Pub Date : 1996-07-03DOI: 10.1109/MMEE.1996.570278
C. Kistan
Society depends on media and technology for information. The lack of information flow is a critical constraint to the development of any nation. Multimedia have created rich environments where teaching has become more challenging and learning more enriching. There is a need for education and training to empower people to apply technology both as users and developers. The global information is ever widening and the horizon on the technological frontiers continue to expand. Growth in the academic programmes and human development must accompany the emerging technology if we intend to narrow the information gaps in our society.
{"title":"Multi media in education: emerging technology and our information gaps","authors":"C. Kistan","doi":"10.1109/MMEE.1996.570278","DOIUrl":"https://doi.org/10.1109/MMEE.1996.570278","url":null,"abstract":"Society depends on media and technology for information. The lack of information flow is a critical constraint to the development of any nation. Multimedia have created rich environments where teaching has become more challenging and learning more enriching. There is a need for education and training to empower people to apply technology both as users and developers. The global information is ever widening and the horizon on the technological frontiers continue to expand. Growth in the academic programmes and human development must accompany the emerging technology if we intend to narrow the information gaps in our society.","PeriodicalId":332016,"journal":{"name":"1996 IEEE International Conference on Multi Media Engineering Education. Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124044216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-03DOI: 10.1109/MMEE.1996.570282
P. Doulai
Modern science and engineering teaching laboratories use, together with other traditional printed materials, a variety of computer aided resources. Some technical limitations and educational pitfalls associated with diversities in educational media and computer platforms are briefly discussed. As an alternative method of laboratory courseware delivery, a working prototype of a Web based package was designed and implemented. The Web environment provides a flexible access to a wide variety of media needed during laboratory sessions in science and engineering. The infrastructure design of the package and its major features are highlighted. It is envisaged that the package will help students to develop target learning outcomes of each component of the laboratory course, and ensures the development of an adequate level of experimental skills in a confusion free and stimulating environment.
{"title":"Engineering and science laboratory courseware delivery using World Wide Web technology","authors":"P. Doulai","doi":"10.1109/MMEE.1996.570282","DOIUrl":"https://doi.org/10.1109/MMEE.1996.570282","url":null,"abstract":"Modern science and engineering teaching laboratories use, together with other traditional printed materials, a variety of computer aided resources. Some technical limitations and educational pitfalls associated with diversities in educational media and computer platforms are briefly discussed. As an alternative method of laboratory courseware delivery, a working prototype of a Web based package was designed and implemented. The Web environment provides a flexible access to a wide variety of media needed during laboratory sessions in science and engineering. The infrastructure design of the package and its major features are highlighted. It is envisaged that the package will help students to develop target learning outcomes of each component of the laboratory course, and ensures the development of an adequate level of experimental skills in a confusion free and stimulating environment.","PeriodicalId":332016,"journal":{"name":"1996 IEEE International Conference on Multi Media Engineering Education. Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127999839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-03DOI: 10.1109/MMEE.1996.570246
Magda Ritzen
The purpose of the multimedia program "Business Economics and Learning Styles" is to encourage students (polytechnic) to reflect on the way they study and to give them experience in applying a strategy to help them solve problems in Business Economics (Vernooij, 1993). Part 1 of the program is devoted to general matters. In it, the student is presented with situations which are accompanied by the question 'How would you handle this?'. This is followed by a learning style test (Kolb, 1984). The student's preferred approach or learning style is determined on the basis of the outcome of Part 1. This preference forms the input to Part 2 of the program, which is devoted to Business Economics. Assistance offered in this part of the program is tailored to the learning style the student uses to solve Business Economics problems. In the presentation excerpts from the program are used to show (a) how the student's process of reflection is stimulated, and (b) how help geared towards a specific learning style is presented. Finally, our initial experience in using the program for tutoring students is discussed.
