E-Learning Applications through Space Observations

2009 ◽  
pp. 451-459
Author(s):  
Ioannis Chochliouros ◽  
Anastasia S. Spiliopoulou ◽  
Tilemachos D. Doukoglou ◽  
Stergios P. Chochliouros
Keyword(s):  
High Speed ◽  
Cost Effective ◽  
Quality Data ◽  
Research Activity ◽  
Lifelong Learners ◽  
Web Based ◽  
Global Information Society ◽  
Robotic Telescopes ◽  
E Learning ◽  
Service Application

In the context of the present work, we discuss several fundamental issues originating from the work already performed in the scope of the Discovery Space (DSpace) Research Project, founded by the European eTEN Work Program. The Project has been awarded as the “Project of the Month - November, 2006” and the “second best European research activity” in the scope of e-learning thematic activities (http://www. discoveryspace.net/). The prime purpose of the work was the development of a virtual science center, able to integrate robotic telescopes from all over the world into one “virtual observatory” through a proper Web-based interface, to provide an automated scheduling of the telescopes to end-users (i.e., students, teachers, and researchers) and access to a library of data and resources for lifelong learners. Potential users can benefit from professional-quality data from their local sites, using modern broadband (Internet-based) facilities (European Commission, 2002). Following the echo from the market request for more cost-effective and compelling applications to be delivered over the currently-launched broadband networks supporting the expansion of the global information society (The European Survey of National Priorities in Astronomy, 2004), the relevant service application aimed to take advantage of the convenience of the high-speed Internet access to involve its various users (originating from distinct thematic categories) in extended episodes of playful learning. The basic issue was the creation and presentation, to the market, of an entirely interoperable worldwide service, able to support options for further enhancement of e-learning facilities for teachers, students, researchers, and other practitioners. The approach has been considered the existing Internet-based facilities as the basis to “transform the today’s classroom to a research laboratory” and to develop further the European e-learning market (Chochliouros & Spiliopoulou, 2004; Danish Technological Institute, 2004).

Making E-Training Cost Effective through Quality Assurance

2009 ◽  
pp. 623-631
Author(s):  
Lichia Yiu ◽  
Raymond Saner
Keyword(s):  
High Performance ◽  
Cost Effective ◽  
Web Based ◽  
Corporate Learning ◽  
Use Of Technology ◽  
Training Cost ◽  
E Learning ◽  
American Society ◽  
High Level ◽  
The Cost

Since the 1990s, more and more corporate learning has been moved online to allow for flexibility, just-in-time learning, and cost saving in delivering training. This trend has been evolved along with the introduction of Web-based applications for HRM purposes, known as electronic Human Resource Management (e-HRM). By 2005, 39.67% of the corporate learning, among the ASTD (American Society for Training and Development) benchmarking forum companies, was delivered online in comparison to 10.5% in 2001. E-learning has now reached “a high level of (technical) sophistication, both in terms of instructional development and the effective management of resources” in companies with high performance learning function (ASTD, 2006, p.4). The cost per unit, reported by ASTD in its 2006 State of Industry Report, has been declining since 2000 despite the higher training hours received per employee thanks to the use of technology based training delivery and its scalability. However, the overall quality of e-learning either public available in the market or implemented at the workplace remains unstable.

Making E-Training Cost Effective through Quality Assurance

2011 ◽  
pp. 1413-1422
Author(s):  
Lichia Yiu ◽  
Raymond Saner
Keyword(s):  
High Performance ◽  
Cost Effective ◽  
Web Based ◽  
Corporate Learning ◽  
Use Of Technology ◽  
Training Cost ◽  
E Learning ◽  
American Society ◽  
High Level ◽  
The Cost

Since the 1990s, more and more corporate learning has been moved online to allow for flexibility, just-in-time learning, and cost saving in delivering training. This trend has been evolved along with the introduction of Web-based applications for HRM purposes, known as electronic Human Resource Management (e-HRM). By 2005, 39.67% of the corporate learning, among the ASTD (American Society for Training and Development) benchmarking forum companies, was delivered online in comparison to 10.5% in 2001. E-learning has now reached “a high level of (technical) sophistication, both in terms of instructional development and the effective management of resources” in companies with high performance learning function (ASTD, 2006, p.4). The cost per unit, reported by ASTD in its 2006 State of Industry Report, has been declining since 2000 despite the higher training hours received per employee thanks to the use of technology based training delivery and its scalability. However, the overall quality of e-learning either public available in the market or implemented at the workplace remains unstable.

