information about the Nottinghamshire Computing Framework 2014, which revises the previous Nottinghamshire ICT Framework from 2008. It outlines the key changes in emphasis from ICT to computing based on the new National Curriculum, which focuses more on computer science. The framework consists of three strands - Communication, Finding Out, and Computing - and provides a progression of key concepts and skills from key stage 1 through to upper key stage 2. It is intended as a guide for schools to develop their own curriculum that meets the needs of computing education based on the national guidelines.
The document discusses integrating educational technology into the curriculum. It explains the differences between computer, information, and integration literacy. It also describes how technology enables new learning environments and how digital students learn differently. Examples are provided of how one school uses computers across various roles from administrators to teachers to students.
The document discusses multimedia and multimedia information systems. It describes multimedia as communication using more than one medium, such as text, audio, graphics, animation and video. It also discusses the four common structures of multimedia information systems: linear, hierarchical, pyramid and polar structures. Each structure has a different purpose and usefulness. The document then discusses uses of multimedia in business, education, homes and public spaces. It defines some general terms in multimedia and outlines the typical stages of a multimedia project from planning to delivery. It also lists some common hardware, software and skills used to create multimedia projects and provides some examples.
New technologies have enabled more effective and lower cost training methods by allowing employees to learn remotely. These include e-learning, simulations, virtual reality, and learning management systems. While online learning provides increased flexibility and accessibility, blended approaches combining online and in-person elements may better support interaction and application of skills. Effective implementation requires organizational support and ensuring technologies meet learners' needs.
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
Information Communication Technology: Practices for AcademiaIJMER
The document discusses the role of information and communication technology (ICT) in academia. It outlines several challenges facing the current educational system, including issues with teaching, learning, assessment, and service delivery. The document then explores how ICT can help address these challenges through tools like cognitive tutors, simulation-based teaching, and online assessment systems. It concludes by recommending increased ICT integration, infrastructure development, training, and public-private partnerships to maximize the benefits of technology for education.
Using Video Conferencing in Lecture ClassesVideoguy
This document discusses Duquesne University's use of the Mediasite video conferencing system to record and distribute lectures online. It provides an overview of the Mediasite system and how two graduate courses, Multimedia and Instructional Design (MMID) and An Introduction to Human Computer Interaction (HCI), implemented Mediasite to enhance their courses. Students were able to access recorded lectures to review complex topics and software demonstrations at their own pace. While Mediasite had some technical issues like delayed video loading, students generally found the system useful for reviewing material and completing assignments. The ability to control lecture playback helped students better understand challenging course concepts.
The document provides information about the Nottinghamshire Computing Framework 2014, which revises the previous Nottinghamshire ICT Framework from 2008. It outlines the key changes in emphasis from ICT to computing based on the new National Curriculum, which focuses more on computer science. The framework consists of three strands - Communication, Finding Out, and Computing - and provides a progression of key concepts and skills from key stage 1 through to upper key stage 2. It is intended as a guide for schools to develop their own curriculum that meets the needs of computing education based on the national guidelines.
The document discusses integrating educational technology into the curriculum. It explains the differences between computer, information, and integration literacy. It also describes how technology enables new learning environments and how digital students learn differently. Examples are provided of how one school uses computers across various roles from administrators to teachers to students.
The document discusses multimedia and multimedia information systems. It describes multimedia as communication using more than one medium, such as text, audio, graphics, animation and video. It also discusses the four common structures of multimedia information systems: linear, hierarchical, pyramid and polar structures. Each structure has a different purpose and usefulness. The document then discusses uses of multimedia in business, education, homes and public spaces. It defines some general terms in multimedia and outlines the typical stages of a multimedia project from planning to delivery. It also lists some common hardware, software and skills used to create multimedia projects and provides some examples.
New technologies have enabled more effective and lower cost training methods by allowing employees to learn remotely. These include e-learning, simulations, virtual reality, and learning management systems. While online learning provides increased flexibility and accessibility, blended approaches combining online and in-person elements may better support interaction and application of skills. Effective implementation requires organizational support and ensuring technologies meet learners' needs.
This document presents a conceptual framework for an online interactive module to teach computer programming courses. The framework is based on Mayer's learning model and includes three dimensions: materials to be learned, presentation methods, and learning strategies. The materials include concepts, techniques, simulations, and other multimedia. Presentation methods consider how content is delivered, such as through lectures, student interaction, or asynchronous learning. Learning strategies involve cooperative learning, e-learning, brainstorming, and problem-solving approaches. The framework is intended to address challenges in traditional teaching methods and better prepare students for computer-focused careers.
Information Communication Technology: Practices for AcademiaIJMER
The document discusses the role of information and communication technology (ICT) in academia. It outlines several challenges facing the current educational system, including issues with teaching, learning, assessment, and service delivery. The document then explores how ICT can help address these challenges through tools like cognitive tutors, simulation-based teaching, and online assessment systems. It concludes by recommending increased ICT integration, infrastructure development, training, and public-private partnerships to maximize the benefits of technology for education.
The MOCA (Multimedia Online Collaboration Architecture) suite of tools was developed to facilitate online collaboration and distance learning. It includes tools for synchronous collaboration like shared whiteboarding and chat, as well as asynchronous tools for multimedia presentations, surveys, homework, and project management. The tools are being used in an advanced chip design course involving collaboration between teams at universities and companies. MOCA is built using standard Java technologies and allows real-time collaboration between distributed student groups.
This document describes Synchron-ITS, an interactive tutoring system designed to teach operating systems concepts related to process synchronization and shared memory. It aims to bridge the gap between the high-level theory taught in OS courses and the low-level implementation details.
The system provides three modes of operation - autonomous mode which runs simulations without interruption, self-check mode which allows users to validate their understanding by testing guesses, and real-time mode which will integrate data from a running Linux system. It uses visual representations and source code examples to help students connect concepts to implementations. The goal is to make typically complex OS concepts more accessible through an interactive learning experience.
AN ADAPTIVE AND INTELLIGENT TUTOR BY EXPERT SYSTEMS FOR MOBILE DEVICESijmpict
Mobile Learning (M-Learning) is an emerging discipline in the area of education and educational technology. So researchers are trying to optimize and expanding its application in the field of education. The aim of this paper is to investigate the role of mobile devices and expert systems in disseminating and supporting the knowledge gained by intelligent tutors and to propose a system based on integration of intelligent M-Learning with expert systems. It acts as an intelligent tutor which can perform three processes - pre-test, learning concept and post-test - according to characteristic of the learner. The proposed system can improves the education efficiency highly as well as decreases costs. As a result, every time and everywhere (ETEW) simple and cheap learning would be provided via SMS, MMS and so on in this system. The global intention of M-Learning is to make learning “a way of being”.
This paper introduces the concepts of Hypermedia and Hypertext systems as tools for managing information in the field of architecture and enhancing the landscape of education. An application developed by the author is used to illustrate the use of Hypertext programs in architectural education. Paradox, a powerful relational database program, is used to develop an application illustrating the works and philosophies of twentieth century masters of architecture. The paper recommends the development of similar applications to be available for students through computer networks, as tools for managing growing amounts of information and enhancing the landscape of learning.
Virtual programming labs in the programming learning process, preparing a cas...Up2Universe
In this document, the authors discuss using virtual programming labs in an introductory computer programming course called APROG. APROG currently uses an EduScrum teaching methodology with the Moodle learning management system. Next year, the authors plan to incorporate a virtual programming lab tool into Moodle to evaluate students' programs automatically. The goal is to analyze the tool's potential and see if it can validate students' code by running test data. This would provide feedback to students and assess the tool's pedagogical value for teaching programming.
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The papers for publication in The International Journal of Engineering& Science are selected through rigorous peer reviews to ensure originality, timeliness, relevance, and readability.
This document defines multimedia and multimedia courseware. It discusses the types of multimedia courseware including drill and practice, tutorial, simulation, instructional game, and problem solving. It also analyzes the rapid application development model for multimedia courseware development which consists of requirements gathering, analysis, design, development, and deployment phases.
This document discusses various technology-based training methods. It covers topics like e-learning, mobile learning, simulations, virtual reality, social media, and intelligent tutoring systems. The key benefits mentioned are reducing training costs, increasing learning effectiveness, and helping training contribute to business goals. Both advantages and disadvantages of different methods are provided. Overall, the document evaluates how new technologies can enhance training delivery and the learning experience.
A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)paperpublications3
Abstract: This paper presents an evaluation of open source e-learning platforms with the aim of finding the most suitable platform for extending to an adaptive one. The extended platform will be utilized in an operational teaching environment. Therefore, the overall functionality of the platform is as important as the adaptation capabilities, and the evaluation treats both issues in this paper .in this paper we will explain the proper and best learning platform for Users . In this we will compare one of the best learning platforms (Moodle and Blackbox) both are all of them best virtual learning platform. We will compare both virtual system its functionality and using best tool. This paper is focused on the Moodle Architecture and comparative study of Moodle, thus we discusses comparisons it between different virtual learning platform at last conclusion we will describe which learning platform is best for users.Keywords: E-learning, Blackboard, Moodle, tools, function, methodology.
