scholarly journals Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment

2020 ◽  
Vol 2 (1) ◽  
pp. 41
Author(s):  
Bryce Antony
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Structured Learning ◽  
High Tech ◽  
Self Healing ◽  
Dynamic Learning ◽  
Learning Space

Containerization: Practical infrastructure and accessibility efficiency for the Virtual Learning Environment  Context and motivation: Containers are transforming modern application infrastructure, providing advantages for accessibility and allow many instances of existing legacy applications to be run at the same time on the latest operating systems. This can implement an ideal virtual learning environment which offers a dynamic learning space where instructors upload activities and resources to enhance learning. The goal is to provide a structured learning environment suited to both the student and the instructor, where materials are easily accessed, and that many files can be transferred at one time. The system should cope with the demands of many students occupying the same virtual learning space, providing each student with individual learning experiences. There are challenges when instructors attempt to adapt the learning environment to meet the learning objectives. Technology barriers to the education provider, primarily in the form of high cost of technology infrastructure requirements need to be overcome before widespread adoption of a virtual learning environment is seen. The potential to overcome these barriers through the application of containerisation provides the motivation behind this presentation (Katz & Council of Independent, 2016; Puvaneswary & Siew Hwa, 2019).   What will be demonstrated in this presentation? The use of containers provides the ability to supply many instances of the same application running on a single machine. Each instance is isolated, along with any associated dependencies, allowing efficient utilisation of system resources, such as processing and memory. The presentation will demonstrate how many instances of the same application can be activated and the resource advantages gained. The presentation will show a system that has been used to provide a complex structured virtual learning environment to level 7 students and discuss how the system was utilised to provide a positive, individualised learning experience to the students. Security and confidentiality is maintained within each containerized instance. The presentation will show how the system can be configured to be self-healing, respond to scheduling, and to automatically restart single instances as required.   The implications for future practice The presentation will show how the advantages of containerization can be integrated at many levels of the virtual learning environment, providing many separate and individual instances of the same application. The number of instances can be easily adjusted as required, and resources are automatically allocated, reducing support overhead and cost of infrastructure. The implications are that each instance can provide a unique experience to each student, whilst reducing the workload of the instructor, and minimizing the cost to the education provider.     References Katz, P. M., & Council of Independent, C. (2016). High-Tech or High-Touch? Online Learning and Independent Higher Education. Innovations in Teaching and Learning. Research Brief 5: Council of Independent Colleges. Retrieved from http://ezproxy.aut.ac.nz/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED569215&site=eds-live Puvaneswary, M., & Siew Hwa, Y. (2019). Navigating the Shortcomings of Virtual Learning Environments Via Social Media. International Journal of Virtual and Personal Learning Environments (IJVPLE), 9(2), 1-14. https://doi.org/10.4018/IJVPLE.2019070101    

scholarly journals Science in the virtual learning environment as more than online conversation

2006 ◽  
pp. 47-52
Author(s):  
Christina Mainka
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Teaching Practice ◽  
Collaborative Inquiry ◽  
Learning Experience ◽  
Virtual Learning ◽  
Thinking Skills ◽  
Virtual Learning Environment ◽  
Learning Activities ◽  
Science Courses

The asynchronous computer conference still finds itself largely ignored as an effective vehicle for supporting student-centered, collaborative learning experiences. When it is employed the quality of the learning experience varies widely. The literature reports students either unengaged with the medium or overwhelmed by the discussion threads.The online discussion itself tends to take on the nature of an accumulation of independent facts and little peer-to-peer engagement. It is recognised that learning environments in introductory science courses play a crucial role in Higher Education, and dialogic inquiry is understood to play a vital role in the study and understanding of science. According to Biggs “constructively aligned” learning environments in which careful attention is given to the relationship between learning outcomes, learning activities and teaching practice and assessment strategy are supportive of inquiry.Based on a series of introductory online physical science modules, designed and taught by the author for the University of Maryland University College (UMUC), it is shown that an aligned virtual learning environment is feasible and supports deep learning. Key factors instrumental to the successful delivery include clear communication of tutor and student role, ample opportunities for social networking and a range of creative learning activities and meaningful assessment tasks. The asynchronous conference plays a central role in which ideas are not only shared but critically examined and improved. Interaction goes far beyond conversation, reaching a deeper level of collaborative inquiry and ultimately knowledge construction.Science educators are encouraged to incorporate asynchronous conferencing to undergraduate science courses with the aim of fostering collaborative inquiry and critical thinking skills. The case study demonstrates that if the above described features are realised in the online design, the asynchronous conference by default becomes the showplace for knowledge construction from the outset and increasingly the students’ major learning resource3.

