bluuebunny/crossref_metadata_2025 huggingface dataset:
Issues and Trends in Internet-Based Citizen Participation
Authors: Aikins Stephen K.
Published: May 2011

The use of Internet technology to further citizen participation is believed to hold great promise to enhance democratic governance by allowing citizens to access public information and interact with government officials, promoting better accountability of public officials to citizens through efficient and convenient delivery of services, and producing fertile ground for reinvigorated civil society (Barber, 1984; La Port et al., 2000; Scavo & Yuhang Shi, 1999). Empirical evidence suggests that some of the promises of bridging the gap among governments and citizens through enhanced interaction between citizens and government, and between citizens themselves are yet to be fulfilled (Chadwick & May, 2001; the Global e-Policy and e-Government Institute and Rutgers University e-Governance Institute, 2003; Hale, Musso & Weare, 1999; Wales, Kerns, Bend & Stern,2002; West, 2001). This chapter reviews the opportunities and challenges of Internet-based citizen participation, the trend noted in the findings of some of the empirical studies and attempts to explain the reason the Internet has failed in its putative potential to bring citizens closer to their governments.
Public Wireless Internet
Authors: Nesbary Dale
Published: May 2011

There exists a growing controversy over whether the government should be in the business of providing wireless broadband Internet. Public sector entities, particularly counties and cities, are developing the physical and intellectual infrastructure designed to provide wireless broadband Internet to their residents. Opponents of government entry into the wireless broadband market argue that existing private broadband vendors are fully capable of providing wireless Internet in an efficient manner. Supporters argue that government is uniquely capable of building and supporting, at least initially, wireless broadband at a lower cost and in a more pluralistic and efficient manner than private vendors have done thus far.
An Exploratory Study of the E-Government Services in Greece
Authors: Kardaras Dimitrios K. , Papathanassiou Eleutherios A.
Published: May 2011

The impact of “e-business” on the public sector is the main source of the government’s transformation towards “e-government,” which refers to the public sector’s efforts to use information and communication technologies (ICT) to deliver government services and information to the public. E-government allows citizens to interact more directly with the government, transforming multiple operational and bureaucratic procedures and employing a customer-centric approach to service delivery; it allows intra-governmental communication; it also offers numerous possibilities for using the Internet and other Web-based technologies to extend online government services (Gant, Gant & Johnson, 2002). Governments evaluate the best practices of e-business applications worldwide and establish policies for the development of e-government applications. The aim of this strategy is to develop and provide faster and cheaper public services and contribute decisively to the new knowledgebased economy. The visions, goals, and policies that encompass e-government vary considerably among practitioners and users, while comparative indicators may not always be precise (U.N., 2001). As e-government consists of various aspects, perspectives and objectives there is not only one valid way for assessing its progress. A number of different methodologies for collecting and analyzing data have been applied to different reviews, depending on their evaluation objectives. The primary goal of the present study is to evaluate e-government services in Greece with a set of carefully chosen criteria, in a manner that can be used for evaluating e-government services world-wide.
E-Government's Barriers and Opportunities in Greece
Authors: Laskaridis Giorgos , Markellos Konstantinos , Markellou Penelope , Panayiotaki Angeliki
Published: May 2011

In recent years, we have witnessed the rapid evolution of the World Wide Web. This development allows millions of people all over the world to access, share, interchange and publish information. In this context, many governments have realized that their information resources are not only valuable to themselves, but valuable economic assets, that fuel of the knowledge economy. By making sure the information they hold can be readily located and passed between the public and private sectors, taking account of privacy and security obligations, it will help to make the most of this asset, thereby driving and stimulating national and international economy. Governments take advantage of information and communication technologies (ICT) and the continuing expansion of the Web and started e-government strategies to renew the public administration and eliminate existing bureaucracy, therefore reducing costs (Riedl, 2003; Tambouris et al., 2001).
Medical Ethical and Policy Issues Arising from RIA
Authors: Joseph Jimmie L. , Cook David P.
Published: May 2011