{"title":"Study skills, multimedia and business economics","authors":"Magda Ritzen","doi":"10.1109/MMEE.1996.570246","DOIUrl":"https://doi.org/10.1109/MMEE.1996.570246","url":null,"abstract":"The purpose of the multimedia program \"Business Economics and Learning Styles\" is to encourage students (polytechnic) to reflect on the way they study and to give them experience in applying a strategy to help them solve problems in Business Economics (Vernooij, 1993). Part 1 of the program is devoted to general matters. In it, the student is presented with situations which are accompanied by the question 'How would you handle this?'. This is followed by a learning style test (Kolb, 1984). The student's preferred approach or learning style is determined on the basis of the outcome of Part 1. This preference forms the input to Part 2 of the program, which is devoted to Business Economics. Assistance offered in this part of the program is tailored to the learning style the student uses to solve Business Economics problems. In the presentation excerpts from the program are used to show (a) how the student's process of reflection is stimulated, and (b) how help geared towards a specific learning style is presented. Finally, our initial experience in using the program for tutoring students is discussed.","PeriodicalId":332016,"journal":{"name":"1996 IEEE International Conference on Multi Media Engineering Education. Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117292193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-03DOI: 10.1109/MMEE.1996.570297
A. So, C. To, W. Chan, K.I. Lee, L. Lee
Literature represents the main culture of a race or country. China has a long history of more than 4000 years and her classical literature has been fascinating and attracting people who are interested in arts around the world. We have developed six CD-ROMs that include 180 chapters on Chinese literature, comprising poems, songs, articles and essays, that serve as supplementary learning materials for primary and secondary students. The paper presents the distinctive features of this multimedia package and also the technical procedures in developing the programs and databases. A high level programming language, Delphi (i.e. object oriented Pascal language), is employed instead of using commercially available multimedia production packages such as Action!, Director and ToolBook etc., thus offering extremely high flexibility and creativity. Thanks to the features built in Delphi, the production effort is just comparable with those packages. Techniques in sound compression, image compression and speech recognition are adopted to produce this educational package.
{"title":"An educational CD-ROM on classical Chinese literature","authors":"A. So, C. To, W. Chan, K.I. Lee, L. Lee","doi":"10.1109/MMEE.1996.570297","DOIUrl":"https://doi.org/10.1109/MMEE.1996.570297","url":null,"abstract":"Literature represents the main culture of a race or country. China has a long history of more than 4000 years and her classical literature has been fascinating and attracting people who are interested in arts around the world. We have developed six CD-ROMs that include 180 chapters on Chinese literature, comprising poems, songs, articles and essays, that serve as supplementary learning materials for primary and secondary students. The paper presents the distinctive features of this multimedia package and also the technical procedures in developing the programs and databases. A high level programming language, Delphi (i.e. object oriented Pascal language), is employed instead of using commercially available multimedia production packages such as Action!, Director and ToolBook etc., thus offering extremely high flexibility and creativity. Thanks to the features built in Delphi, the production effort is just comparable with those packages. Techniques in sound compression, image compression and speech recognition are adopted to produce this educational package.","PeriodicalId":332016,"journal":{"name":"1996 IEEE International Conference on Multi Media Engineering Education. Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123718843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-03DOI: 10.1109/MMEE.1996.570252
J.B. Chapman
Mechanistic computer simulation is distinguished from cartoon animation. Mechanistic simulation may be further classed as either descriptive or fundamental, depending on whether the model equations are chosen arbitrarily or as inescapable consequences of the fundamental mechanism. This distinction is illustrated by animation of a bouncing ball. Fundamental simulations are presented within the context of electronic tutorials for motion of a damped spring, differential extracellular recording of electrical activity in nerve, pharmacokinetics of drug clearance, and interactions between shifts in supply and demand curves in determining market equilibrium. These examples all provide cost-effective, high quality educational resources for interactive experimental learning.
{"title":"Mechanistic simulation: guaranteeing quality interactive learning resources amid the multimedia hype","authors":"J.B. Chapman","doi":"10.1109/MMEE.1996.570252","DOIUrl":"https://doi.org/10.1109/MMEE.1996.570252","url":null,"abstract":"Mechanistic computer simulation is distinguished from cartoon animation. Mechanistic simulation may be further classed as either descriptive or fundamental, depending on whether the model equations are chosen arbitrarily or as inescapable consequences of the fundamental mechanism. This distinction is illustrated by animation of a bouncing ball. Fundamental simulations are presented within the context of electronic tutorials for motion of a damped spring, differential extracellular recording of electrical activity in nerve, pharmacokinetics of drug clearance, and interactions between shifts in supply and demand curves in determining market equilibrium. These examples all provide cost-effective, high quality educational resources for interactive experimental learning.","PeriodicalId":332016,"journal":{"name":"1996 IEEE International Conference on Multi Media Engineering Education. Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114641663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-03DOI: 10.1109/MMEE.1996.570303
G. Netherwood
The author received a 1995 CAUT National Teaching Development Grant to develop a tutorial simulation in materials management. A key feature of the tutorial simulation is the way it creates a convincing atmosphere for the student through the design of the graphical user interface and context sensitive feedback system. The initial response from students, and others, is excellent.