scholarly journals Avaliação de um Ambiente Virtual de Aprendizagem de Imunologia

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Adriano Theodoro ◽  
Gerlinde Agate Platais Brasil Teixeira ◽  
Claudia Marcia Borges Barreto
Keyword(s):  
Learning Environment ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Classroom Teaching ◽  
First Year ◽  
Face To Face ◽  
Teaching Concept

Descrevemos o processo de criação colaborativa de um ambiente virtual de aprendizagem (AVA) de acordo com os princípios das metodologias ativas de ensino e a sua avaliação. O ambiente virtual foi usado no apoio ao ensino presencial. Participaram dessa experiência híbrida de aprendizagem estudantes da disciplina Imunobiologia, oferecida no primeiro ano de um curso tradicional de graduação em Medicina. Ao término da disciplina, foi aplicado um questionário para avaliar a facilidade de uso e a percepção dos estudantes sobre a qualidade do aprendizado adquirido. A maioria dos estudantes que avaliaram a intervenção pedagógica afirmou que o ambiente foi fácil de usar, atendeu às expectativas de apoio ao ensino presencial e as atividades didáticas foram importantes para o aprendizado de habilidades como reflexão, pesquisa e discussão. Portanto, o ambiente virtual desenvolvido foi bem-sucedido e bem-aceito pelos estudantes.Palavras-chave: Educação a distância, Moodle; Ensino de Imunologia, Mapa conceitual.? Evaluation of a Virtual Learning Environment of ImmunologyAbstractWe herein describe the process of collaborative creation and evaluation of a Virtual Learning Environment of Immunology according to the principles of active learning. The Web-based platform was used in support of face to face classroom teaching. First year Medicine undergraduate students attending Immunobiology? course participated in this blended learning experience. At the end of the course, a questionnaire was applied to evaluate the ease of use and the students' perception of the quality of the acquired learning. Most students assessed the educational intervention said that the environment was easy to use, supports the classroom teaching and the educational activities were important for learning skills such as reflection, research and discussion. Therefore, the developed virtual environment was successful and well accepted by the students. Keywords: Distance learning, Moodle, Immunology teaching, Concept map.

scholarly journals Criterios para la evaluación de usabilidad en entornos virtuales de aprendizaje [Judgment Guidelines for usability evaluation in virtual learning environments]

2014 ◽  
Author(s):  
Edilma Leonor DÍAZ GUTIÉRREZ ◽  
Andrea Catherine ALARCÓN ALDANA ◽  
Mauro CALLEJAS CUERVO
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Knowledge Integration ◽  
Web Applications ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Software Usability ◽  
Entornos Virtuales De Aprendizaje ◽  
Entornos Virtuales