New technologies can lead to social upheaval and ethical dilemmas which are unrecognized at the time of their introduction. Medical care technology has advanced rapidly over the course of the past two decades and has frequently been accompanied by unforeseen consequences for individuals, the medical profession and government budgets, with concomitant implications for society and public policy (Magner, 1992; Marti-Ibanez, 1962). Advances in information technology (IT) during the last decade and a half are now impacting the medical profession, and the delivery of medical advances, in ways that will impact public policy debates for the foreseeable future. The World Wide Web (Web) makes information that was once the eminent domain of medical professionals available to average citizens who are increasingly demanding medical treatments from the leading edge of medical technology. For example, CenterWatch (www.centerwatch. com) provides a wealth of information concerning clinical trials and offers a conduit by which patients can become involved in such studies. The availability of such information has also led to patients suffering from life-threatening diseases not part of such clinical trials to request special access to potentially life-saving therapies. As a result, the Web is increasing the complexity of answering public policy questions surrounding what medical technologies to make available to the public, who will be eligible to receive new medical treatments, and at what cost.
Federal Public-Key Infrastructure
Authors: Slusky Ludwig , Partow-Navid Parviz
Published: May 2011

All branches of federal government are required to change their business practices to a paperless operation. Privacy and information security are critical for the protection of information shared over networks internally between the U.S. government agencies and externally with nonfederal organizations (businesses; state, local, and foreign governments; academia; etc.) or individuals. The public-key infrastructure (PKI) is the simplest, most widely used architecture for secure data exchange over unsecured networks. It integrates computer hardware and software, cryptography, information and network security, and policies and procedures to facilitate trust in distributed electronic transactions and mitigate the associated risks. Federal PKI (FPKI) is PKI designed for implementation and use by government agencies. Federal PKI research was under way since 1991, and by the end of 2005, the federal PKI included 13 cross-certified federal entities, three approved shared service providers (SSPs; Verisign, Cyber- Trust, National Finance Center/U.S. Department of Agriculture [USDA]), one state, and three foreign countries (Canada, UK, and Australia; Alterman, 2005). Initially envisioned as an interoperability mechanism for federal organizations exclusively, the federal PKI is now positioned for trust interoperability and cross-certification internally among federal agencies and externally with other organizations.
An Empirical Study on the Migration to OpenOffice.org in a Public Administration
Authors: Rossi B. , Scotto M. , Sillitti A. , Succi G.
Published: May 2011

The aim of the article is to report the results of a migration to Open Source Software (OSS) in one public administration. The migration focuses on the office automation field and, in particular, on the OpenOffice.org suite. We have analysed the transition to OSS considering qualitative and quantitative data collected with the aid of different tools. All the data have been always considered from the point of view of the different stakeholders involved, IT managers, IT technicians, and users. The results of the project have been largely satisfactory. However the results cannot be generalised due to some constraints, like the environment considered and the parallel use of the old solution. Nevertheless, we think that the data collected can be of valuable aid to managers wishing to evaluate a possible transition to OSS.
The Role of Mediating Artefacts in Learning Design
Authors: Conole Gráinne
Published: May 2011

The chapter provides a theoretical framework for understanding learning activities, centering on two key aspects: (1) the capture and representation of activities and (2) mechanisms for scaffolding the design process. The chapter begins by describing how information can be abstracted from learning activities via different forms of representation (models, iconic diagrams, textual case studies, etc.), which are defined here as ‘mediating artefacts.’ It discusses how different artefacts can be used to inform the process of designing a new learning activity. It provides an illustration of the theoretical arguments developed in the chapter by summarizing some of the findings from relevant research on learning design and uses the DialogPlus toolkit as a case study and example of a mediating artefact that can be used to support the design of a learning activity. The toolkit includes examples of learning activities (i.e., representations of activities as outlined in 1 above) as well as guidelines and support (i.e., mechanisms for scaffolding the design process as outline in 2 above). The chapter argues that this approach to learning design, which centres on the concept of mediating artefacts and their role in the design process, can be used as a descriptive framework for describing the dynamics, processes, and different aspects involved in learning design.
Using Expert Reviews to Enhance Learning Designs
Authors: McNaught Carmel , Lam Paul , Cheng Kin-Fai
Published: May 2011

The chapter will describe an expert review process used at The Chinese University of Hong Kong. The mechanism used involves a carefully developed evaluation matrix which is used with individual teachers. This matrix records: (1) the Web functions and their use as e-learning strategies in the course Web site; (2) how completely these functions are utilized; and (3) the learning design implied by the way the functions selected are used by the course documentation and gauged from conversations with the teacher. A study of 20 course Web sites in the academic years 2005–06 and 2006–07 shows that the mechanism is practical, beneficial to individual teachers, and provides data of relevance to institutional planning for e-learning.
Facilitating Learner-Generated Animations with Slowmation
Authors: Hoban Garry
Published: May 2011