Title: A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)
Author: Kanak Sachan, Dr. Rajiv Singh
ISSN 2350-1022
International Journal of Recent Research in Mathematics Computer Science and Information Technology
Paper Publications
The document outlines a technology action plan for Lake View High School to move education into the 21st century. It provides a technology organization chart showing roles and responsibilities within the technology department. It then details duties for each role, including the director of technology, data processing manager, technical support manager, and others. The plan aims to foster communication and student achievement through collaborative planning, dynamic teaching, and purposeful assessment using technology.
This document discusses various applications of the internet, with a focus on e-learning. It begins by introducing e-learning and describing it as learning facilitated through electronic means like online content, lectures, and tutorials. It then discusses e-learning processes, providing examples from IGNOU. MOODLE is introduced as a popular open-source learning management system. Advantages and disadvantages of e-learning are briefly covered. The document also mentions other electronic educational resources available online like journals, databases, and e-books. Finally, it discusses wikis as collaborative knowledge resources that allow users to easily edit and link pages.
E-Learning Project Write Up Case Study Ogun State Institute Of Technologydamilola isaac
Over the last decade, researchers and practitioners have developed a wide range of knowledge related to electronic learning or e-learning. This movement has affected different elements and components; infrastructures, tools, content-oriented applications, human-computer interactions, pedagogical issues, methodologies and models, case studies and projects. This chapter briefly describes the overall idea of the development of e-learning system for OGITECH by using Apache, PHP and MySQL. This chapter includes objectives of the project, scope of work, problem statement and features of project before developed the own sites.
E-Learning has its historical background in about 30 years of development in computer based on the training and education. With the growth of the internet this kind of training became much more accepted and the creation of multimedia contents and systems to manage learning activities went on faster. Additional e-learning is based on a long tradition of teaching and learning experience. The larger worlds Information Technology and Education and Training influenced the new term e-learning and so e-learning became a subset of both of them.
Nowadays, e-learning refers to learning that is delivered or enabled via electronic technology. It encompasses learning delivered via a range of technologies such as the internet, television, videotape, and computer-based training. In principle, e-learning is a kind of distance learning. Learning materials can be accessed from the web or intranet via a computer and tutors and learners can communicate with each other using e-mail, chat or discussion forums.
Therefore, it can be used as the main method of delivery of training or as a combined approach with classroom-based training. It can be valuable when used as a part of well-planned and properly supported education and training environment, but e-learning is not a magic bullet that replaces existing pedagogical theories and approaches.
Nevertheless, it has almost everything that those theories need to get implemented.
Many learning and technology professionals believe that e-learning will have become state of the art when we will stop referring to it by a separate name and begin considering it as an integral part of a complete learning environment.
Needs and Training in Microelectronics Courses in the MicroElectronics Cloud ...Manuel Castro
The MicroElectronics Cloud Alliance project aims to develop open educational resources and provide virtual access to laboratory experiences for 22 microelectronics courses across higher education institutions and small-to-medium enterprises in Europe. The project will create an "educational cloud" to share CAD tools, project ideas, and infrastructure. It will also update university curricula in microelectronics in collaboration with industry experts. Two initial courses led by UNED focus on microelectronics literacy, technologies, integrated circuits, and design. Resources will include documents, videos, virtual tools, software, remote laboratories, and a Moodle platform to connect the resources across institutions. The goals are to attune curricula to industry needs, foster employability, and
Topic: Modes of education
Course Name: Foundation of Education
Course Code:831
Date:05-09-2016
4:30 to 5:30
workshop facilitator:
Zulfiqar Behan
Principles and significance (need) of curriculum design
Course: Curriculum development
C.C.838
Date :06-09-2016
4:30 to 5:30
Course facilitator : Zulfiqar Behan
Date:06-09-2016
5:30 to 6:30
Facilitator: Zulfiqar Behan
Title: Selection of content and organization of learning experiences
C.CODE 6553 PM
Date: 25-09-2016 (Sunday)
Course Name:
TEXTBOOK BOOK DEVELOPMENT II
1-TOPIC:
BASIC MODEL OF LANGUAGE TEXT BOOK DESIGN
TIME: 3-4 PM
2-Topic: Evaluation & rating of religious text book
Timing: 4-5 PM
The course Code No 855 Computer in Education is offered in M.A and M.Ed in AIOU. It is half credit course
Date:28-9-2016
C.CODE :855
Course Name:
Computer in Education
1-TOPIC:
computer application in content areas
TIME :3-4 PM
2-Topic :Role of computers in different modes of education
Timing :4-5 PM
Futureshift Consulting has a social mission to bridge digital divide in communities, schools and governments that we participate in.
Towards realizing this mission, we has compiled a consolidated link to web resources that provide downloadable training programs on computer literacy and popular desktop applications.
We encourage individuals and social organizations to leverage the links and contents to help benefit the community.
Load balancing clustering on moodle LMS to overcome performance issue of e-le...TELKOMNIKA JOURNAL
In dealing with the rapid growth of digitalization, the e-learning system has become a mandatory component of any Higher Education (HE) to serve academic processes requests. Along with the increasing number of users, the need for service availability and capabilities of eLearning are increasing day by day. The organization should always look for strategies to keep the eLearning always able to meet these demands. This report presents the implementation of Load Balancing Clustering (LBC) mechanism applied to Moodle LMS in an HE Institution to deal with the poor performance issues. By utilizing existing tools such as HAProxy and keepalived, the implemented LBC configuration delivers a qualified e-learning system performance. Both qualitative and quantitative parameters convince better performance than before. In four months of the operation there is no user complaint received. Meanwhile, in the current semester has been running for two months, the up-time is 99.8 % of 52.685 minutes operational time.
The document summarizes four EU-funded projects conducted by NKI Distance Education/Norwegian School of Information Technology from 2001-2008 exploring mobile learning. The projects aimed to extend flexibility of distance education by making course materials and communication accessible on mobile devices. Testing showed that mobile access increased flexibility for students to study anywhere. While graphical materials were difficult on small screens, interaction and communication generally worked well on both mobile and standard technology. Mobile learning was found to enhance accessibility and flexibility for distance learners.
The document discusses the concept of multimedia, defining it as the presentation of information using a combination of text, audio, graphics, video, and animation. It provides examples of how multimedia is used in various aspects of life, such as in business, entertainment, and education. The document also examines key elements of multimedia like hardware, software, file formats, and how authoring tools can be used to integrate different multimedia elements into interactive applications.
Microcontroller system is one of the vital subjects offered by students during the sequence of study in universities and other colleges of science, engineering and technology in the world. In this paper, we solve the problem of student comprehension and skill development in embedded system design using microcontroller chip PIC16F887 by demonstration of hands-on laboratory experiments. Also, developments of software code, circuit diagram simulation were carried out. This is to help students connect their theoretical knowledge with the practical experience. Each of the experiments was carried out using BK300 development board, PICKit3 programmer, Proteus 8.0 software. Our years of experience in the teaching of microcontroller course and the active involvement of students as manifested in complete in-depth hands-on laboratory projects on real life problem solving. Laboratory session with the development board and software demonstrated in this article is unambiguous. Future embedded system laboratory session could be designed around ATMel lines of Microcontrollers.
QOE MODEL FOR MULTIMEDIA CONTENT DELIVERY FROM MCLOUD TO MOBILE DEVICESijfcstjournal
Integration of mobile devices in the m-learning systems provides the learner with scaffolding outside the
classroom, it allows them to easily store, record and deliver multimedia content in real-time. The process of
delivering multimedia learning objects (rich text, video, images, audio, animation, etc.) from the mlearning
systems to the users requires more computational resources than mobile devices can provide.
Considering the existence of different kinds of mobile browsers, which have limited support for HTML
plugins (Flash, Java and Silverlight), we face the challenge to deliver the adapted multimedia contents in
the interactive m-learning system. Installation of add-ons to the mobile browsers is just a provisional
solution that is not always possible on each mobile device. Generally, the m-learning systems presented on
the mobile device that not provide rich multimedia information leads to a degraded learning experience. In
order to provide users with multimedia content that is suitable for their mobile devices and according to
their needs we introduce the mobile cloud computing environment as paradigm that is ideal to overcome
these problems.
The proposed interactive mCloud system should provide high scale collaboration and interaction between
the professor and students, in direction of increasing the quality of learning. The main focus is the delivery
of multimedia learning objects to the users depending on the student’s cognitive style and adapting the
content in accordance with the context-aware network conditions. The main task within this paper is to
design a QoE model for estimating the multidimensional metric based on multimedia content adaptive
features.