{"title":"Developing a tutorial-simulation for student learning of materials management","authors":"G. Netherwood","doi":"10.1109/MMEE.1996.570303","DOIUrl":"https://doi.org/10.1109/MMEE.1996.570303","url":null,"abstract":"The author received a 1995 CAUT National Teaching Development Grant to develop a tutorial simulation in materials management. A key feature of the tutorial simulation is the way it creates a convincing atmosphere for the student through the design of the graphical user interface and context sensitive feedback system. The initial response from students, and others, is excellent.","PeriodicalId":332016,"journal":{"name":"1996 IEEE International Conference on Multi Media Engineering Education. Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115920896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-03DOI: 10.1109/MMEE.1996.570270
T. Vinay
The availability of powerful PCs, and PC based computer aided control system design (CACSD) software packages such as MATLAB has enhanced the development of creative student centered learning activities in control system courses. This paper discusses a sequence of exercises that have been developed and used by the author for teaching an undergraduate course in digital control. At the outset of the course, an exercise involving time-domain analysis and simulation of a dc servomotor positioning system incorporating a digital controller is used as a vehicle to demonstrate the main features and limitations of digital control systems. A second exercise exposes students to digital controller hardware and programming; students develop and implement a PID control algorithm on a PC equipped with an inexpensive analog I/O interface board. This set up is later used as the controller of a bench-scale dc servomotor positioning system. The integrated approach ties together the various aspects of digital control system modeling, analysis, controller design, verification by instrumentation, programming, and finally, system implementation.
{"title":"Computer aided laboratory in digital control","authors":"T. Vinay","doi":"10.1109/MMEE.1996.570270","DOIUrl":"https://doi.org/10.1109/MMEE.1996.570270","url":null,"abstract":"The availability of powerful PCs, and PC based computer aided control system design (CACSD) software packages such as MATLAB has enhanced the development of creative student centered learning activities in control system courses. This paper discusses a sequence of exercises that have been developed and used by the author for teaching an undergraduate course in digital control. At the outset of the course, an exercise involving time-domain analysis and simulation of a dc servomotor positioning system incorporating a digital controller is used as a vehicle to demonstrate the main features and limitations of digital control systems. A second exercise exposes students to digital controller hardware and programming; students develop and implement a PID control algorithm on a PC equipped with an inexpensive analog I/O interface board. This set up is later used as the controller of a bench-scale dc servomotor positioning system. The integrated approach ties together the various aspects of digital control system modeling, analysis, controller design, verification by instrumentation, programming, and finally, system implementation.","PeriodicalId":332016,"journal":{"name":"1996 IEEE International Conference on Multi Media Engineering Education. Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123807094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-03DOI: 10.1109/MMEE.1996.570264
V. Shaw, J. Fu, S. Y. Sung
Unlike traditional books which are passive, the Electronic Book lends itself to dynamic user interactions and is active. Multimedia technology enhances Electronic Books with video, sound, and animation in addition to text. Present generation authoring tools such as Authorware which are used to create multimedia electronic books, are designed as intraframe systems and are limited in their animation capabilities. Our authoring tool design supported by a knowledge base is interframe based which makes animation more realistic. The paper describes animation algorithms developed for such tools. The animation method uses stop points for interpolation and the technique used is a combination of bitblit and real time animation. The software design is object oriented which gives our approach more flexibility.
{"title":"Animated electronic books","authors":"V. Shaw, J. Fu, S. Y. Sung","doi":"10.1109/MMEE.1996.570264","DOIUrl":"https://doi.org/10.1109/MMEE.1996.570264","url":null,"abstract":"Unlike traditional books which are passive, the Electronic Book lends itself to dynamic user interactions and is active. Multimedia technology enhances Electronic Books with video, sound, and animation in addition to text. Present generation authoring tools such as Authorware which are used to create multimedia electronic books, are designed as intraframe systems and are limited in their animation capabilities. Our authoring tool design supported by a knowledge base is interframe based which makes animation more realistic. The paper describes animation algorithms developed for such tools. The animation method uses stop points for interpolation and the technique used is a combination of bitblit and real time animation. The software design is object oriented which gives our approach more flexibility.","PeriodicalId":332016,"journal":{"name":"1996 IEEE International Conference on Multi Media Engineering Education. Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123390122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-03DOI: 10.1109/MMEE.1996.570274
A. Nafalski, L. Hyrycz, A. Marriage, F. Musgrove
The paper illustrates practical experiences with the development of a multimedia computer based tutoring program targeted at first year students in fundamental electrical engineering. The program gives the student the opportunity to review the lecture material in network theorems with the emphasis on practical problem solving skills. Animation, hypertext concepts, glossary of terms and text scrolling are used throughout the program. Content development, graphic design and authoring phases of the project are discussed, together with problems encountered as a result of limitations of the authoring tools used.