Digital animations are complex to create and are usually made by experts for novices to download from Web sites or copy from DVDs and CDs to use as learning objects. A new teaching approach, “Slowmation” (abbreviated from “Slow Motion Animation”), simplifies the complex process of making animations so that learners can create their own comprehensive animations of science concepts. This chapter presents the learning design that underpins this new teaching approach to facilitate the responsibility for creating animations to be shifted from experts to learners. The learning design has four phases which guides instructors and learners in creating animations of science concepts: (i) planning; (ii) storyboarding; (iii) construction; and (iv) reconstruction. This learning design will be illustrated with two examples created by preservice primary teachers in science education as well as providing a discussion about possible future directions for further research.
Representation of Coordination Mechanisms in IMS LD
Authors: Miao Yongwu , Burgos Daniel , Griffiths David , Koper Rob
Published: May 2011

Group interaction has to be meticulously designed to foster effective and efficient collaborative learning. The IMS Learning Design specification (IMS LD) can be used to create a formal representation of group interaction, and the model can then be used to scaffold group interaction by means of coordination support at runtime. In this chapter, we investigate the expressiveness of IMS LD in representing coordination mechanisms by using coordination theory as an analytical framework. We have found that IMS LD can represent almost all the basic coordination mechanisms. We have also identified some hurdles to be overcome in representing certain coordination mechanisms. According to coordination theory, common coordination mechanisms can be reused in different settings. We briefly explore the feasibility of representing coordination mechanisms at a high-level of abstraction, which will be easier for instruction designers and teachers to understand and use.
The Design of Learning Objects for Pedagogical Impact
Authors: Boyle Tom
Published: May 2011

This chapter argues that good design has to be at the heart of developing effective learning objects. It briefly outlines the “knowledge engineering” approach to learning objects based on metadata and packaging. The knowledge engineering approach, however, ignores the issue of how to design and develop pedagogically effective learning objects. The chapter concentrates on the central issue of the design and development of learning objects. The first part of the chapter outlines and illustrates key design principles. The middle part of the chapter examines how these can be embedded in an “agile” development methodology for developing learning objects. The following section shows how effective designs can be captured and made available in a tool to support the authoring and repurposing of learning objects. Finally, the chapter examines the wider picture linking learning objects and learning designs and points to the challenge of “layered learning design.”
A European Evaluation of the Promises of LOs
Authors: McCormick Robert , Jaakkola Tomi , Nurmi Sami
Published: May 2011

Most studies on reusable digital learning materials, Learning Objects (LOs), relate to their use in universities. Few empirical studies exist to explore the impact of LOs on pedagogy, especially in schools. This chapter provides evidence from an evaluation of the use of LOs in schools. The evidence is from an EU-funded project Context E-Learning with Broadband Technologies, involving 500 schools in six countries across Europe, to examine the impact of LOs on pedagogy. It brought together producers and users to try out technically and pedagogically sound ways of producing, making available through a portal, and using LOs. This chapter reports data from both quantitative and qualitative studies conducted during 2004, including: online surveys (of all the teachers involved), routine data from the portal, semistructured interviews in 40 schools in all six countries, experimental studies in one of these countries, and 13 classroom case studies in four of the countries.
Evaluating Large-Scale European LO Production, Distribution, and Use
Authors: McCormick Robert
Published: May 2011

This chapter will examine the approach taken in the evaluation of a large-scale feasibility trial of the production, distribution, and use of learning objects (LOs). This was carried out by partners in several countries of Europe as part of the Context E-Learning with Broadband Technologies (CELEBRATE) project, coordinated by European Schoolnet. The project produced a large number of LOs and involved linking up commercial and ministry producers of LOs to make available their products to teachers in six countries. The chapter examines what it means to evaluate learning objects, given that they are both particular objects and a general idea, especially important given the dearth of empirical studies of the use of LOs. It then goes on to explore the way this was tackled strategically and tactically, bearing in mind a European context of distributed locations, different languages, and education systems.
For the Ultimate Accessibility and Reusability
Authors: Martin Philippe , Eboueya Michel
Published: May 2011

This chapter first argues that current approaches for sharing and retrieving learning objects or any other kinds of information are not efficient or scalable, essentially because almost all of these approaches are based on the manual or automatic indexation or merge of independently created formal or informal resources. It then shows that tightly interconnected collaboratively updated formal or semiformal large knowledge bases (semantic networks) can, should, and probably will, be used as a shared medium for the tasks of researching, publishing, teaching, learning, evaluating, or collaborating, and thus ease or complement traditional methods such as face-to-face teaching and document publishing. To test and support these claims, the authors have implemented their ideas into a knowledge server named WebKB- 2 and begun representing their research domain and several courses at their universities. The same underlying techniques could be applied to a semantic/learning grid or peer-to-peer network.
Reusability of Online Role Play as Learning Objects or Learning Designs
Authors: Wills Sandra , McDougall Anne
Published: May 2011