The document proposes a cloud-based education system with several modules: online compilers that eliminate the need to install compilers locally, a practical examination module to allow online exams, an automated attendance system, and a study materials module. The system would be accessed through a web portal where students can log in and use the various modules. The online compilers compile code written in the online text editor and return output. The practical exam module aims to reduce cheating during exams by detecting external drives or tab switching. Faculty can upload notices and study materials. The system aims to more efficiently manage educational processes using cloud computing resources.
This document provides information about the Multimedia Systems 2 course taught by Dr. Paul Newbury. The course covers topics related to web, video, and graphical systems including multimedia, the internet, video hardware, graphics, and digital video. It aims to give students a broad introduction to multimedia systems and covers principles of interactive multimedia production and delivery. The course involves three single lectures per week, one two-hour lab, and problem sheets every two weeks. Course assessment includes an exam and a lab work assignment. Recommended reading materials are also listed.
The MOCA (Multimedia Online Collaboration Architecture) suite of tools was developed to facilitate online collaboration and distance learning. It includes tools for synchronous collaboration like shared whiteboarding and chat, as well as asynchronous tools for multimedia presentations, surveys, homework, and project management. The tools are being used in an advanced chip design course involving collaboration between teams at universities and companies. MOCA is built using standard Java technologies and allows real-time collaboration between distributed student groups.
This document describes Synchron-ITS, an interactive tutoring system designed to teach operating systems concepts related to process synchronization and shared memory. It aims to bridge the gap between the high-level theory taught in OS courses and the low-level implementation details.
The system provides three modes of operation - autonomous mode which runs simulations without interruption, self-check mode which allows users to validate their understanding by testing guesses, and real-time mode which will integrate data from a running Linux system. It uses visual representations and source code examples to help students connect concepts to implementations. The goal is to make typically complex OS concepts more accessible through an interactive learning experience.
AN ADAPTIVE AND INTELLIGENT TUTOR BY EXPERT SYSTEMS FOR MOBILE DEVICESijmpict
Mobile Learning (M-Learning) is an emerging discipline in the area of education and educational technology. So researchers are trying to optimize and expanding its application in the field of education. The aim of this paper is to investigate the role of mobile devices and expert systems in disseminating and supporting the knowledge gained by intelligent tutors and to propose a system based on integration of intelligent M-Learning with expert systems. It acts as an intelligent tutor which can perform three processes - pre-test, learning concept and post-test - according to characteristic of the learner. The proposed system can improves the education efficiency highly as well as decreases costs. As a result, every time and everywhere (ETEW) simple and cheap learning would be provided via SMS, MMS and so on in this system. The global intention of M-Learning is to make learning “a way of being”.
This paper introduces the concepts of Hypermedia and Hypertext systems as tools for managing information in the field of architecture and enhancing the landscape of education. An application developed by the author is used to illustrate the use of Hypertext programs in architectural education. Paradox, a powerful relational database program, is used to develop an application illustrating the works and philosophies of twentieth century masters of architecture. The paper recommends the development of similar applications to be available for students through computer networks, as tools for managing growing amounts of information and enhancing the landscape of learning.
Virtual programming labs in the programming learning process, preparing a cas...Up2Universe
In this document, the authors discuss using virtual programming labs in an introductory computer programming course called APROG. APROG currently uses an EduScrum teaching methodology with the Moodle learning management system. Next year, the authors plan to incorporate a virtual programming lab tool into Moodle to evaluate students' programs automatically. The goal is to analyze the tool's potential and see if it can validate students' code by running test data. This would provide feedback to students and assess the tool's pedagogical value for teaching programming.
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The papers for publication in The International Journal of Engineering& Science are selected through rigorous peer reviews to ensure originality, timeliness, relevance, and readability.
This document defines multimedia and multimedia courseware. It discusses the types of multimedia courseware including drill and practice, tutorial, simulation, instructional game, and problem solving. It also analyzes the rapid application development model for multimedia courseware development which consists of requirements gathering, analysis, design, development, and deployment phases.
This document discusses various technology-based training methods. It covers topics like e-learning, mobile learning, simulations, virtual reality, social media, and intelligent tutoring systems. The key benefits mentioned are reducing training costs, increasing learning effectiveness, and helping training contribute to business goals. Both advantages and disadvantages of different methods are provided. Overall, the document evaluates how new technologies can enhance training delivery and the learning experience.
A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)paperpublications3
Abstract: This paper presents an evaluation of open source e-learning platforms with the aim of finding the most suitable platform for extending to an adaptive one. The extended platform will be utilized in an operational teaching environment. Therefore, the overall functionality of the platform is as important as the adaptation capabilities, and the evaluation treats both issues in this paper .in this paper we will explain the proper and best learning platform for Users . In this we will compare one of the best learning platforms (Moodle and Blackbox) both are all of them best virtual learning platform. We will compare both virtual system its functionality and using best tool. This paper is focused on the Moodle Architecture and comparative study of Moodle, thus we discusses comparisons it between different virtual learning platform at last conclusion we will describe which learning platform is best for users.Keywords: E-learning, Blackboard, Moodle, tools, function, methodology.
Title: A SURVEY AND COMPARETIVE ANALYSIS OF E-LEARNING PLATFORM (MOODLE AND BLACKBOARD)
Author: Kanak Sachan, Dr. Rajiv Singh
ISSN 2350-1022
International Journal of Recent Research in Mathematics Computer Science and Information Technology
Paper Publications
The document outlines a technology action plan for Lake View High School to move education into the 21st century. It provides a technology organization chart showing roles and responsibilities within the technology department. It then details duties for each role, including the director of technology, data processing manager, technical support manager, and others. The plan aims to foster communication and student achievement through collaborative planning, dynamic teaching, and purposeful assessment using technology.
This document discusses various applications of the internet, with a focus on e-learning. It begins by introducing e-learning and describing it as learning facilitated through electronic means like online content, lectures, and tutorials. It then discusses e-learning processes, providing examples from IGNOU. MOODLE is introduced as a popular open-source learning management system. Advantages and disadvantages of e-learning are briefly covered. The document also mentions other electronic educational resources available online like journals, databases, and e-books. Finally, it discusses wikis as collaborative knowledge resources that allow users to easily edit and link pages.
E-Learning Project Write Up Case Study Ogun State Institute Of Technologydamilola isaac
Over the last decade, researchers and practitioners have developed a wide range of knowledge related to electronic learning or e-learning. This movement has affected different elements and components; infrastructures, tools, content-oriented applications, human-computer interactions, pedagogical issues, methodologies and models, case studies and projects. This chapter briefly describes the overall idea of the development of e-learning system for OGITECH by using Apache, PHP and MySQL. This chapter includes objectives of the project, scope of work, problem statement and features of project before developed the own sites.
E-Learning has its historical background in about 30 years of development in computer based on the training and education. With the growth of the internet this kind of training became much more accepted and the creation of multimedia contents and systems to manage learning activities went on faster. Additional e-learning is based on a long tradition of teaching and learning experience. The larger worlds Information Technology and Education and Training influenced the new term e-learning and so e-learning became a subset of both of them.
Nowadays, e-learning refers to learning that is delivered or enabled via electronic technology. It encompasses learning delivered via a range of technologies such as the internet, television, videotape, and computer-based training. In principle, e-learning is a kind of distance learning. Learning materials can be accessed from the web or intranet via a computer and tutors and learners can communicate with each other using e-mail, chat or discussion forums.
Therefore, it can be used as the main method of delivery of training or as a combined approach with classroom-based training. It can be valuable when used as a part of well-planned and properly supported education and training environment, but e-learning is not a magic bullet that replaces existing pedagogical theories and approaches.
Nevertheless, it has almost everything that those theories need to get implemented.
Many learning and technology professionals believe that e-learning will have become state of the art when we will stop referring to it by a separate name and begin considering it as an integral part of a complete learning environment.