scholarly journals ICT – Boon or Bane for Life Long Learning

2010 ◽  
pp. 125-128
Author(s):  
Sarabjit Kaur ◽  
Yagbala Kapil
Keyword(s):  
Lifelong Learning ◽  
Cost Effective ◽  
Learning Technology ◽  
Technology Support ◽  
Lifelong Learners ◽  
Modern Information Technology ◽  
Positive Effects ◽  
Life Long Learning ◽  
E Learning ◽  
Complex Technology

"Technology can make lifelong learning a reality" is written in one of the listed references. The modern information technology support is becoming the foundation of the efficient and cost-effective lifelong learning. The e-learning technology is becoming progressively sophisticated, which has several positive effects, though on the other hand the complex technology makes some learners feel uncomfortable. Innovations in e-learning information systems should take special care of this effect when dealing with "lifelong learners", since the level of the information literacy in this group varies a lot. A good example of the technology innovation is personalization which makes e-learning systems friendlier and diminishes the well known technology barrier.

Educational Technology Standards in Focus

2009 ◽  
pp. 436-443
Author(s):  
Michael O’Dea
Keyword(s):  
Educational Technology ◽  
Adaptive Learning ◽  
Research Effort ◽  
Cost Effective ◽  
Learning Technology ◽  
Technology Standards ◽  
Student Records ◽  
Web Based ◽  
E Learning ◽  
Standardization Process

Educational technology standards, or learning technology standards, as they are also known, have become an increasingly important area of multimedia technology and e-learning over the past decade. These standards have been developed and refined, and have grown to encompass wider aspects of e-learning as the discipline has matured. The scope and reach of e-learning and technology-enhanced systems has increased as a result of this maturing of the discipline. The “holy grail” of e-learning is to enable individualized, flexible, adaptive learning environments that support different learning models or pedagogical approaches to any Internet-enabled user, that these environments should also integrate into the wider MIS/student records system of the teaching institution, and that they should be cost-effective to develop, maintain, and update. The level of functionality of the current systems certainly has not gotten to this level yet, but there have been a number of big improvements made recently in certain of these areas, in particular, in how to make it less time-consuming to develop, more cost-effective, and interoperable. Educational Technology Standards have been in the forefront of these developments. The learning technology standardization process is leading the research effort in Web-based education. Standardization is needed for two main reasons: (1) educational resources are defined, structured, and presented using various formats; and (2) functional modules embedded in a particular learning system cannot be reused by another system in a straightforward way (Anido-Rifon, Fernandez-Iglesias, Llamas-Nistal, Caeiro-Rodriguez, & Santos-Gago, 2001). In this article, the main Educational Technology Standards will be presented, notably, LOM, SCORM, and OKI; their uses and coverage will be outlined; their shortcomings will be discussed; and the current areas of research will be reviewed.

scholarly journals Undergraduate Student’s Perspectives on E-learning during COVID-19 Outbreak in Sri Lankan Universities

2021 ◽  
Vol 11 (5) ◽  
pp. 64-72
Author(s):  
P. J. Kumarasinghe ◽  
M. A. K. Sriyalatha
Keyword(s):  
Undergraduate Students ◽  
High Speed ◽  
Cost Effective ◽  
Primary Data ◽  
Sri Lankan ◽  
E Learning ◽  
Technical Issues ◽  
High Speed Data ◽  
New Situation ◽  
Structured Questionnaire

As education moves e-learning all over the world due to COIVD-19 pandemic, students spend more time on e-learning than ever before. This is also equally applied to the Sri Lankan education system. Thus this study examines the undergraduate students’ perspectives on e-learning during the COVID-19 outbreak in universities in Sri Lanka. Primary data was obtained from undergraduate students in Sri Lankan university using a structured questionnaire via Google form. The perspectives on e-learning education during the COVID-19 pandemic was investigated using descriptive statistics and frequency analysis. The majority of the undergraduate students felt that the e-learning version of education saved travel time and cost of accommodation. Furthermore, the study revealed that the majority of students were happy with the e-learning form of education during the pandemic since it allowed them to finish their degrees faster and access the labor market without a delay. The biggest challenges with e-learning, according to the student responses, were internet access, device availability, visionary issues, technical issues, and stress. As a result of this COVID -19 pandemic, if higher education officials in Sri Lankan universities want to keep e-learning education on going, they must focus on offering cost-effective, high-speed data connections while minimizing technological hurdles. At the same time, it is important to update and revise the curriculum content according to this new mode of education since this is a completely new situation for all. There is relatively little research on students’ perspectives on e-learning education during the COVID-19 pandemic in the Sri Lankan context and it will provide some important highlights to the researchers, parent and academics as well.

scholarly journals Education 4.0: An Remote Approach for Training of Intelligent Automation and Robotic During COVID19