This study tracks the uptake of online role play in Australia from 1990 to 2006 and the affordances to its uptake. It examines reusability, as one affordance to uptake, from the perspective of two often polarized constructs: learning object and learning design. The study treats “reuse” in two ways: reuse of an existing online role play and reuse of an online role play as the model for another role play. The first type of reuse implies the online role play is a learning object and the second type implies the online role play derives from a learning design. Online role play consists of a scenario and a set of roles that students adopt in order to collaboratively solve a problem, create something, or explore an issue via e-mail or a combination of e-mail and Web-based threaded discussion forum. Thirty-six role plays of this type were identified in Australian universities of which 80% were reuse of a learning design. Only three examples of role play as a learning object were found, suggesting that learning design is a useful concept for understanding how to support reusability in universities. Other affordances to uptake of role play were also tracked. This indicated that the contribution of educational developers far outweighed that of academic colleagues, conferences, journals, and engines. The results have implications for the work practices of educational developers and for managers of learning object repositories.
The Untapped Learning Potential of CMC in Higher Education
Authors: Amundsen Cheryl , Sohbat Elahe
Published: May 2011

We argue for programs that support academics to develop an understanding of the relationship between technology and pedagogy. To lay the groundwork, we document how nine instructors (in biology, education, English, general studies, geography, and kinesiology) at two universities integrated a computer conferencing tool into their course design and how their students reported actually using the tool. Among our findings was that most instructors intended students to use computer conferencing for learning of course content and to meet this goal three types of interactions were written into the course design: unidirectional, bidirectional, and co-constructive online interactions. The data was further considered from the perspective of Van Aalst’s framework (2006), which provides a way to build a “communal online learning resource in terms of three notions: collaboration, learning how to learn and idea improvement” (p. 279). Implications are drawn for working with faculty to design online instruction.
Human Computer Interaction and the Best Mix of Face-to-Face and E-Interactions inEducational Settings
Authors: Olaniran Bolanle
Published: May 2011

Recent trends and rapid improvement in technology such as computer-mediated communication (CMC) and increasing bandwidth in the Internet are facilitating increased electronic interactions (i.e., e-interactions otherwise known as or commonly referred to as the human computer interaction (HCI)). CMC technology systems are a common occurrence in educational institutions as administrators attempt to encourage technology usage and instructors race to learn and implement CMC use in their classrooms and students demand greater flexibility and control in how they learn. Notwithstanding is the need to decide which forms of HCI technology to use, how to use them, and what benefits can accrue from such usage. The discussion here explores each of these issues, but more specifically will focus on addressing the case for blending e-interactions with the traditional face-to-face (FTF) communication medium while addressing the appropriateness of such combination.
The Psychology of Personal Web Sites
Authors: Renner Karl-Heinz , Schütz Astrid
Published: May 2011

This chapter reviews psychological research on personal Web sites, on their owners and on the effects personal Web sites may have on visitors. Personal Web sites were conceptualized as media for self-presentation and identity construction. Converging evidence is reported with regard to the elements found on Web sites and to the demographics, personality characteristics, intentions and self-presentational goals of their owners. The popular and somewhat intuitive notion that Web sites are narcissistic media or platforms for vanity and exhibitionism does not apply to the average Web site owner. Empirical findings on personality expressions of Web site owners and personality impressions people form after a brief visit of the sites are presented. Initial results show that objective features of personal Web sites are associated with self and visitor-rated personality traits of the owners. It is concluded that more longitudinal research is needed to fully understand the dynamics of identity management on personal Web sites.
Discourse and Network Analyses of Learning Conversations
Authors: Lim H. L. , Sudweeks Fay
Published: May 2011

Analytical frameworks for examining educational computer mediated discourse have been mainly designed for asynchronous discussions; hence the classification schemes are typically more sensitive when applied to longer postings than the shorter, more condensed exchanges present in online synchronous discourse. This chapter introduces the exchange structure analysis framework for examining online synchronous interaction at levels of structural organization and pragmatic intention. The further application of social network analysis as a method and visualization tool for the coded exchanges are explained and illustrated. Examples are provided from transcript data of moderated collaborative group discussions during virtual tutorials in a case study. With the integration of discourse and social network analytical methods, a richer interpretation is gained on the processes of articulation and negotiation of meaning during online learning conversations.
Computer Mediated Communication for the Enhancement of Psychotherapy
Authors: Wolf Markus , Bauer Stephanie
Published: May 2011