Needs and Training in Microelectronics Courses in the MicroElectronics Cloud ...Manuel Castro
The MicroElectronics Cloud Alliance project aims to develop open educational resources and provide virtual access to laboratory experiences for 22 microelectronics courses across higher education institutions and small-to-medium enterprises in Europe. The project will create an "educational cloud" to share CAD tools, project ideas, and infrastructure. It will also update university curricula in microelectronics in collaboration with industry experts. Two initial courses led by UNED focus on microelectronics literacy, technologies, integrated circuits, and design. Resources will include documents, videos, virtual tools, software, remote laboratories, and a Moodle platform to connect the resources across institutions. The goals are to attune curricula to industry needs, foster employability, and
Topic: Modes of education
Course Name: Foundation of Education
Course Code:831
Date:05-09-2016
4:30 to 5:30
workshop facilitator:
Zulfiqar Behan
Principles and significance (need) of curriculum design
Course: Curriculum development
C.C.838
Date :06-09-2016
4:30 to 5:30
Course facilitator : Zulfiqar Behan
Date:06-09-2016
5:30 to 6:30
Facilitator: Zulfiqar Behan
Title: Selection of content and organization of learning experiences
C.CODE 6553 PM
Date: 25-09-2016 (Sunday)
Course Name:
TEXTBOOK BOOK DEVELOPMENT II
1-TOPIC:
BASIC MODEL OF LANGUAGE TEXT BOOK DESIGN
TIME: 3-4 PM
2-Topic: Evaluation & rating of religious text book
Timing: 4-5 PM
The course Code No 855 Computer in Education is offered in M.A and M.Ed in AIOU. It is half credit course
Date:28-9-2016
C.CODE :855
Course Name:
Computer in Education
1-TOPIC:
computer application in content areas
TIME :3-4 PM
2-Topic :Role of computers in different modes of education
Timing :4-5 PM
Futureshift Consulting has a social mission to bridge digital divide in communities, schools and governments that we participate in.
Towards realizing this mission, we has compiled a consolidated link to web resources that provide downloadable training programs on computer literacy and popular desktop applications.
We encourage individuals and social organizations to leverage the links and contents to help benefit the community.
Load balancing clustering on moodle LMS to overcome performance issue of e-le...TELKOMNIKA JOURNAL
In dealing with the rapid growth of digitalization, the e-learning system has become a mandatory component of any Higher Education (HE) to serve academic processes requests. Along with the increasing number of users, the need for service availability and capabilities of eLearning are increasing day by day. The organization should always look for strategies to keep the eLearning always able to meet these demands. This report presents the implementation of Load Balancing Clustering (LBC) mechanism applied to Moodle LMS in an HE Institution to deal with the poor performance issues. By utilizing existing tools such as HAProxy and keepalived, the implemented LBC configuration delivers a qualified e-learning system performance. Both qualitative and quantitative parameters convince better performance than before. In four months of the operation there is no user complaint received. Meanwhile, in the current semester has been running for two months, the up-time is 99.8 % of 52.685 minutes operational time.
The document summarizes four EU-funded projects conducted by NKI Distance Education/Norwegian School of Information Technology from 2001-2008 exploring mobile learning. The projects aimed to extend flexibility of distance education by making course materials and communication accessible on mobile devices. Testing showed that mobile access increased flexibility for students to study anywhere. While graphical materials were difficult on small screens, interaction and communication generally worked well on both mobile and standard technology. Mobile learning was found to enhance accessibility and flexibility for distance learners.
The document discusses the concept of multimedia, defining it as the presentation of information using a combination of text, audio, graphics, video, and animation. It provides examples of how multimedia is used in various aspects of life, such as in business, entertainment, and education. The document also examines key elements of multimedia like hardware, software, file formats, and how authoring tools can be used to integrate different multimedia elements into interactive applications.
Microcontroller system is one of the vital subjects offered by students during the sequence of study in universities and other colleges of science, engineering and technology in the world. In this paper, we solve the problem of student comprehension and skill development in embedded system design using microcontroller chip PIC16F887 by demonstration of hands-on laboratory experiments. Also, developments of software code, circuit diagram simulation were carried out. This is to help students connect their theoretical knowledge with the practical experience. Each of the experiments was carried out using BK300 development board, PICKit3 programmer, Proteus 8.0 software. Our years of experience in the teaching of microcontroller course and the active involvement of students as manifested in complete in-depth hands-on laboratory projects on real life problem solving. Laboratory session with the development board and software demonstrated in this article is unambiguous. Future embedded system laboratory session could be designed around ATMel lines of Microcontrollers.
QOE MODEL FOR MULTIMEDIA CONTENT DELIVERY FROM MCLOUD TO MOBILE DEVICESijfcstjournal
Integration of mobile devices in the m-learning systems provides the learner with scaffolding outside the
classroom, it allows them to easily store, record and deliver multimedia content in real-time. The process of
delivering multimedia learning objects (rich text, video, images, audio, animation, etc.) from the mlearning
systems to the users requires more computational resources than mobile devices can provide.
Considering the existence of different kinds of mobile browsers, which have limited support for HTML
plugins (Flash, Java and Silverlight), we face the challenge to deliver the adapted multimedia contents in
the interactive m-learning system. Installation of add-ons to the mobile browsers is just a provisional
solution that is not always possible on each mobile device. Generally, the m-learning systems presented on
the mobile device that not provide rich multimedia information leads to a degraded learning experience. In
order to provide users with multimedia content that is suitable for their mobile devices and according to
their needs we introduce the mobile cloud computing environment as paradigm that is ideal to overcome
these problems.
The proposed interactive mCloud system should provide high scale collaboration and interaction between
the professor and students, in direction of increasing the quality of learning. The main focus is the delivery
of multimedia learning objects to the users depending on the student’s cognitive style and adapting the
content in accordance with the context-aware network conditions. The main task within this paper is to
design a QoE model for estimating the multidimensional metric based on multimedia content adaptive
features.
The document proposes a cloud-based education system with several modules: online compilers that eliminate the need to install compilers locally, a practical examination module to allow online exams, an automated attendance system, and a study materials module. The system would be accessed through a web portal where students can log in and use the various modules. The online compilers compile code written in the online text editor and return output. The practical exam module aims to reduce cheating during exams by detecting external drives or tab switching. Faculty can upload notices and study materials. The system aims to more efficiently manage educational processes using cloud computing resources.
This document provides information about the Multimedia Systems 2 course taught by Dr. Paul Newbury. The course covers topics related to web, video, and graphical systems including multimedia, the internet, video hardware, graphics, and digital video. It aims to give students a broad introduction to multimedia systems and covers principles of interactive multimedia production and delivery. The course involves three single lectures per week, one two-hour lab, and problem sheets every two weeks. Course assessment includes an exam and a lab work assignment. Recommended reading materials are also listed.
Thor II is a desktop studio machine created by Dr. Wuttipong Pongsuwan to allow for affordable, high-quality e-learning media production from a single PC. The machine integrates hardware like capture cards and software like vMix to support multiple video/audio inputs, live streaming, recording, and output. It was tested for streaming courses between campuses 40km apart. The machine was also integrated with the open-source edX platform to create MOOCs for Shinawatra University.
The document provides an overview of a syllabus for a multimedia course. It includes 7 topics: 1) Introduction to Multimedia, 2) Multimedia Elements, 3) Sound, Audio and Video, 4) Multimedia Authoring Tools, 5) Designing and Producing, 6) Planning and Costing, and 7) Coding and Compression. Each topic provides definitions and explanations of key concepts related to that topic, such as defining multimedia, describing common multimedia elements like images and text, explaining tools for authoring multimedia, and processes for designing, planning, and coding multimedia projects.
The objective of MediaMixer is to set up and sustain a community of video producers, hosters, and redistributors who will be supported in the adoption of semantic multimedia technology in their systems and workflows to build a European market for media fragment re-purposing and re-selling. Networking with the community will ensure that research results and technology development truly meets the industry requirements and reflects real world use cases. Demonstrators in media production, news reporting and e-learning will highlight the technology value, with a wider impact achieved through the support of media industry experts and associations to present these results to their members. A number of events will be organised to network the industry members with the research experts of MediaMixer and facilitate technology transfer (by information days and training), and an online portal will drive the geographically distributed community and act as a central access point to tools, materials, use cases, demos and presentations.
Distant learning is developing and attracting more users due to the availability and popularity of computers and mobile devices among young and old learners alike. A lot of learning platforms provide courses and training in different fields, but lack accessibility for the visually disabled students, and cannot be optimally accessed from a handheld device, whereas mobile devices are very popular.
MediaPick is a system that allows users to search and organize multimedia content like videos through natural interactions on a multi-touch tabletop interface. It uses an ontology and semantic search to retrieve relevant video results based on selected concepts. The interface allows users to explore concepts, view search results, play videos, and organize results by filtering, grouping, and dragging videos. The system was designed for professionals who work with large multimedia archives like journalists and archivists.
Multimedia authoring tools and User interface designSagar Rai
Multimedia authoring tools and user interface design,
multimedia.
authoring tools of multimedia.
user interface design of multimedia.
user interface.
authoring tools.
design of multimedia.
basic concept of multimedia.
The document discusses various technology and media-based applications that can be used for educational purposes, including databases, graphic applications, media presentations, and internet technologies. It provides descriptions and examples of different types of databases (flat, hierarchical, network, and relational models), graphic applications like paint programs and illustration software, various media formats, and commonly used internet technologies in education such as video/podcasting, presentation tools, and social networking sites. It also outlines advantages and disadvantages of these applications.