{"title":"Practical experiences with development of a computer multimedia tutoring system","authors":"A. Nafalski, L. Hyrycz, A. Marriage, F. Musgrove","doi":"10.1109/MMEE.1996.570274","DOIUrl":"https://doi.org/10.1109/MMEE.1996.570274","url":null,"abstract":"The paper illustrates practical experiences with the development of a multimedia computer based tutoring program targeted at first year students in fundamental electrical engineering. The program gives the student the opportunity to review the lecture material in network theorems with the emphasis on practical problem solving skills. Animation, hypertext concepts, glossary of terms and text scrolling are used throughout the program. Content development, graphic design and authoring phases of the project are discussed, together with problems encountered as a result of limitations of the authoring tools used.","PeriodicalId":332016,"journal":{"name":"1996 IEEE International Conference on Multi Media Engineering Education. Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121776699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1996-07-03DOI: 10.1109/MMEE.1996.570273
F. Bodendorf, R. Grebner, C. Langenbach
The University of Erlangen-Nuremberg is one of the oldest universities in Germany. In the course of time, faculties and institutes were founded at different sites in the municipalities of Erlangen as well as in Nuremberg. Although they are neighbouring cities Erlangen is about 25 kilometers away from Nuremberg. Due to this evolution there is no university campus. Teachers, students, lecture theatres etc. are spread over an area of about 250 km/sup 2/. In 1994 a project, sponsored by the German Ministry of Research, was started to deal with this problem by making use of an advanced multimedia teleteaching environment. The virtual lecture room concept has been realized at the faculty of economics, business administration and social sciences in Nuremberg. The target group consists of students studying business information systems. Courses are being held at the faculty of business administration in Nuremberg as well as at the faculty of engineering (information systems, computer science) in Erlangen. The teleteaching environment had to meet the following conceptual requirements: remote students shall be able to attend lectures virtually, i.e. to observe and listen to the teacher by receiving video and audio signals on their workstation from the lecture theatre; remote students shall be able to interact synchronously; remote students shall be able to cooperate virtually with other students, i.e. to join programming teams or exercise groups by video and audio communication, screen sharing, document and software exchange etc.
{"title":"The virtual lecture room-practice and experiences","authors":"F. Bodendorf, R. Grebner, C. Langenbach","doi":"10.1109/MMEE.1996.570273","DOIUrl":"https://doi.org/10.1109/MMEE.1996.570273","url":null,"abstract":"The University of Erlangen-Nuremberg is one of the oldest universities in Germany. In the course of time, faculties and institutes were founded at different sites in the municipalities of Erlangen as well as in Nuremberg. Although they are neighbouring cities Erlangen is about 25 kilometers away from Nuremberg. Due to this evolution there is no university campus. Teachers, students, lecture theatres etc. are spread over an area of about 250 km/sup 2/. In 1994 a project, sponsored by the German Ministry of Research, was started to deal with this problem by making use of an advanced multimedia teleteaching environment. The virtual lecture room concept has been realized at the faculty of economics, business administration and social sciences in Nuremberg. The target group consists of students studying business information systems. Courses are being held at the faculty of business administration in Nuremberg as well as at the faculty of engineering (information systems, computer science) in Erlangen. The teleteaching environment had to meet the following conceptual requirements: remote students shall be able to attend lectures virtually, i.e. to observe and listen to the teacher by receiving video and audio signals on their workstation from the lecture theatre; remote students shall be able to interact synchronously; remote students shall be able to cooperate virtually with other students, i.e. to join programming teams or exercise groups by video and audio communication, screen sharing, document and software exchange etc.","PeriodicalId":332016,"journal":{"name":"1996 IEEE International Conference on Multi Media Engineering Education. Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1996-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121901393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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