Psychotherapy and psychosocial interventions rely mainly on verbal communication and language. With the expanding use of computers as well as the capacity of the Internet to bridge geographic distances and to increase access, computer mediated communication (CMC) plays an increasing role for the delivery of psychosocial interventions. This chapter focuses on the advantages and limitations of CMC for psychosocial and psychotherapeutic approaches and introduces three specific CMC-based interventions developed for the provision of step-down treatments in psychotherapy, in which e-mail, Internet chat and the Short Message Service (SMS) were used. Empirical findings on the feasibility, user acceptance, and effectiveness of these interventions are reported. Finally, future perspectives for CMC in psychosocial and psychotherapeutic contexts as well as research directions are outlined.
The Impact of Personality on Virtual Team Creativity and Quality
Authors: Ocker Rosalie J.
Published: May 2011

A series of experiments investigated creativity and quality of work-product solutions in virtual teams (Ocker, forthcoming; Ocker, 2005; Ocker & Fjermestad, 1998; Ocker et al., 1998; 1996). Across experiments, small teams with about five graduate students interacted for approximately two weeks to determine the high-level requirements and design for a computerized post office (Goel, 1989; Olson et al., 1993). The means of interaction was manipulated in these experiments such that teams interacted via one of the following treatments: (1) asynchronous computer-medicated communication (CMC), (2) synchronous CMC, (3) asynchronous CMC interspersed with face-to-face (FtF) meetings, or (4) a series of traditional FtF meetings without any electronic communication. A repeated finding across experiments was that teams interacting only using asynchronous CMC – that is, teams without any FtF or synchronous communication -- produced significantly more creative results than teams in the other treatments. Additionally, asynchronous virtual teams rated high in creativity were generally not the same teams that were judged high in terms of the quality of their deliverable. To further examine these findings, this chapter presents results of an exploratory study designed to investigate the impact of individual personality facets on team outcomes. The objective of this study is to determine whether differences in team outcomes – in terms of the level of creativity versus the quality of the team deliverable – can be predicted by individual member personality.no abstract
Blogs
Authors: Darisipudi Ashok , Sharma Sushil Kumar
Published: May 2011

Blogs are evolving beyond “personal conversations” to tools which could support collaborative working in virtual project teams. Virtual teams need to adopt and understand new work practices, sharing attitudes and communication modes to effectively empower team participation. Companies are adopting blogs and wikis as tools for improving dialogue among workers, customers, and the public because they can affect information exchange and establish specially tailored, user-friendly data archives. Blogs could become a tool for a new way of communication, working collaboratively, sharing information and mutually supporting other team members. However, like any emerging technology tools, it will be a challenge to integrate blogs into existing business processes. This chapter discusses how blogs can be exploited for virtual team collaboration and discusses various issues and challenges that need to be resolved if blogs are to become an effective tool for virtual team collaboration.
Digital Photography
Authors: Meyer Eric T.
Published: May 2011

Digital photography is a relatively new topic for scholarly study in the area of computer mediated communication. Photographic technologies were only first computerized in the 1990s, but have rapidly supplanted older film technologies for a majority of professional uses. Digital photography has not simply substituted silicon chips for film, however, but has brought about rapid changes throughout the photographic process as photography entered the realm of information technology. This chapter presents a typology for approaching the study of photography as a form of computer mediated communication, and then presents several examples illustrating the consequences digital photography has for amateurs and professionals. Examples include photojournalism, scientific photography, photography in the legal system, and personal photography. The chapter ends with a call for additional research into the social aspects of this ubiquitous form of computer mediated communication.
IM's Growth, Benefits, and Impact on Communication
Authors: Marcus Sarah Rofofsky
Published: May 2011

This chapter introduces synchronous, one-on-one, computer mediated communication. A discussion then is presented on the growth of typewritten, synchronous communication, beginning with the Tele- Typewriter/Telecommunications Device for the Deaf (TTY/TDD), and how instant messaging (IM) can benefit those who are deaf, and also others who wish to communicate rapidly without the use of a telephone or face-to-face (f2f) communication. Besides discussing benefits of synchronous, text-based, one-on-one communication, this chapter will also address the downfall to the written communication caused by the overuse of abbreviations and emoticons that is coming into regular use outside of the IM environment. After the author examines the pros and cons of CMC via IM, implications of the growth of CMC via IM are considered.
Human-Robot Interaction
Authors: Weber Jutta
Published: May 2011