Resumen La calidad de un producto software aborda distintos aspectos, entre ellos la usabilidad, y al evaluarla, se afrontan algunas dificultades, como el desconocimiento de los atributos a evaluar, las características de los usuarios y objetivo del producto evaluado; en el caso de entornos virtuales de aprendizaje, deben permitir el desarrollo de procesos de incorporación de habilidades y saberes teniendo en cuenta quesus usuarios tienen distintos grados de conocimiento, edades e intereses, pertenecen a múltiples disciplinas y acceden desde distintos dispositivos. Dichas diferencias hacen que el proceso de evaluación de usabilidad de un entorno virtual de aprendizaje tenga unas características propias. Actualmente no existe un consenso en cuanto a los aspectos que se consideran para establecer factores de usabilidad en métodos de evaluación de calidad, lo cual motiva la construcción de otro tipo deaplicaciones web que dejan de lado aspectos propios de este factor, conllevando a que sean los usuarios quienes se adaptan a las características de la WebApp y no como debiera ser. Considerando lo anterior, se realizó un estudio de trabajos previos, modelos, normas y estándares de calidad, que permitieron analizar los principales atributos de usabilidad de las aplicaciones web y enfáticamente de los entornos virtuales de aprendizaje. Palabras Claves:modelo, estándar, usabilidad, entorno virtual de aprendizaje, calidad.   Abstract Software quality deals with different aspects. One of them is usability. However, it has been quite challenging to assess due to the lack of knowledge of its features. Besides, software usability is also related to its aim and target users. For instance, virtual learning environments should enhance abilities and knowledge integration. Its users have different knowledge levels, ages, interests, background and technological device access. Then, virtual learning environment assessment varies according to its own features and currently, there is a lack of consensus around setting usability principles in quality assessment methods. As a result, web applications and designing tend to overlook this aspect. Then, users have to adapt to WebApp features rather than the reverse. Therefore, this article aims at showing the study of previous works, models, norms and quality standards leading to the analysis of usability principles referring to web applications and virtual learning environments. Keywords: model, standard, usability, virtual learning environment, quality.

scholarly journals A Virtual Learning Environment for Real-World Networking

10.28945/2657 ◽  
2003 ◽  
Author(s):  
Bruce Kneale ◽  
Ilona Box
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Operating Systems ◽  
Virtual Machines ◽  
Authentic Learning ◽  
Physical Space ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Computer Networking ◽  
Assessment Strategies

Virtual learning environments are a solution to some of the problems of providing an authentic learning environment. We encountered problems such as lack of funding and physical space, and risks and threats to our network environment when we contemplated providing a real, physical specialist laboratory to teach computer networking. We solved most of our problems by developing Velnet, a virtual environment for learning networking. Velnet consists of one or more host machines and operating systems, commercial virtual machine software, virtual machines and their operating systems, a virtual network connecting the virtual machines, and remote desktop display software. Our first experiment with Velnet was in a standalone configuration, without remote desktop display. The initial pilot had students connecting to Velnet via our institution’s network. Velnet performed well under this restricted access environment. We are developing a virtual reality overlay of Velnet to be able to present computernetworking concepts. We are also investigating the changes we can make to our instructional design and assessment strategies, and the consequent learning experiences of the students.

scholarly journals 3D virtual learning in counselor education: Using Second Life in counselor skill development

2009 ◽  
Vol 2 (1) ◽  
Author(s):  
Victoria Lynn Walker
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Second Life ◽  
Virtual World ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Online Course ◽  
Counseling Skills ◽  
3D Virtual Learning Environments

This article will present the process and the curricular and pedagogical lessons learned from adding a 3D virtual learning environment to an online course in a distance and hybrid education master’s degree program. Based on student surveys, course evaluations, and faculty interviews, the author will summarize attitudes and expectations from the varied stakeholders and offer practical recommendations on the design and delivery of an effective virtual world learning environment in an online course. The author is involved in developing 3D virtual learning environments and integrating their use in graduate level counseling courses in traditional, blended, and online master’s programs. In the fall of 2007, the author began the process of incorporating the virtual world Second Life into an online counseling skills and techniques course in the Human Services Counseling Program at Regent University. The course objectives consisted of teaching graduate level students expertise such as clinical counseling skills and techniques. One of the critical competencies, the student’s ability to demonstrate the basic counseling skills needed to be an effective counselor including attending, listening, empathy, warmth, and respect, was very difficult to teach and evaluate from a distance. In the past, program instructors have taught online and blended courses with the asynchronous learning environment Blackboard and the synchronous technologies, Skype and Instant Messenger. With the use of new learning environments, such as 3D virtual learning environments, the author hoped to provide the instructors and students with an environment more conducive to developing effective counseling skills. The author implemented the virtual learning environment – a simulated counseling facility and tested the virtual counseling facility’s use as an innovative learning environment for simulation of student counseling sessions. This article will discuss the author’s personal experiences as well as the empirical research collected during this case study. Given the potential for significant growth in the use of virtual learning objects, this article should provide useful information for instructors and administrators considering virtual environments as a means of teaching practical skills at a distance in online programs.