System Support for Integrated Desktop Video ConferencingVideoguy
This document discusses the system requirements for integrated desktop video conferencing on networked workstations. It identifies key requirements such as:
1) Media-intensive applications need to be able to distribute parts of themselves across multiple devices.
2) Applications need support for locating and referencing people, media devices, and conferences by name on the network.
3) Applications that allow remote access, like video conferencing, require security services to protect live communication streams.
1. The document is a resume for Dr. Vishnu Monn Baskaran, a lecturer at Multimedia University in Malaysia.
2. It details his work experience including research projects on parallel computing and publications in indexed journals.
3. He has over 10 years of experience in areas like C/C++ development, parallel computing research using technologies like CUDA, OpenMP and MPI, and has managed multiple research grants and industrial collaborations.
The document outlines the key stages and requirements for a successful multimedia project. It discusses the stages as planning and costing, design and production, testing, and delivery. Additionally, it identifies the necessary hardware as Macintosh or Windows systems, and software as production and authoring tools. Finally, it emphasizes that creativity, organization, and skills in using hardware and software are essential for a quality multimedia project.
A Grid Based Framework And Tools For Automating Production Of Cross Media Con...Leonard Goudy
- to optimize the GRID configuration and the
distribution of AXCP Rules on the GRID Nodes;
- to optimize the execution of AXCP Rules on the
GRID;
- to monitor the execution of AXCP Rules on the
GRID;
- to optimize the usage of the GRID resources;
- to optimize the performance of the GRID.
AXCP Rule Scheduler:
- to schedule the execution of AXCP Rules on the
GRID;
- to manage the dependencies among AXCP Rules;
- to optimize the parallel execution of independent
AXCP Rules;
- to manage the priorities of AXCP Rules;
- to manage the faults and recovery of AX
This document provides an introduction to multimedia. It defines multimedia as any combination of digitally manipulated text, art, sound, animation and video. Multimedia can be classified based on its storage, information exchange, transmission, representation, perception, and presentation. Common multimedia applications include instruction, business, entertainment, enabling technology, and fine arts/humanities. Authoring tools allow the creation of complete multimedia presentations by linking different media objects.
VIDEOCONFERENCING WEB APPLICATION FOR CARDIOLOGY DOMAIN USING FLEX/J2EE TECHN...cscpconf
This document describes a videoconferencing system designed for cardiologists using open source technologies. The system was developed using Flex and J2EE frameworks and the Red5 media server. It allows cardiologists at different remote hospitals to hold video conferences to consult experts on patient treatments. Key features included live audio/video streaming, text chat, video recording, and user/room management. The system architecture integrates Flex for the user interface with J2EE for the business logic via AMF remoting. This provides a rich internet application that can support real-time videoconferencing through a web browser.
This document describes a videoconferencing system designed for cardiologists using open source technologies. The system was developed using Flex and J2EE frameworks and the Red5 media server. It allows cardiologists at different remote hospitals to hold video conferences to consult experts on patient treatments. Key features include live audio/video streaming, text chat, video recording, and user/room management. The system architecture integrates Flex for the user interface with J2EE for the business logic via AMF remoting. This provides a rich internet application that can support real-time multimedia communication between multiple users through a standard web browser.
On-Demand Video Tagging, Annotation, and Segmentation in Lecture Recordings t...IJITE
The COVID-19 pandemic has forced much of the academic world to transition into online operations and online learning. Interactions between the teachers and students are carried out via online video conferencing software where possible. All video conferencing software available today is designed for general usage and not for classroom teaching and learning. In this study, we analyzed the features and effectiveness of more than a dozen major video conferencing software that are being used to replace the physical face-to-face learning experiences. While some of the video conferencing software has pause feature but none allow annotation and segmentation of the recording. We propose tagging and annotation during the live streaming to improve direct access to any portion of the recorded video. We also propose automatic segmentation of the video based on the tagging so that the video is short, targeted, and can easily be identified.
On-Demand Video Tagging, Annotation, and Segmentation in Lecture Recordings t...
Burleson
1. Submitted for special issue of Journal of Engineering Education (D. Budny, ed.)
Educational Innovations in Multimedia Systems
1
Wayne Burleson, Aura Ganz, Ian Harris
Department of Electrical and Computer Engineering
University of Massachusetts Amherst, MA 01003
{burleson, ganz, harris}@ecs.umass.edu
1
An early version of this paper won the Ben Dasher Best Paper Award at the 1999 Frontiers in Education Conference [
FIE99]
Abstract: Multimedia systems have emerged as one of the fastest growing segments of computing systems and thus need to
be well integrated into a computer engineering curriculum. Fortunately the teaching and learning of multimedia systems
can be aided with novel instructional techniques based on multimedia. The Multimedia Curriculum project at the
University of Massachusetts Amherst is developing a unified set of instructional materials on the engineering techniques
used in the design and test of hardware, software and networks for multimedia. This large project includes three facets: 1)
multimedia instructional modules using web-linked Digital Video Disks, 2) multimedia communication utilities to facilitate
student interaction and 3) multimedia component design projects. In this paper, we explain our approach to using
multimedia as both content and instructional technology and briefly present preliminary results in each of the three
facets.
1.0 Why Multimedia Systems?
We define a multimedia system to be a computer-based communications system which delivers heterogeneous and
compressed/coded/encrypted content (text, audio, video, graphics) from a source or storage device and transfers it over a
heterogeneous channel (Internet, wireless network, local area network) to an end-user while maintaining perceptual
integrity (Figure 1).
New multimedia systems have emerged in many forms in the last 5 years and are now a major driver in the design of
computer hardware, networks, and both system and application software. Processors, RAM, cache, disk, display, sound
card, graphics card, network card, operating system, browser and editors have all been modified to target multimedia
systems. Multimedia presents a new class of applications in computing which is quite different than the business and
scientific applications that drove previous generations of computing systems. It spans real-time computing, signal
processing, and communications issues and thus requires a very wide range of technical background. Multimedia systems
engineering is an opportunity to substantially update and invigorate undergraduate computer engineering curricula while
providing exciting new content for exploring new instructional methods and technology.
2. Submitted for special issue of Journal of Engineering Education (D. Budny, ed.)
Figure 1: Multimedia Systems: The User's View
Multimedia systems also provide a motivating theme for integrating many of the fields of computer engineering thus
encouraging multidisciplinary work.
• First, multimedia systems require a systems approach to design that covers the generation, transmission, storage and
retrieval of widely varying content. Algorithm, hardware and software design problems can be unified in an integrated
context, thus providing students with a ``big-picture" view of computer engineering {DeMan}. We use this systems
approach in design projects at all levels, requiring students to work in teams and deal with many design issues and
constraints simultaneously.
• Secondly, multimedia systems designs involve a significant amount of statistical and probabilistic analysis for the
estimation of performance and signal quality, thus substantially motivating math and signal processing courses in the
curriculum. Simulation and visualization tools are used to show how system and algorithmic choices impact the
resulting media product and result in variable run-times.
• Third, multimedia systems provide very tangible functionality (and misfunctionality!) to students, hopefully
motivating them and showing real applications without compromising engineering fundamentals.
2.0 The UMASS Multimedia Curriculum project:
“Using Multimedia to Learn Multimedia”
The UMASS Multimedia Curriculum project is led by 7 faculty in the Computer Systems Engineering area within the
Department of Electrical and Computer Engineering. Together, we are developing a set of integrated instructional tools
and curricular innovations which are unified by the common theme of multimedia systems. Our approaches to this
problem consist of:
• multimedia instructional modules using web-linked Digital Video Disks described in Section 3,
• multimedia communication utilities to facilitate student interaction described in Section 4, and
• multimedia component design projects described in Section 5.
Extensive multimedia archives, source code, demonstrations, modules, authoring materials and project details can be found
at the Multimedia Curriculum project web-site:
http://www.ecs.umass.edu/ece/dvd
3.0 Multimedia Instructional Modules
We are developing interactive multimedia instructional modules in the following 6 areas related to multimedia systems.
• MODULE 1: Natural Content Coding (video, audio)
3. Submitted for special issue of Journal of Engineering Education (D. Budny, ed.)
• MODULE 2: Synthetic Content Coding (graphics)
• MODULE 3: Multimedia Networks
• MODULE 4: Multimedia Architectures and Operating Systems
• MODULE 5: Design/CAD for Multimedia Hardware
• MODULE 6: Testing of Multimedia Systems
Together, the modules provide an integrated problem domain which cuts a wide swath through the field of computer
engineering. With 7 different faculty developing 6 different modules in this project, we are able to amortize the module
development infrastructure over a wide range of content and teaching styles. We believe that the overhead required to
develop any re-usable instructional modules is significant enough that the infrastructure should be used by a variety of
faculty in a variety of courses. We have developed a generic module template with utilities for novel functions (interactive
video lectures, interactive video demonstrations, links to related design projects) , but we see significant variation in the
individual modules due to the different topic areas and teaching styles.