Some people regard the personal mobile robot as a candidate for the next digital revolution as it might become a future ubiquitous tool and everyday partner of humans. This new “socio-emotional” robot is supposed to conduct dialogue, to develop social competencies and to support users in everyday life. In this chapter, I sketch out the epistemological, ontological and techno-material groundings of personal service robotics which is based on new models of human-machine interaction like caregiver-infant or pet-owner. I discuss the conversational paradigm in Human-Robot Interaction (HRI) with its problematic concepts of “pre-given” social mechanisms, uninformed users as well as its new understanding of sociality as service.
A Framework for Adaptive Learning Points
Authors: Reiners Torsten , Sassen Imke
Published: May 2011

In this paper we present our e-learning approach and describe the technical and instructional design of an adaptive learning environment. In order to avoid several reasons for distrust or frustration on the learner’s side, we developed an approach called configurable adaptation including the concept of individualized and adaptive learning paths. In cases where a course is offered in various (media) forms, the learner should be able to decide on its own, which one to use for the acquirement of the learning material. We demonstrate different approaches for a holistic learning experience using several learning scenarios like classroom participation and e-learning in a virtual learning environment. A special focus will be set on the description of the didactical paradigm synchronized blended learning, which allows the combination of different learning scenarios and the usage of learning material within all settings. Furthermore, we demonstrate examples how a (virtual) learning environment can be integrated into the course allowing dynamic and adaptive presentation of learning material as well as the direct inclusion of new – generated by algorithms or written by the learner or tutor – content on-the-fly.
The End of Instructional Design
Authors: Marquis Justin
Published: May 2011

The potential implications of a paradigm shift in learning theory from a cognitivist point of view to the social-constructivist point of view are significant and far reaching for research in the field of instructional design (ID). Such a rethinking of learning and knowledge could cause a major shift in current research agendas away from the self-contained, disembodied training and instructional paradigms currently employed and toward learning that happens within the actual context of the work to be done. This chapter will attempt to capture the differences in ID research considerations made necessary by this paradigmatic shift in our understanding of what knowledge is. The implications of this new theory will be considered through a comparison of current trends in the field of ID with a model of ID as imagined under the social-constructivist paradigm set forth by Cook and Brown (1999) and Lave and Wenger (1999).
Learning Villages Network and its Computer Components
Authors: Cunningham Merrilee , Robbins Ruth , Buell Deborah
Published: May 2011

Universities can significantly increase the potential for academic success and degree completion for students who may be fearful of failing or have had toxic experiences with the traditional academic environment during their freshman and sophomore years in college. This positive result can be achieved by developing an infrastructure of student support delivered through learning communities that include an interpersonal mentorship component and a high-tech component that includes a web of learning networks. For example, a network of interlocking, reinforcing systems of learning or learning communities may include a bridge program, a discipline-based program and freshman to senior programs that are designed to help students survive and then thrive in the sometimes fearful environments of undergraduate colleges. The learning cohorts, by academic discipline, include learning villages which are divided into learning teams. The learning cohorts by year of study include specialists for freshman and sophomore villages. The Learning Village Web can bring learners’ communities together into a syncretistic federation to the benefit of the students in every village (Murphy, 1991; Palloff and Pratt,1999). The architecture of the Learning Community Network, like Notre Dame’s flying buttresses, must hold this dynamic organization fabric in place. Like those buttresses, it allows the structure of the edifice to get larger while appearing comfortably small to those inside each chapel or village.
Building an LMS with Ubiquitous Software
Authors: Rees Michael , Herring Charles
Published: May 2011

Teaching institutions around the world are using large, unwieldy and expensive learning management system (LMS) packages that are beginning to have profound effects on their whole organizations. Such LMS packages in turn go to great lengths to interoperate with the desktop information productivity software that almost all institutions use, Microsoft Office System. Since a very large part of the instructional content is generated in Office it seems sensible to investigate whether straightforward extensions of the Office System could become an LMS in their own right. This chapter describes research and development that integrated Microsoft Office System, SharePoint Windows Services, and SharePoint Portal Server (SPS) as the heart of an off-the-shelf LMS. Already designed to work closely with Office, SPS features are compared against the list of features expected of an ideal LMS. Where gaps in the LMS features were discovered in SPS a number of small extensions of standard Office applications were proposed to fill these gaps and create a credible LMS. These Microsoft tools and custom extensions were put to use in teaching and administration during a 2-semester (8-month) trial at Bond University. The SPS installation was hosted in partnership with G-Netech Pty Ltd. This Bond University/G-Netech SharePoint Alliance project (BUGSA or SharePoint Alliance) was able to call upon combined research, development and teaching expertise provided by the partners. The outcomes of the short trial support the concept of the Office System as a viable LMS.
E-Learning Lessons from the Corporate World
Authors: Dick Geoffrey , Case Tom , Van Slyke Craig
Published: May 2011

