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E-Learning, E-Business, Enterprise Information Systems, and E-Government: The 2013 WorldComp International Conference Proceedings

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Session - Learning Methods, E-Learning + Educational Tools, and Related Issues

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Molly Open Source Online Lecture System

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Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

3

Molly Open Source Online Lecture System

Ronald P. Vullo, Ph.D., Natallia Ivaniuk, M.S.I.T., and Sean Boyle, M.S.I.T.

Golisano College of Computing and Information Sciences

Rochester Institute of Technology

Rochester, New York 14623

Abstract – For over 13 years, one of the authors has been developing and using a Web-based presentation tool for inclass and distance education. Recent advances in Web technology have made it possible to re-implement the system and incorporate the ability for educators to easily add a video track and synchronize their slides to it. We also added shared permissions multi-user editing capability and several other features. This new version of a time-tested Web-based lecture slide system provides distance learners a classroom-like experience via the Web and makes it easy for educators to develop, edit, share, and reuse presentations.

video and slides from JavaScript. More importantly, because the control codes and time codes no longer needed to be embedded in the video itself, it became possible to create a simple Web-based authoring environment. This finally made it possible to fulfill the original vision for the Molly system's distance learning component and was the genesis of this project. This paper describes the redevelopment and expansion of this lecture delivery system.

 

Effective Implementation of e-Learning in Initial Learning Program: A Case Study

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10

Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

Effective Implementation of e-Learning in Initial

Learning Program: A Case Study

Soumya Hari

Corporate ILP Team, Tata Consultancy Services Limited, Trivandrum, Kerala, India

Abstract - Case studies are effective in dealing with factors like creativity, innovation and context. This case study attempts to highlight the outcomes of introducing the concept of e-learning into teaching technical topics like Dotnet, Java,

Mainframe and C++ of the Initial Learning Program at Tata

Consultancy Services Limited in 2012-2013. These findings will be of interest to any organization that plans to implement e-learning methodologies to help its employees learn and remember the initial lessons of software development and the various programming languages with limited faculty support.

The outcome of this case study indicates a stable and prominent increase in the use of e-learning strategies in consort with the traditional methods of training.

Keywords: e-learning, strategy

 

Improving Knowledge Management in e-Learning: A Contingent Framework for Efficient Knowledge Transfer

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Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

17

Improving Knowledge Management in e-Learning:

A Contingent Framework for Efficient

Knowledge Transfer

1

Dr. Anitha Chennamaneni1 and Jayson G. Brown1

Computer Information Systems, Texas A&M University – Central Texas, Killeen, TX, USA

Abstract - Knowledge management (KM) is the top most important factor in e-Learning. This research paper explores the role of KM in e-Learning and develops a conceptual framework for successfully managing and transferring knowledge. We review different types of knowledge and discuss how varied KM techniques, e-Learning technologies, platforms and possible solutions improve KM and knowledge transfer in e-Learning programs. Our research framework is grounded theoretically in the knowledge creation theory and the media richness theory. This framework is extremely useful to the academicians and practitioners alike as it guides them in implementing a respectable pedagogy for effectively managing and transferring knowledge in the e-Learning environment.

 

Design of Structured Syllabus and Subject Ontology for Adaptive Learning

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Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

Design of Structured Syllabus and Subject Ontology for

Adaptive Learning

Hyun-Sook Chung1, Jung-Min Kim2, and Eun-Ok Baek2

Department of Computer Engineering, Chosun University, Gwangju, South Korea

2

Department of Computer Engineering, Daejin University, Pocheon, South Korea

3

Science, Math & Technology Education, CSU San Bernardino, San Bernardino, CA, USA

1

Abstract - In this paper, we introduce our e-learning project that aims to make of creation, integration and interfacing of multiple ontologies on different layers, i.e. Curriculum ontology, Syllabus ontology, and Subject ontology. The primary objective of our project is to develop ontology-based e-learning support system which allows learners to build adaptive learning paths through understanding curriculum, syllabuses, and subjects of courses deeply. In this paper, we introduce our ontology model and propose an effective method for enhancing learning effect of students through construction of subject ontology. The subject ontology of a certain course is composed of an ontology made by a teacher and many ontologies made by students. It is used in discussion, visual presentation, and knowledge sharing between instructor and students. We used the subject ontology in two lectures in practice and found that the subject ontology enhances learning effect of students in according to the analysis of feedbacks of students.