These modules directly impact 6 undergraduate ECE courses as well as being used as short course tutorials for distance
learning and self-paced instruction. The modules are based on a combination of interactive Digital Video Disks and Web
technology, allowing a combination of high quality video and audio along with hot-links to the Web. The next three
sections show three different approaches to multimedia modules production. The first, WebDVD, provides multiple
camera angles and instructional materials but in an unsynchronized format. The philosophy here is to allow asynchronous
use of the materials with synchronization left up to the viewer. This is similar to reading a textbook or set of notes that go
along with a lecture . The second format, MANIC, provides streamed audio over the Internet with synchronized HTML
slides. MANIC uses RealPlayer and various features of the Netscape and Internet Explorer web browsers to maintain
synchronization and allow indexing. The third format is a low-cost CD/DVD format that requires only very basic PC
equipment and a digital video camera and microphone. It is intended for faculty that do not have access to a professional
video studio or video-serving capability.
3.1 WebDVD: Multiple Camera Angles with Unsynchronized Instructional Materials
Figure 2a Clip from WebDVD course on VLSI testing for video coding modules (Prof. I. Harris)
3.2 MANIC: Streaming Audio with Synchronized HTML
Figure 2 shows a screen shot from a module on VLSI design which illustrates many of the concepts in our multimedia
modules. The video is captured in the professional studios of our Video Instructional Program just like any regular
UMASS academic course or short course. We then digitize the video and integrate it with other course materials onto the
DVD. Initially we use the MANIC system, developed in the UMASS Computer Science department {MANIC}, to
integrate slides and video stills with synchronized audio into an Internet-based format that can be viewed by a standard
4. Submitted for special issue of Journal of Engineering Education (D. Budny, ed.)
browser (e.g. Explorer or Netscape) and media player (e.g. RealPlayer). The authoring process is quite efficient
compared to tools like Macromedia Director, taking only about 2-3 hours for every hour of live lecture. This ratio depends
on the amount of animation and annotation that is desired. UMASS undergrad Brendan English converted 31 hours of
video lectures containing 528 slides to the MANIC format during a winter vacation week.
The MANIC system allows easy navigation through the modules, either asynchronously by choosing the slides from a table
of contents or search engine, or synchronously by just playing the audio and allowing the slides to be advanced
automatically. At any point, the student can stop the presentation and interact. Current forms of interaction include:
1) navigation through slides via a hierarchical PDF-style table-of-contents,
2) following links to other slides, glossaries and external web-sites,
3) searching for key words that appear in the slides titles and text (search for keywords in video, audio or image is not
currently supported).
Details on MANIC can be found at: http://manic.cs.umass.edu/
Figure 2b: Clip from VLSI course using MANIC format (Prof. W. Burleson)
3.3 Low-Cost Video Production Environment
For faculty that do not have access to a professional video studio, we have also experimented with a low cost multimedia
production method that incorporates web based material, slides, video and audio. The required hardware and software can
be purchased for less than $5000.
Hardware:1. Pentium PC 500MHz, 256 MB RAM, 2. Hauppauge WinTV (Video capture card that transfers in real time the
video signal from a digital video camera to the computer screen). 3. Hitachi digital video camera, 4. Microphone
Software:1. Microsoft Media Player,2. HyperCam ( Video screen capture software), 3. Adobe Premier (Video editing)
The digital video camera captures the instructor that faces the PC screen that displays: 1) the web browser that views the
slides prepared in html format and 2) the video of the instructor that is captured by the video capture card. The HyperCam
software captures in real time all the contents of this screen including the mouse movements and highlighting and records
it in .avi format (10 MB per minute of video clip). The .avi file is cut and trimmed in Adobe Premier and and then
compressed to an MPEG format. Although this format is intended for DVD/CD rather than Internet streaming, clips can be
viewed at: http://dvd1.ecs.umass.edu/miu/. A sample of the format can be seen in Figure 2c. This work was developed
with Annan Phonphoem and Kitti Wongthavarawat
5. Submitted for special issue of Journal of Engineering Education (D. Budny, ed.)
Figure 2c Low-cost video instructional format used on Networking module (Prof. A. Ganz)
3.4 Encouraging Student Interaction with Modules using Applets, Quizzes and Demonstrations
Students can also interact with the lectures by requesting examples and demonstrations, which are written either as Java
Applets run on the client or CGI programs run on the server. We have developed a number of Java applets that provide
students with an interactive multimedia experience that enables them to grasp a number of networking concepts.
1. Routing concepts. The user can input any network layout (any number of nodes, links and link weights). Students can
program their own routing algorithm and compare it to the classical shortest path.
http://dvd1.ecs.umass.edu/kenny/j_spf.htm. The complex dynamics of ad-hoc networking are shown in Figure 3a.
2. ATM routing algorithms. The user can input the network layout (nodes, links, links' weight, capacity and length), the
routing algorithm (min-hop and min-delay) and the percentage of video traffic in the network. Figure 3b displays the
delay versus virtual circuit (VC) arrival rate and also the percentage of accepted VCs versus the VC arrival rate.
http://dvd1.ecs.umass.edu/qyu/ece696/index.html
3. Weighted Fair Queue Service Discipline: The applet shows how the weighted fair queuing discipline works in a
network switch under different prioritized multimedia traffic loads. Figure 4 shows this applet. The applet can be
viewed and downloaded at http://dvd1.ecs.umass.edu/miu/JavaApplets/WeightedFairQueue/Wfq.htm
Additional applets can be viewed at http://dvd1.ecs.umass.edu/miu/.
Figure 3a: Applet for observing ATM performance on video traffic
6. Submitted for special issue of Journal of Engineering Education (D. Budny, ed.)
Figure 3b Applet demonstrating ad-hoc networking both visually and statistically. User enters parameters.
Figure 4 Java applet demonstrating Weighted Fair Queueing of multimedia traffic both visually and statistically.
User enters rate and priority parameters.
An example of an interactive demonstration of the MPEG encoding algorithm is shown in Figure 5. In the first screen
shot, the student chooses a number of parameters for the encoding algorithm and then submits them to the MPEG coder. In
the second screen shot, the results of the student’s parameters choices are shown, including the statistics of the MPEG-1
encoding program (run-time, compression ratio, file sizes, etc.) as well as the actual test video (in this case, the benchmark
7. Submitted for special issue of Journal of Engineering Education (D. Budny, ed.)
Table Tennis video which shows varying object motion (ball and paddle) and zooming). This work was done with
UMASS PhD student Jeongseon Euh and uses the public domain MPEG coder developed at UC Berkeley.
Figure 5: Interactive MPEG demo
Another form of student interaction is an on-line homework system. At any point during a module or outside of the
module, students can choose a set of questions specified by topic and difficulty level. For example, after viewing 15
minutes of a lecture on Video coding algorithms, the student might request 3 intermediate-level questions on motion
estimation techniques or, 2 questions drawn from the last n minutes of the presentation or m slides of the presentation.
Another scenario is that a well-prepared student who already has some background in a particular area might request some
questions before viewing the lecture. This allows students to make the best use of their time by “testing-out” of sections
that they may already know. The homework can also be used to preview lectures and review material for exams, projects,
job interviews, etc. Homework problems can also link to the interactive demos and applets thus providing continuity
between the lectures and the homework. The software provides immediate feedback after the students submit answers. The
feedback includes the score for each session, accumulated score for all sessions, how long students take to finish each
session, right or wrong for each question (if an answer is wrong the program will present a correct answer to students).
Details and a demo of the homework system can be found at http://tikva.ecs.umass.edu/quiz/index.html. The homework
system was developed with Jianxin Wang, Xin Liu and Noel Llopis. In the questions/answers database we are developing
the ability to display multimedia files such as figures, video and audio. Figure x shows an example where students choose
one of several hyperlinks to MPEG video files as a response to a multiple choice question.
Our homework system is different than the many other on-line homework systems (see recent FIE proceedings) in the
following ways:
• emphasis on multimedia in question and answers
• integration with modules (questions tagged by topic, time and difficulty)
8. Submitted for special issue of Journal of Engineering Education (D. Budny, ed.)
• mixed-mode to support automated grading as well as human grading
• integrated with applets and demos
3.5 Handwritten Presentation Styles
In order for any teaching technology to be quickly adopted in a widespread manner, it is essential that additional effort on
the part of the teacher should be minimized. Even the most well-intentioned teacher is unlikely to have sufficient free time
in his/her schedule to learn a complicated new presentation format. For this reason, our work strives to allow the teacher to
present educational material in an intuitive fashion allowing informal handwritten “back-of-the-napkin” formats. The
challenge is to balance the intuitiveness of the presentation style with the ease of digitizing the educational material for
distribution to students.