This chapter examines the development of online learning systems, how they incorporate reusable learning modules and how various forms of assessment are employed to improve the quality of the learning outcomes. Corporations are adopting online learning, or e-learning, at a dramatic rate, partly driven by a desire for cost reduction and partly to ensure that all staff have the required skills and ability to their jobs. Organizations are increasingly linking the systems for delivery of this learning into human resource management systems. Universities, despite some movement to e-learning are in a position to learn form the developments in the corporate world. A case study is used to illustrate many of the concepts discussed. In conclusion, the chapter suggests how these corporate experiences might be transferred into the academic world and sounds a note of warning for the universities if they fail to match the corporate offerings.
Reading Assessment Strategies for Online Learners
Authors: Huh Jeonghee , Hirumi Atsusi
Published: May 2011

Compared to conventional classroom settings, e-learning relies heavily on a student’s reading ability. However, many students, particularly those at-risk or those who may have already dropped out of conventional schools, tend to have low reading ability that affects their ability to learn online. The problem is that relatively little has been done to address reading problems confronted by online distance learners and educators. E-learning often begins with an assumption that students can read. This study (a) identifies empirically supported reading assessments employed by conventional schools and (b) proposes reading assessment strategies for use by online educators. A review of reading assessment literature reveals that in conventional schools settings, classroom teachers are the primary people who detect students’ potential reading problems; reading specialists are often called upon to further diagnose and treat reading problems; authentic assessments and reading software are being used as an integral part of classroom instruction to help students enhance their reading skill. The proposed assessment strategies include extant data analysis, learner self- and informant assessments, and reading-specific and performance-based assessments.
Technology Use in an Online MBA Program
Authors: Liu Xiaojing , Lee Seung-hee , Bonk Curtis J. , Magjuka Richard J. , Liu Shijuan
Published: May 2011

The applications of advanced communication technology hold promises for high-quality online education. However, there is scant research on the uses of online communication technologies for effective online learning environments. The purpose of this study was to examine several aspects of technology use in a rapidly growing online MBA program in a top ranked university: patterns of technology use, interactivity level of the technology employed, and challenges and issues the instructors encountered when using those technologies. The study concluded that email, course announcements, and asynchronous forums were among the most frequently used technologies by online instructors. Using Roblyer and Ekhaml’s (2000) interaction framework as a guide, technology use was at a low to moderate interactivity level across courses in this program. In general, instructors preferred asynchronous technology over synchronous technology. The challenges, issues, and opportunities of using technology indicated the need to explore the features of interactive technologies more proactively as well as an awareness to incorporate innovative pedagogies into online courses to take advantage of the potential for learner interactivity and engagement online.
Design Guidelines for Asynchronous E-Learning Applications
Authors: Zaharias Panagiotis , Poulymenakou Angeliki
Published: May 2011

E-Learning is emerging as one of the fastest organizational uses of the Internet; it is also applicable across all areas of workforce training. However, the quality of e-learning has been questioned. High dropout rates for e-learning courses reflect that learners fail to complete e-learning courses (Ganzel, 2001). The current research, the problem that most of the designers face is that established sets of heuristics for both designing and evaluating e-learning do not exist. Learning is the main goal of all e-learning systems and applications, which is rather abstract in nature and difficult to evaluate. In this chapter, we will explore a set of design guidelines for asynchronous e-learning applications as well as their practical implications.
Online Communication and E-Learning
Authors: Quintas-Mendes António , Morgado Lina , Amante Lúcia
Published: May 2011