Virtual Worlds as the Next Asset of Virtual Learning Environments for Students in Business?

2012 ◽  
Vol 3 (2) ◽  
pp. 59-76
Author(s):  
Jean-Eric Pelet ◽  
Benoît Lecat
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Virtual Worlds ◽  
Second Life ◽  
Exploratory Study ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Web Based

The authors’ research examines the effectiveness of a web-based virtual learning environment (VLE) in the context of management studies. This article provides two main contributions. First, an exploratory study introduces and describes the concept of VLE applied to the training of seven students in an “interactivity design” (IS) course. Second, a confirmatory study conducted with 168 students in management presents a framework of VLE application in the context of management courses (MS). Results indicate that in the context of management studies, singular differences in the knowledge of VLEs exist between low/high skilled students. Even if a VLE can benefit skilled students, low skilled students must first understand and appreciate the full meaning of VLEs. A VLE leads to good training of students in IS courses. However, its existence must be communicated more intensively in the context of managerial studies. Furthermore, these students will need to be trained before achieving a sufficient level of competency to be able to manage projects using Second Life (SL).

SOA-Frameworks for Modular Virtual Learning Environments

2010 ◽  
pp. 277-293
Author(s):  
Fredrik Paulsson ◽  
Mikael Berglund
Keyword(s):  
Learning Environment ◽  
Web Service ◽  
Learning Environments ◽  
Virtual Learning ◽  
Learning Objects ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Learning Object ◽  
Learning Content ◽  
Java Rmi

A general SOA framework for Virtual Learning Environments, based on the VWE Learning Object Taxonomy, is suggested in this chapter. Five basic and general services are suggested for implementation of modular Virtual Learning Environments. The design of the service framework was tested by implementation in two prototypes, using two different approaches where a Java-RMI based implementation was compared to a Web Service (SOAP) based implementation. By implementing the VWE Learning Object Taxonomy and the VWE SOA framework, the prototypes showed that a level of modularity, similar to the level of modularity of Learning Objects, could be achieved for the Virtual Learning Environment as well. Using the VWE Learning Object Taxonomy, this was accomplished by including the learning content and the Virtual Learning Environment into the same conceptual space. The comparison of the prototypes showed that the Web Service approach was preferred in favor of the Java-RMI approach. This was mainly due to platform neutrality and the use of the http-protocol. The study was supplemented by an analysis of the two approaches in relation to a third, REST-based approach.

Faculty Perception of Virtual 3-D Learning Environment to Assess Student Learning

2018 ◽  
pp. 1827-1853
Author(s):  
Anita Cassard ◽  
Brian W. Sloboda
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Learning Environments ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Virtual Learning Environments ◽  
Instructional Designers ◽  
Anecdotal Evidence ◽  
Comprehensive Examination ◽  
Assessment Of Student Learning

This chapter presents some of the methods and approaches that are used in the assessment of student outcomes in 3-D virtual learning environments. Distance learning or eLearning that includes the 3-D virtual learning environments have been increasing dramatically because of the rise in demand by students. Because of this advent in eLearning, assessment of the outcomes is crucial when measuring student learning. In addition to the measurement of student learning, the instructional designers will need assessment of student learning as a means to upgrade the 3-D virtual learning environments and maintain the relevancy of the content for students. Much of the research on measurement of outcomes is based on anecdotal evidence provided by students. A comprehensive examination of assessment of the 3-D virtual learning environment becomes paramount, so educators will have a better idea how to carefully assess outcomes of student learning.

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