Figure 6: Annotation of an electronic document using a digitizing pad and Microsoft Paint
One method which we have investigated to provide a natural presentation interface is the use of a drawing tablet, together
with a simple drawing tool such as Microsoft Paint which is shipped with Windows98. The Cross IpenPro which we are
using, allows the mouse to be controlled by moving a pen across a pad. A mouse click is performed by applying downward
pressure to the pen. By using the drawing pad with a drawing program, the teacher can draw directly onto the computer
screen, and annotate an existing drawing, as shown in Figure 6. We have found this interface to be a nice addition to
electronic presentation materials (i.e. Powerpoint) because it allows a very natural interface for the teacher, while also
instantly digitizing the data for distribution either on CD/DVD or on the Internet.
Another approach we use to allow annotation of electronic materials is a video overlay technique. This requires video
mixing capability which we have in our video studios. Unlike the IpenPro, this results in a video rather than a still image
overlay, allowing full animation to capture the comments and annotation style of the instructor. Figure 7 below shows the
video overlay technique in a VLSI chip design course where the instructor is tracing a schematic over a representation of
the manufacturing masks.
9. Submitted for special issue of Journal of Engineering Education (D. Budny, ed.)
Figure 7 Video Overlay of Powerpoint slides originally from Digital Integrated Circuits by J. Rabaey, Prentice-Hall
4.0 Multimedia Communication Utilities
We have developed a variety of multimedia utilities to support communication and collaboration in conjuction with the
instructional modules of Section 3 and the design projects of Section 5. Despite the promise of technology for the formal
delivery of educational materials, we feel that some of the strongest benefits of technology are just to enable informal
human-to-human interaction. Ideally each student could freely and frequently interact with the professor, the teaching
assistant and their fellow students. However, the reality of time limitations and scheduling conflicts makes this difficult.
One of the simplest, most general and most effective solutions has been the use of electronic mail and bulletin boards. We
have developed several utilities that make it easier to discuss, critique, annotate, and revise multimedia objects. These are
used in standard academic courses but are most important in design project courses.
One of the most fundamental utilities allows the student to submit an arbitrary multimedia file into the on-line
homework system. Thus, a student can provide an audio file or a graphics file as a solution to a homework or quiz
problem. This significantly expands the homework system beyond the limitations of automated multiple-choice question
styles and also supports students with various communication and learning disabilities.
A multimedia bulletin board allows students to post their work and then view and comment on it. This is similar to
students preparing their own Web pages except that commenting and interaction between students is better supported.
Contributions can be listed either threaded by subject, or ordered by time of posting. Multimedia files such as figures,
video and voice can be posted.
We have developed a multimedia whiteboard that allows students and the professor to actually collaborate on the design
of a multimedia document. A document can be viewed with annotations in color and text added by the professor and
students (Figure 8). A distributed client-server framework allows multiple documents from different courses and projects
to be open at the same time, encouraging multidisciplinary collaboration. In addition to the whiteboard, we have also
developed a multimedia chat program and a multimedia forum which are based on the same principles but have
different modes of interaction. For example, chat and forum store a transcript of the interaction while whiteboard just
stores the most current document. Chat is synchronous while the whiteboard and the forum are optionally asynchronous.
In conclusion, all of these Internet-based communication systems can benefit from specific multimedia support. This
work was done by UMASS undergraduate students Jeff Peden and Chris Leonardo and was presented to a multimedia
research community at [ICME 2000] and an educational community at [EWME 2000].
10. Submitted for special issue of Journal of Engineering Education (D. Budny, ed.)
Figure 8: Multimedia Whiteboard showing on-line commenting by multiple designers of a VLSI layout for Huffman
coding
5.0 Multimedia Component Design Projects
Multimedia modules provide a good introduction to a topic area, but a more effective and realistic technique for learning
computer engineering involves a team-based hands-on design project. To support this, we have developed an archive of
hardware and software design projects related to multimedia systems and linked to the instructional modules at various
levels. To facilitate these projects, we rely on the modules described in Section 3 as well as the utilities in Section 4. We
have incorporated multimedia themes into several of our undergraduate design project courses. Projects vary from software
and networking to architecture, microprocessor and VLSI design depending on the course. In the VLSI design course, we
have projects in Audio Coding, Discrete Cosine and Wavelet Transforms, Image Filtering, LZ coding, Arithmetic coding,
Huffman Coding, Cryptography and Video Motion Estimation. Although these are components or sub-systems, rather
than complete multimedia systems, they all present significant challenges for the senior-level students since they have to
thoroughly understand the correct functionality of the blocks before they can design the circuits and generate proper test
vectors for simulations.
We have found that the modules are very useful as a review for students doing multimedia design projects. Students in a
VLSI project course are designing a Huffman coding unit that uses a barrel shifter and a RAM. By searching for these
keywords in the VLSI module, they can get a quick overview of the design issues for these blocks. Even for students that
have never studied a particular topic, the modules can be used to give a quick introduction. For example, we have students
designing a Lempel-Ziv compression chip who have never encountered the basic Lempel-Ziv algorithm. Rather than give
them a journal article or textbook as background, or ask them to just “find it on the Web", or require a semester length
Data compression course, the module allows a quick introduction to the topic from an instructor whose presentation style
and reputation they already know.
Expertise in the testing of multimedia systems is becoming required for system designers in industry and should therefore
be introduced at the undergraduate level. Multimedia systems can be used to teach many concepts of testing in a very
tangible way. Testing, in turn, forces students to carefully look at their design from an external viewpoint, addressing
issues such as I/O, standards, and manufacturing defects. Several aspects of multimedia systems make their testing a
unique problem:
11. Submitted for special issue of Journal of Engineering Education (D. Budny, ed.)
• Real-Time Systems: Multimedia systems are typified by a high bandwidth user interface which must meet real-time
constraints. The high bandwidth required in many applications, such as video, can push design performance limits and
necessitate delay optimization and delay verification {Sifakis92}.
• Heterogeneous Systems: A typical multimedia application is built from many heterogeneous components which are
required to interface the digital representation of multimedia data with the physical senses of the user, typically
through audio and video. System components vary widely in terms of data throughput and implementation technology.
Hierarchical design is well-known but a hierarchical testing {HierMurr90} approach is required to accomodate the
various testing approaches required for each component.
• Mixed-Signal Systems: The large majority of multimedia systems are based on digital components. However, because
human senses are inherently analog, multimedia systems must include analog components as well. Mixed-signal
design and testing present challenges beyond either digital or analog {MilorMixed98}.
• Standards Implementation: Intense consumer demand for multimedia systems has driven standardization efforts in
order to increase volume and reduce costs. The purpose of standardization is to create a common high-level
functionality across different products, while giving a large degree of freedom in system implementation. Because
different implementations of a standard will vary greatly, standards compliance tests {MpegComp95} must be
designed which are independent of internal design.
Each design project is associated with a set of objectives which the students must achieve. The goals fall into three
categories which collectively span the entire flow of a project from concept to product.
• Design - Students must design a circuit, or some subcomponents of a circuit, from a high-level specification. The
abstraction level of the design created varies by project. For example, a project for a sophomore class in logic design
may involve board-level design using gate-level components, while a senior VLSI design project will involve layout-
level design.
• Verification -Students must verify the correctness of their design. This involves the definition of a simulation model or
a design. The simulation model will either be in an HDL language (VHDL, Verilog) or in a software language (C,
Java), as appropriate to the design level. Verification will also require that the students design a set of functional
vectors which stimulate potential design errors. The process of creating a set of test vectors forces the student to have a
thorough understanding of the internals of the design.
• Manufacturing Test - Students must verify that the physical circuit performs the task specified by the design. Notice
that this step is different from verification because manufacturing test identifies physical faults in the manufacturing
process, as opposed to design errors. The nature of the manufacturing faults is dependent on the level of the
manufacturing process. Our projects involve three different manufacturing processes: board-level, FPGA, and LSI
fabrication. Requiring students to test for manufacturing faults provides them with an understanding of the
manufacturing process, as well as the design process.
We now present three undergraduate design projects that involve typical multimedia testing and verification issues. The
scope of these projects has been limited to fit a typical junior or senior level lab course. By fully understanding the design
and test of one of these designs, students get a glimpse of the design and test of multimedia systems in general.
Project 1: Bouncing Lights Design The circuit designed in this project use light emitting diodes (LEDs) to represent a
bouncing ball whose movement is controlled by a set of switches and a potentiometer. The output interface of the final
circuit is a row of LEDs, all of which are lit except one. The unlit LED acts as the ``ball'' which ``bounces'' between the left
end and the right end of the row of LEDs. The inputs to the circuit are a reset switch which starts the bouncing, a hold
switch which holds the position of the ball, and speed potentiometer to control the speed of bouncing.