The complexities of computer-mediated communication (CMC) are visible in the diversity of the theoretical models that try to explain the implications of electronic communication. The different approaches are not necessarily contradictory, but they emphasize different qualities or characteristics of CMC. In this chapter we review six of the most prominent models: the Social Presence Model; the Media Richness Theory; the Reduced Social Cues model; the Social Information Processing Model; the Social Identity Model and the Hyperpersonal Communication Theory. Initial studies on CMC tend to view this form of communication as impersonal and very limited in expressing emotions and complex social interactions. However, recent research has shown that electronic communication can promote a very rich relational communication and be effective in problem solving situations, in attaining results and in achieving objectives in tasks performed at a distance. The understanding of these communication processes involves a detailed analysis of several variables, such as group communication processes, the different use of verbal and non-verbal communication channels in face to face and virtual settings, and the social construction of the processes of connecting, bonding and building psychological immediacy in mediated contexts. The studies show that in several indicators of group well-being or in task efficacy indicators, better results are obtained in virtual groups, when compared to their face to face equivalents, as long as the time variable is controlled. A relevant aspect to take into account is that virtual groups take more time to socialize and to reach objectives than do face to face groups. In this chapter we discuss some explanatory hypotheses for these somewhat surprising results and analyze their consequences in terms of online education. We suggest that we now have a reasonable understanding of online communication and interaction processes, and that this knowledge should shape the practices of those who work in Online Education and Distance Education.
Designing Cross-Cultural Collaborative Online Learning
Authors: Chen Sue-Jen , Caropreso Edward , Hsu Chao-Li
Published: May 2011

Current information and communication technologies allow for many and varied cross-cultural connections. To succeed in the 21st century global society, students should develop the knowledge and skills that will enable them to appropriately interact and work with people from different cultures. The rapid growth of online learning has created a need to study online environments which foster cross-cultural learning communities. Our study explored how cultural perceptions may influence students’ online communication and collaboration behaviors. Based on a social constructivist pedagogy and the study’s findings, we propose a series of guidelines intended to help educators design effective online learning experiences and instruction for a cross-cultural learning community.
Ethical Practice and Online Learning—A Contradiction? A Case Study
Authors: Harper Donna , Luck Petra
Published: May 2011

The aim of this chapter is to investigate ethical issues such as individual integrity and rights affecting online students who are Early Years Managers, leading a range of child care and education settings. This study has as its focus the student experience and explores student attitude from the perspective of participants who are transferring knowledge and skills on a day-to-day basis in an ethically and socially responsible Early Years sector via online learning. This type of learning has been characterised by distance and perceived reduced empathy. The research adopts a case study approach and proposes that Pelz’s (2004) “three principles of effective online pedagogy” perspective could be used to explore the tension and ethical issues experienced by online and distance learners. Questionnaires were used and semi structured interviews conducted to collect data. Analysis of the data found no significant ethical concerns in terms of individual integrity and rights perceived by the students. The contributions of an effective pedagogical approach and the students’ professional context to the positive findings are highlighted.
On Noise, Steganography, and the Active Warden
Authors: Smith Christopher B. , Agaian Sos S.
Published: May 2011

Modern digital steganography has evolved a number of techniques to embed information near invisibly into digital media. Many of the techniques for information hiding result in a set of changes to the cover image that appear, for all intents and purposes to be noise. This chapter presents information for the reader to understand how noise is intentionally and unintentionally used in information hiding. This chapter first reviews a series of noise-like steganography methods. From these techniques the problems faced by the active warden can be posed in a systematic way. Results of using advanced clean image estimation techniques for active warden based steganalysis are presented. This chapter is concluded with a discussion of the future of steganography.
On Steganalysis and Clean Image Estimation
Authors: Smith Christopher B. , Agaian Sos S.
Published: May 2011

Steganalysis is the art and science of detecting hidden information. Modern digital steganography has created techniques to embed information near invisibly into digital media. This chapter explores the idea of exploiting the noise-like qualities of steganography. In particular, the art of steganalysis can be defined as detecting and/or removing a very particular type of noise. This chapter first reviews a series of steganalysis techniques including blind steganalysis and targeted steganalysis methods, and highlights how clean image estimation is vital to these techniques. Each technique either implicitly or explicitly uses a clean image model to begin the process of detection. This chapter includes a review of advanced methods of clean image estimation for use in steganalysis. From these ideas of clean image estimation, the problems faced by the passive warden can be posed in a systematic way. This chapter is concluded with a discussion of the future of passive warden steganalysis.
Understanding One-Handed Use of Mobile Devices
Authors: Karlson Amy K. , Bederson Benjamin B. , Contreras-Vidal Jose L.
Published: May 2011

Mobile phones are poised to be the world’s most pervasive technology, already outnumbering land lines, personal computers, and even people in some counties. Unfortunately, solutions to address the usability challenges of using devices on the move have not progressed as quickly as the technology or user distribution. Our work specifically considers situations in which a mobile user may have only one hand available to operate a device. To both motivate and offer recommendations for one-handed mobile design, we have conducted three foundational studies: a field study to capture how users currently operate devices; a survey to record user preference for the number of hands used for a variety of mobile tasks, and an empirical evaluation to understand how device size, interaction location, and movement direction influence thumb agility. In this chapter we describe these studies, their results, and implications for mobile device design.