A Web-based Customized Collaborative Learning Environment
Sam K.P. Ma
Michael R. Lyu
Department of Computer Science
The Chinese University of Hong Kong
Outline
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What is Virtual Campus?
Logic Architecture
Technical Flow
Basic Interface
Why is scheduling worth studying?
Differences from the used time tabling problem
Personal Scheduler - Smart Scheduler (S-Scheduler)
Future Work
Conclusion
What is Virtual Campus?
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Ideal study environment for the “life-long” learners
Providing
up-to-date demanding learning materials
personal study guide
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Students can customize their study in own pace
Delivery the “own-paced” material to
the right person in any time.
construct the personal
timetable for each student
Teacher
Scheduler
prepare slide
set and make
presentation
Course
database
Course
Generator
MWPS
Course
delivery the
course material
provide content
Course
Author
survey of
demand
gather information
from learners
Nework Communication
Student
database
personal scheduled study guide
Logical Architecture
Course
Delivery
Platform
WWW/
MWPS
attend
lecture
Learner
Technical Flow
Web Server
(Web Professional)
query the database
and get the results
2.
Databas e
Oracle 8
change the results to HTML format
4
3
passing CGI strings to
script and activate it
Disk
Query
te m plate +Code
....
login.pl
Scripts
2
form
requested
by learner
HTM L form ....
vc_inde x.htm l
Ne tw ork
We
bP
ag
e
vc
1. Request server/
http://pc89075.cse.cuhk.edu/
vc_index.html
_in
3.
de
Ac
x.h
tm
/in tion
l
pu
=
t lo "log
gin in.
da pl "
4.
Re
ta
su
lt P
ag
e
Documents
Learner/browser
Basic Interface
Basic Interface
Why is scheduling worth studying?
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Practical
Expensive when it is done
manually
Not require real-time response
Not need to handle noisy
sensors and effectors
Differences from the used time tabling problem
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Less limitations in resources
No more restrictions in lecturers,
rooms and the restrictions of their use
Time restrictions still exist but in a
relax manner
Differences from the used time tabling problem
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Different purposes
Used Time Table:
Arranging periods, modules, rooms and
lecturers to all courses in an academic year
Scheduling in Virtual Campus:
Producing a customized study guide for each
students
Personal Scheduler - Smart Scheduler (S-Scheduler)
1. Student’s
Update the
Scheduler student database
Proposed
(says, course
Study Plan
pointers for
particular student)
- personal preference
- academic record S-Scheduler
2. Instructor’s
recommendation
3. Available resources
4. Other relevant factors
Future Work
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Continue to Implement the mentioned
functionality
Make use of JCE to build the
communication channels between people
in Virtual Campus
Study and implement the S-scheduler
Conclusion
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State out the importance of customization
Describe the basic logical and technical flow
Describe the basic interface of Virtual Campus
Introduce the S-scheduler
Q&A
Thank you
What’s in Virtual Campus?
Students
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fully engage in the learning process through an
interactive, dynamic environment
study personal scheduled on-line materials
accomplish group project and discussion
seek help/advice from instructors
What’s in Virtual Campus?
Instructors
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Delivery the lectures as usual, BUT through the
WWW (Internet) to access students
Answer the questions from students in realtime mode (just like in traditional classroom)
OR non-real mode (by email or notice broad)
provide a channel for personal communication
with students (collaboration - just like tutorial)
What’s in Virtual Campus?
 Learning material provider
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shorten the distance with students
gather the demanding materials
 Personal scheduler
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consultant/counseller for each student
re-arrange the order of the course material
according to each student’s pace
Changing Trend of Learning Style
Educational Focus
teacher-centered
Student-centered
Teaching approach
Lecturing
monotonously
Students’
monotonously
Learning Style
Passive learning
Active and
collaborative learning
New Learning Process
Customized learning strategy
Components of learning strategy
Expected achievement
Choice of individual/group learning  Depend on personal style
(selection of synchronized/
asynchronized mode lecture)
 Learn to solve problem together
+ Collaboration
(social interaction)
 Instructor/scheduler advised
+ Customized learning progression
pace (personal pace control)
 Establish closer relationship
+ Efficient personal support
between instructor and students
 Delivery the right knowledge to right people in right time
New Learning Process (cont’)
Changed behavior of roles
Role
Student
Changes
From
passive to
active
Instructor
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Instructor
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Personal
Scheduler
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Expected behavior
state out what they need and want
decide which learning mode fit themselves
encourage participation
present the material
answer the question from the students
about the material
relatively less leader character
from “chalk-and-talk” role to “guide-onthe-side” role
analyze the learning pattern of each student
give study advice to the student
listen to the student
personal consultant
New Learning Process (cont’)
Relationship between demand and supply
Consequence
Status
Demand
>
Supply
Not fulfill the
enthusiasms of learning
Present
Demand
=
Supply
Just in time delivery
when knowing the
demand
Hard to seek and
prepare the
material in time
Demand
<
Supply
Customize switching
resource
Proposed
Outlook of Virtual Campus
Components of Virtual Campus
MWPS (Multimedia Web Presentation System)
Construction
Editing
Management
Web-based
presentation
Synchronous
HTML slides
Streaming audio
and video
Asynchronous
Delivery of lessons
Outlook of MWPS
Outlook of MWPS (cont’)
Outlook of MWPS (cont’)
Outlook of MWPS (cont’)
Components of Virtual Campus
JCE (Java Collaborative Environment)