2021 ◽  
Vol 1 ◽  
Author(s):  
Hasan Smajic ◽  
Toni Duspara
Keyword(s):  
Online Courses ◽  
Cost Effective ◽  
Laboratory Equipment ◽  
Web Based ◽  
Personnel Costs ◽  
Research And Teaching ◽  
Experimental Laboratory ◽  
E Learning ◽  
Complete Automation ◽  
Automation Technology

The COVID-19 pandemic confronts universities with great challenges to maintain research and teaching activities with as little contact as possible. Lecturers currently have to migrate to Internet teaching. In most cases, e-learning and digital tools are used to continue online courses to replace classroom teaching. But current online approaches are limited to just lectures and theoretical mathematical exercises. In this paper it will be shown how practical exercises can be carried out remotely via internet in a real technical environment. Experimental laboratory equipment for automation technology and mechatronics is always associated with high costs. The reason for the high investments are the costs for different intelligent devices within an automation solution and the costs for extensive engineering. Beyond the costs, the number of workstations usually does not correspond to the required number of students to be trained. In this case, the same exercises have to be repeated several times, which also leads to in-creased personnel costs. Remote laboratories are a very cost-effective solution for these problems. This paper describes how this goal can be achieved by implementing a WBT server (WBT - Web-Based Training Server) and a Java-based client-server architecture. The idea behind a remote controlled laboratory is to use web technologies and the Internet as communication infrastructure to perform an experimental part of the training with programmable automation devices. First of all, a detailed requirement profile for the laboratory was developed. Primarily technical, didactical and organizational requirements are concerned. In addition, the laboratory is to improve the education of the students by interactive, problem-oriented learning on real industrial automation components. The aim of the training is to learn suitable working methods for the design (engineering) of complete automation solutions starting from simple to medium complex machines and plants.

The Radio Probe™: A New Measurement Tool for High Speed Integrated Circuits

2005 ◽  
Author(s):  
Mark Kimball
Keyword(s):  
Integrated Circuits ◽  
Integrated Circuit ◽  
High Speed ◽  
Attenuation Factor ◽  
Cost Effective ◽  
Frequency Measurement ◽  
Single Frequency ◽  
Measurement Tool ◽  
Probe Design ◽  
Differential Measurement

Abstract This article presents a novel tool designed to allow circuit node measurements in a radio frequency (RF) integrated circuit. The discussion covers RF circuit problems; provides details on the Radio Probe design, which achieves an input impedance of 50Kohms and an overall attenuation factor of 0 dB; and describes signal to noise issues in the output signal, along with their improvement techniques. This cost-effective solution incorporates features that make it well suited to the task of differential measurement of circuit nodes within an RF IC. The Radio Probe concept offers a number of advantages compared to active probes. It is a single frequency measurement tool, so it complements, rather than replaces, active probes.

Use of Resource-Efficient Plants to Reduce Nitrogen, Phosphorus, and Pesticide Runoff in Residential and Commercial Landscapes

1993 ◽  
Vol 28 (3-5) ◽  
pp. 205-213 ◽  
Author(s):  
Billy Hipp ◽  
Susan Alexander ◽  
Tim Knowles
Keyword(s):  
Comparative Study ◽  
Pollution Prevention ◽  
Cost Effective ◽  
Quality Data ◽  
Water Quality Data ◽  
Discharge System ◽  
Landscape Plant ◽  
Pollutant Concentrations ◽  
Pesticide Runoff ◽  
Nitrogen Phosphorus

Runoff from typical urban and suburban landscapes may contain significant levels of nitrogen, phosphorus, and a broad spectrum of various pesticides (mainly herbicides and insecticides) due to excessive application rates of these chemicals and high irrigation requirements of most commonly used landscape plant species. Preliminary water quality data (runoff) from a comparative study of 20 microwatersheds using 4 different levels of maintenance, show reductions in these types of pollutants in runoff for microwatersheds planted to resource efficient plants. Utilization of plants indigenous to an ecoregion (and other resource efficient plants) in landscape design and management allows considerable reduction in inputs from fertilizer, water, and pesticides. This results in lower pollutant concentrations in runoff and is estimated to result in lower total pollutant loadings from such systems. Installation of native or resource efficient plants in new developments (commercial and residential) and replacement of existing landscapes with these plants as older plants die or neighborhoods are updated could provide cities and suburban areas with a cost-effective, low-maintenance, and aesthetically-pleasing pollution control technology. Data from the comparative study should provide municipalities charged with meeting the new requirements of the National Pollutant Elimination Discharge System with a way to compare the pollution prevention effectiveness of resource-efficient landscapes with more traditional structural urban runoff controls.

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