 

Designing an online course to promote deep learning outcomes

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28

Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

Designing an online course to promote deep learning outcomes

B. Morgan

Western Oregon University

Monmouth, Oregon, United States

Abstract - Online courses are seen as a means to deliver an educational experience to a wider audience. Often it is believed that face to face courses can simply be put online, in a plug and go model, and that will be sufficient to deliver deep learning outcomes. This paper first considers the difference between surface and deep learning then seeks to provide a pedagogical paradigm that promotes deep learning. The

Communities of Inquiry (CoI) model for online course delivery models this paradigm and supports the assertion that deep learning is an obtainable objective, but is far more nuanced and requires far greater resources than the plug and go model suggests.

Keywords: e-learning, online education model, Communities of Inquiry, deep learning outcomes, collaborative learning

1

Introduction

As the tertiary educational system continues to work to minimize expenses, many institutions are turning to distance education as a solution to their financial shortfalls [1].

 

A Prototype Facilitators Dashboard: Assessing and visualizing dialogue quality in online deliberation for education and work

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34

Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

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Tom Murray, Leah Wing1, Beverly Park Woolf,

Alexander Wise, Shijun Wu, Lori Clarke, Lee Osterweil, Xiaoxi Xu

School of Computer Science, 1Legal Studies Dept.

University of Massachusetts, Amherst, MA

Contact: tmurray@cs.umass.edu

Abstract: The emerging next generation ("Web 3.0") of socio-technological tool development is adding additional support for reflecting on and improving the quality of online information, communication, and action coordination. An important opportunity is that online systems can include tools that directly support participants in having higher quality and more skillful engagements. We are evaluating dialogue software features that support participants directly and

"dashboard" tools that support third parties (mediators, teachers, facilitators, moderators, etc.) in supporting higher quality deliberation. In this paper we will focus on our work in educational settings (college classes) and on our development of a Facilitators Dashboard that visualizes dialogue quality indicators for use as facilitation tools or participant social awareness tools. We are particularly interested in supporting the "social deliberative skills" that interlocutors need to build mutual understanding and mutual regard in complex or contentious situations.

 

An Educational Java Applet for Understanding Principles of Synchronous BCD Counters

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Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

41

An Educational Java Applet for Understanding

Principles of Synchronous BCD Counters

Dongsik KIM*, Jaeho CHA*, Seongyong LEE*, Saeron HAN*, Samjun SEO**

*Department of Electrical Engineering, Soonchunhyang University, KOREA

**Department of Electrical & Electronic Engineering, Anyang University, KOREA

Abstract – This paper presents web-based Java applet for understanding the concepts and principles of synchronous BCD counter. Through our educational

Java applet, the learners will be capable of learning the concepts and theories related to digital experiments and how to operate the virtual experimental equipments.

The proposed educational Java applet is composed of three important components: Principle Classroom to explain the concepts and theories of synchronous BCD counters operations, Virtual Experiment Classroom to provide interactive Java applets about the syllabus of off-line laboratory class, Assessment Classroom and

Management System. With the aid of the Management

 

Android Exchange (AEx): AVirtual Community for Students on eTeams

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Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

47

Android Exchange (AEx):

A Virtual Community for Students on eTeams

R. Shankar1, F. McAfee2, M. Harris3, J. Folkes4, and R. Behara5

1

Department of CEECS, College of Engineering, Florida Atlantic University, Boca Raton, FL, USA

2

SCMS, College of Arts and Letters, Florida Atlantic University, Davie, FL, USA

3

Anthropology, College of Arts and Letters, Florida Atlantic University, Boca Raton, FL, USA

4

Center for eLearning, Academic Affairs, Florida Atlantic University, Boca Raton, FL, USA

5

ITOM, College of Business, Florida Atlantic University, Boca Raton, FL, USA

Abstract - A group of faculty members from engineering, arts, anthropology, and business have jointly taught courses (for 3 years) on smart phone

App development to undergraduate students. The students with academic background in these disciplines have come together to form teams and to develop unique smart phone Apps. Industry professionals from these disciplines evaluate these projects. An eLearning version of the joint course was taught recently. Android Exchange (AEx), a virtual community environment, is proposed here to build on that experience and on existing social and professional networks to connect participants with peers, mentors, professionals, and businesses for mutual benefits of learning, collaboration and jobs.

 

Recognizing Classroom Atmosphere with Good Attention to the Ongoing Lecture for Indexing its Archived Video

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54

Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

Recognizing Classroom Atmosphere with Good Attention to the Ongoing Lecture for Indexing its Archived Video

Koh KAKUSHO1, Yohei KOBAYASHI1, Takeshi OKADOME1, and Masayuki MURAKAMI2

1

School of Science and Technology, Kwansei Gakuin University, Sanda, Hyogo, Japan

2

Research Center for Multi-Media Education, Kyoto University of Foreign Studies, Kyoto, Japan

Abstract - This article discusses how to recognize the atmosphere in a classroom where the students show good attention on the ongoing lecture from its archived video as a novel video indexing technology for e-learning application.