This is intended to be an early, sophomore level, student design experience, involving breadboarding using primarily TTL
logic components. The circuit is a finite state machine with a variable speed clock to control the bouncing speed. The circuit
12. Submitted for special issue of Journal of Engineering Education (D. Budny, ed.)
design is subdivided into two components, (1) finite state machine logic to sequence the lights, and (2) clock generation
logic to generate the variable speed clock. The finite state machine logic is based on an up/down counter used to select the
unlit LED. The clock control logic uses an analog-to-digital converter to translate the potentiometer resistance into the
downsampling rate for the clock.
This project fulfills our educational objectrives because it exposes students to many fundamental aspects of multimedia
design early in their undergraduate education. This design includes a simple video interface in the form of LEDs, and
enables students to explore issues relating to subjective qualities of the output. For example, a common problem is that an
LED may appear dim because it is alternating between on/off states more quickly than is perceptible. The student goals of
this project are twofold, (1) design and build the circuit, and (2) test the circuit for manufacturing defects. Since this project
involves manual wiring, many defects related to wiring are to be expected. For the purpose of simplicity, we require the
detection of only {em open} defects which occur when a wire between two points has not been connected. As an additional
challenge, the students are asked to diagnose the faults as well as possible without probing internal signals, using only the
input and output interface. Requiring students to diagnose without probing gives the students an appreciation of the
difficulty of test observability, particularly in VLSI chip design where internal probing is often impossible.
Project 2: VLSI Design of Modular Exponentiation for Cryptography The Montgomery modular multiplication
algorithm is a central component of many cryptography systems. Since cryptography is important for a large class of
Internet-based secure multimedia applications, this design is a component in many multimedia systems. Since
encryption/decryption are performed on the incoming/outgoing media data streams, modular exponentiation is part of the
critical performance path and requires delay verification. Modular exponentiation is also part of the RSA encryption
standard. Although the implementation of the exponentiator is not defined in the RSA standard, the behavior of the
exponentiator must be correct in order to guarantee the compliance of the larger RSA system.
As an implementation model, we use the linear array design presented in [Paar]. This project is intended for a senior
level lab course, and assumes a basic understanding of VHDL. The student objectives of this project are (1) design the
component in VHDL, (2) generate several test streams for validation, and (3) insert test hardware into the design and
explore the area/testability tradeoff. We have made a VHDL simulation model if a length 4 linear array version of this
design, as well as an associated test bench, which should be used as a reference model. The complexity of the project can be
scaled by the instructor by varying the length of the linear array of processing elements, or by targeting an FPGA
implementation rather than an ASIC implementation. Evaluation of the area/testability tradeoff is performed by modifying
the design by inserting test registers. The test registers improve testability while sacrificing area. The testability of the
modified designs is evaluated using tools which we have developed here, as well as freeware for test generation and fault
simulation [PROOFS].
Project 3: Video Motion Estimation Array Motion estimation is critical part of the popular MPEG video compression
standard, used in a wide range of multimedia equipment. Motion estimation is the most compute-intensive step of the
MPEG encoding task. The high performance standards of digital video applications make delay verification essential in
motion estimation. The verification of this design necessitates adherence to the requirements of the MPEG standard, and
gives students exposure to compliance testing.
As an implementation model, we use the 16 element linear array design presented in [Konstantinides] which estimates the
motion of a 16x16 pixel reference block within a 32x32 pixel search window. Each processing element of the array shown
in Figure 9 compares the reference block to a unique 16 pixel wide column of the search window. The student objectives of
this project are (1) design the component in VHDL, (2) generate several test streams for validation, and (3) insert test
hardware into the design and explore the area/testability tradeoff. The complexity of the project can be scaled by altering the
search window size to reduce the number of processing elements, or by altering the number of bits used to represent each
pixel. We have developed a VHDL model for the design which can be used for verification. The verification problem here
is interesting because the results of a design error can be observed visually by using the component to encode a video
sequence. Students can perform rudimentary diagnosis relating visual effects on the encoded image to design and
manufacturing defects.
13. Submitted for special issue of Journal of Engineering Education (D. Budny, ed.)
Figure 9 Motion Estimation Array for Video Coding (Project 3)
6.0 Evaluation
This project is ongoing and presents numerous innovations that must be evaluated to determine their value in improved
teaching and learning. We have just begun this large effort by piloting the various modules, utilities and projects into our
own curriculum. After these pilot runs, we will also actively disseminate the materials to five other diverse institutions
around the world (ENST Paris, Pusan Nat. Univ., Korea, National Technological Univ., Smith College, and the Springfield
Technical Community College). Our evaluation strategy consists of four components:
1) Student evaluation of the teaching materials. Throughout the design of the modules, the utilities and the design
projects we have incorporated numerous ideas from students. Undergraduates are heavily involved in the project. Early
survey of the Networking module indicated 98% student satisfaction. A recent graduate course in Wireless
Communications indicated that the pace of our modules was too slow and that the video lectures were too low quality to
provide an stimulating learning environment. We are addressing this concern by using better video coders and trying to
more carefully target the modules to different student audiences.
2) Assessment of student learning using pre- and post-tests for students using the modules versus a control group. Our
homework system administration tools provide the course instructor the ability to edit and modify quiz files, and analyze
quiz results. A more informal approach will be used for student projects due to the difficulty in formally assessing learning
in design.
3) Feedback from the 5 dissemination institutions on the benefits of the modules, utilities and projects to students and
faculty. The authoring tools and source code are made available to these institutions as well as a module explaining how
to develop your own modules.
4) Feedback from industrial partners who hire our students and use our courses for continuing education (e.g. Compaq,
Sun, Samsung, Intel, Cadence, Cisco, Motorola.)
References:
[DeMan] H. DeMan, Keynote address in ACM/IEEE Design Automation Conference, 1997.
[FIE99] W. Burleson, A. Ganz, I. Harris, "Educational Innovations in Multimedia Systems", Frontiers in Education
Conference '99
14. Submitted for special issue of Journal of Engineering Education (D. Budny, ed.)
[ICME00] W. Burleson, J. Peden, C. Leonardo, "Distributed VLSI Design Education using The Multimedia Online
Collaboration Architecture (MOCA)", Proc. of European Workshop on Microelectronics Design, (EWME), Kluwer, May
2000
[EWME00] J. Peden, W. Burleson, C. Leonardo, "The Multimedia Online Collaboration Architecture: Tools to Enable
Distance Learning", Proc of IEEE International Conference on Multimedia, August, 2000
[MANIC] M. Stern, J. Steinberg, H.I. Lee, J. Padhye, J. Kurose, "MANIC: Multimedia Asynchronous Networked
Individualized Courseware," Proc. of Educational Multimedia and Hypermedia, 1997.
[MpegComp95], P. Meehan and N. Hurst and M. Isnardi and P. Shah, MPEG Compliance Bitstream Design, International
Conference on Consumer Electronics, June, 1995, pp.174-175.
[MilorMixed98],L. S. Milor, A Tutorial Introduction to Research on Analog and Mixed-Signal Circuit Testing, IEEE
Transactions on Circuits and Systems II: Analog and Digital Signal Processing, vol. 45, no. 10, 1998.
[Sifakis92] J. Sifakis, Real-Time Systems Specification and Verification, International Symposium on System Synthesis,
September,1995.
[HierMurr90], B. T. Murray and J. P. Hayes, Hierarchical Test Generation Using Precomputed Tests for Modules, IEEE
Transactions on Computer Aided Design, vol. 9, no.6, June, 1990, pp.=594-603.
[Paar] T.Blum and C. Paar., Montgomery modular exponentiation on reconfigurable hardware. Proc. of IEEE Symposium
on Computer Arithmetic, April 1999.
[PROOFS] T. M. Niermann, W.-T.Cheng, and J.~H. Patel. Proofs: A fast, memory-efficient sequential circuit fault
simulator. IEEE Transactions on Computer-Aided Design, 11(2):198--207, February 1992.
[Konstantinides] V. Baskaran and K. Konstantinides, Image and Video Cokmpression Standards, Kluwer Academic
Publishers, 1997.
Acknowledgements:
The UMASS Multimedia Curriculum project is funded by the National Science Foundation grant EIA-9812589 and the
University of Massachusetts. We acknowledge the work, support and ideas of all members of the project, including
Professors M.Ciesielski, I.Koren, C.M.Krishna and F.S. Hill; UMASS students: J. Peden, B. English, J. Euh, A.
Nalamalpu, C. Duggirala, J.Wang, X. Liu, N. Llopis, K. Zheng, A. Phonphoem and K. Wongthavarawat.We also thank
the Video Instructional Program, the Engineering Computer Services and the UMASS Computer Science Department
MANIC project for providing technical services and use of equipment.