We first show that facial orientations of the students in the classroom can be used as a useful visual feature obtainable from archived videos in order to recognize the classroom atmosphere with good attention from the students to the lecture, based on our analysis on the relationship between the behavior of the students and the classroom atmosphere that our humans actually recognize by watching the videos.

 

Teaching Teams and Project Management in a Virtual Environment

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Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

61

Teaching Teams and Project Management in a Virtual

Environment

C. Balch

Department of Business & Administration Northern Arizona University, Yuma, Arizona, USA

Abstract - My signature class is a junior level Teams and

Project Management learning experience. An important part of this class is crafting learning outcomes to address changing stakeholder needs, incorporating constantly changing tools for virtual team interaction and project management, and measuring outcomes. This paper provides a snapshot of the current evolution of this class as taught within the ACBSP accredited Northern Arizona University Business and

Administration program. Paper content includes best practices in virtual team building; review of current technology to facilitate virtual teams; overcoming BlackBoard

Learn limitations; and useful third-party associations.

Synthesis of technologies is demonstrated and time-saving macros are described.

Keywords: Virtual

Management

 

New Challenges in Teaching e-Forensics Online

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Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

67

New Challenges in Teaching e-Forensics Online

Professor Eamon P. Doherty, CCE, CPP, SSCP

School of Administrative Science, Fairleigh Dickinson University, Teaneck, USA

Abstract - This paper discusses how the topic of forensic imaging has changed because of the introduction of a new technology known as the solid state drive (SSD). The differences between the SSD and the magnetic disk hard drive are also discussed. This paper highlights the importance of online education for teaching e-forensics, how it is delivered, and why it is important for educating certain populations who cannot get to a traditional classrom. Lastly, this paper also discusses the need for a conference among many stakeholders to create a publically known standard, perhaps an ISO standard, for the SSD and why it would help for court cases involving the imaging and investigation of SSDs.

Keywords: Computer Forensics, Cyber Forensics, Computer

Security

1

Introduction

 

A Framework for the Development of Mobile Learning Resource: An Analysis of the Case “Reciting Chinese Ancient Poetry”

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72

Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

A Framework for the Development of Mobile Learning

Resource: An Analysis of the Case “Reciting Chinese

Ancient Poetry”

Yong Huang1, Qingchun Hu2

Shanghai Audio-video Education Center, Shanghai Distance Education Group

2

School of Information Science & Engineering, East China University of Science and Technology,

Shanghai, China

1

Abstract –The paper analyzes our study on the project named

“Reciting Chinese Ancient Poetry” which is implemented on smart phones and PDAs. It focuses on how to develop and assess effective and high quality mobile learning resource. A framework of the key factors we consider in the development is proposed. Especially, a multi-dimensions assessment approach is highlighted in the whole development process.

Based on what we have done, some suggestions are put forward for the future research.

Keywords: M-Learning Resource; Assessment; User

Interface Design

1

Introduction

Mobile devices deeply impact our society currently, changing the way we communicate with another. Today’s students have grown up with a new class of technologies that the previous generation might not have imagined, including smart phones and PDAs. Nevertheless, mobile devices are no longer simply a method of communication. They are changing the way we work and our everyday life, According to the Horizon Reports (www.nmc.org/horizon), experts have expected phones to have an impact on education. Some studies have reported that social web and mobile devices are the most important technologies for the near future in education [1].

 

Text Analysis of Deliberative Skills in Undergraduate Online Dialogue: Using L1 Regularized Logistic Regression with Psycholinguistic Features

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Xiaoxi Xu, Tom Murray and Beverly Park Woolf

School of Computer Science

University of Massachusetts, Amherst, MA xiaoxi@, tmurray@, bev@cs.umass.edu

Abstract: We report on a text analysis and machine learning study of social deliberative skill using online dialogues on controversial topics from a college class. We report on our comparison between using the LIWC and Coh-Metrix text analysis feature sets, as well as demographic feature information in an L1 Regularized Logistic Regression machine learning algorithm.

Keywords: social deliberative skills, online dialogue and collaboration, machine learning, text classification

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Leaders, organizations, and nations are increasingly faced with complex issues requiring higher order thinking skills, and in particular what we call "social deliberative skills." King & Baxter [1] note that "in times of increased global interdependence, producing interculturally competent citizens who can engage in informed, ethical decision-making when confronted with problems that involve a diversity of perspectives is becoming an urgent educational priority…these skills; however, 'they are what corporations find in shortest supply among entry-level candidates' [2]." Jordan et al. [3] propose two important skill sets for skillfully addressing "complex societal issues, such as gang-related crime, deteriorating residential areas, environmental problems, long-term youth unemployment, [and] racist violence" (p. 34.) Jordan calls these skill sets "complexity awareness" and "perspective awareness," and they have significant overlap with social deliberative skills.1 Ill-defined (or "wicked") social problems are defined as: have many interacting factors; have multiple stakeholders with heterogeneous viewpoints; are chronic and, while improvable, are not completely 'solvable' in any decisive sense; and require ongoing flexible attention because conditions evolve over time [3] [4]. Though these characteristics are used to describe intransigent social problems, they define many mundane situations as well. Parenting, perusing a career, maintaining intimate relationships, planning and managing a project, and "composing a life" in such a way as to balance one's many needs and constraints—these all present one with mini wicked problems on a regular basis. They require complexity awareness and perspective awareness to address the mental and moral demands of modern life [5]. It is important that we support the development of these skills in the educational systems.

 

ByTE – A Flexible Binary Tree Editor

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Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

83

ByTE – A Flexible Binary Tree Editor

1

A. Chan1

Dept. of Math. and Computer Science, Fayetteville State University, Fayetteville, North Carolina, USA

Abstract - We describe the development of ByTE, a flexible

Binary Tree Editor that is aimed at academic usage. The software allows easy incorporation of the created trees into other documents, and hence is beneficial to instructors for preparing presentation material. The files created by the software are saved as text files in XML format, allowing instructors to perform automated grading and/or manual inspection/modification of the trees. The software will be released free for non-profit use.

Keywords: Online learning; Binary tree; Data structures;

Algorithms, Online tools; Software application.

1

Introduction

In this article, we describe the development of ByTE, a flexible Binary Tree Editor. Binary trees are important data structures in computer science education, especially in data structures and algorithms courses. They also occur in higherlevel courses and can be used to implement many other highlevel algorithms such as AVL trees, red-black trees, etc. It is important that students understand how binary trees operate in order to master the course material. There are many software packages available on the Internet. These software packages allow the users to create/manipulate/experiment with binary trees. However, many of these software packages are written as course projects and/or for demonstrating the operations of certain specialized data structures implemented with binary trees, and therefore have limitations that hinder their usages as academic tools. Furthermore, many of these software packages are written as Java applets [3] that operate directly inside the Internet browsers and have no access to the local file systems (and consequently, will not allow the users to save/load work to/from files). We were looking for tools that could create binary trees with (almost) no restrictions and allow easy incorporation of the created trees into presentation for class use. Unfortunately, we could not find any existing software package that fit our requirements. Therefore, we decided to create our own software.

 

Technological Gap: The Education Case of the State of Puebla, Mexico

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Proposal of the Integrative Class Assistance SystemUsing Smart Phone

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Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

97

Proposal of the Integrative Class Assistance System

Using Smart Phone

Kazuya Murata, Takayuki Fujimoto

Graduate School of Engineering, Toyo University

Kujirai2100, Kawagoe-City, Saitama, Japan murata@medianation.jp, me@fujimotokyo.com

Abstract – In recent years, cellular phone and smart phone spread regardless of an age group and inflect as a convenient tool. Particularly, as for the modern university student, most students possess cellular phone or smart phone. Also about the E-mail, the student uses “The E-mail of cellular phone or smart phone” not “The E-mail of computer”. In this way, cellular phone and smart phone are utilized widely. It is no exception by the school education. There is really the example teaching using cellular phone or smart phone. Form this, it is admitted that the class using cellular phone or smart phone is useful. However, the class using cellular phone or smart phone has a big problem. It is a problem called “Inappropriate use” such as games. This

 

Integration of Massive Open Online Education (MOOC) System with in-Classroom Interaction and Assessment and Accreditation: An extensive report from a pilot study

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Int'l Conf. e-Learning, e-Bus., EIS, and e-Gov. | EEE'13 |

103

Integration of Massive Open Online Education

(MOOC) System with in-Classroom Interaction and

Assessment and Accreditation: An extensive report from a pilot study

1,2

A. I. Maria Joseph 1, B. Asoke Nath2

Department of Computer Science, St. Xavier’s College (Autonomous), Kolkata, India e-mail: 1mariajoe29@hotmail.com, 2asokejoy1@gmail.com

Abstract : The advent of Massive Open Online Course

(MOOC) in the arena of online education in the recent years has catapulted several novel ventures, both commercial and non-commercial, offering access to quality online courses at higher education level.

MOOC, by its very definition, throws open the door of knowledge to any motivated individual learners anytime and anywhere for free, but having no formal accreditation attached to it. The new MOOC wave into the sea of higher education has obviously attracted an incredible number of individual learners in tens of thousands globally. Contrary to the notion of MOOC courses having no formal accreditation, the authors propose a clear purpose of participation and accreditation by transferring ‘credits’ of successful students towards completion of undergraduate degree program.

 

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