instructorsldapserver

FinalVersionmaybefoundinProceedingsofthe34thFrontiersinEducationConference,October20–23,20041EXTENDINGRECORDANDPLAYBACKTECHNOLOGIESTOSUPPORTCOOPERATIVELEARNINGEshaRay1,KenWatts2,RickAdrion31EshaRay,ResearchAssistant,UniversityofMassachusettsAmherst,RIPPLESLaboratory,esha@cs.
umass.
edu2KenWatts,SeniorSoftwareEngineer,UniversityofMassachusettsAmherst,RIPPLESLaboratory,watts@cs.
umass.
edu3W.
RichardsAdrion,ProfessorofComputerscience,UniversityofMassachusettsAmherst,RIPPLESLaboratory,adrion@cs.
umass.
eduAbstract-Wehavelong-termexperiencewithdevelopingandemployingmultimediamaterialsforon-campusanddistanceeducation.
Wealsoareassessingtheefficacyofcooperativelearningwheregroupsoflearnersexplore,withguidancefromaninstructor,thelearningenvironmentandconstructmodelsofmeaningbasedontheirsharedlearningexperiences.
Ourcoretechnologiescaptureandstoreclassroomevents,butarerecord-and-playbacktechnologiesfocusedondeliveringcontenttoindividuallearners.
Wedescribeanextensionofourtechnology,CooperativeLearninginMANIC(CLIMANIC),whichallowsgroupsoflearnersandteacherstocollaborateandcommunicate.
WedescribeourcurrentassessmentofCLIMANICandfutureplansformoreextensiveevaluation.
IndexTerms–CooperativeLearning,Collaboration,DistanceLearning,LearningTechnologiesMOTIVATIONWithintheResearchinPresentationProductionforLearningElectronically(RIPPLES)GroupattheUniversityofMassachusettsAmherst,wehavelong-termexperienceindevelopingandemployingmultimediamaterialsforon-campusanddistanceeducation.
Wecapturebothliveandauthoredpresentations,couplethemwithtext,graphicsandsearch/indexmechanisms,anddeliverthecontentthoughstreamingserversandonCD/DVD[1,2,3]usingtheMultimediaAsynchronousNetworkedIndividualizedCourseware(MANIC)framework.
TheMANICprojecthaditsserendipitousbeginningsin1996,arisingoutofanunexpectedconfluenceofinterestsamongresearchersintheareasofmultimediasystemsandeducation.
TheRIPPLESGroupdevelopeddozensoffull-semestercoursesthatarecurrentlybeingdeliveredtostudentsusingtheMANICtechnology.
StudentsincludethoseenrolledinUniversityofMassachusettsAmherstdistanceeducationcourses,aswellason-campusstudentsatanumberofotheruniversities,includingPolytechnicUniversity(Westchestercampus),fivecampusesofNorthCarolinaStateUniversitysystemand,soon,severalstateandcommunitycollegesinMassachusettsandtheCityUniversityofNewYork.
Inthispaper,wetakeaconstructivistviewoflearning,wherelearnersascribetheirownmeaningtotheworldbyconstructingunderstandingthroughexperimentationanddiscovery.
Cooperativelearningisaconstructivist-orientedinstructionalmodel,andweviewconstructivistcooperativelearningasanenvironment(physicalorvirtual)wheregroupsoflearnersexplore(withguidancefromaninstructor)thelearningenvironmentandconstruct,elaborate,scaffoldandadapttheirmodelsofmeaningbasedontheirsharedlearningexperiencesandactiveinvestigationofprovidedmaterials.
Learningismeasuredbytheevaluationofon-goingreportingbythelearnersoftheirprojectsandexperiences.
Weenvisionasystemforcreatinganddeliveringcoursewarethatwillincludemechanismsfordiscoveryandconstructingknowledgeandforcollaborationtosupportcooperativelearning.
Suchafacilitywouldeffectivelycreateavirtualclassroomexperiencethatcanbesharedbygeographicallyseparatedstudentswhileprovidingindividualizedexperiencesforidenticalcontentunits.
Mostsystems,suchastheoriginalMANICapproach,thatcaptureandstoreclassroomeventsarerecord-and-playbacktechnologiesaimedatproducingcoursewarefordistancelearningandforreview/documentationforon-campusstudents.
Thesesystemsgenerallyarepassivemedia,focusedondeliveringcontenttoindividuallearners.
TheyFIGURE1.
CDMANICCOMPONENTSFinalVersionmaybefoundinProceedingsofthe34thFrontiersinEducationConference,October20–23,20042havelimitedabilitytosupportlearnernavigation,notationandcollaboration,keystoknowledgediscoveryandconstruction.
WhilewehaveshownMANICtobeeffectiveinsupportofconstructivistapproaches[4],record-and-playbacktechnologiesarenotinherentlyconstructivist[5]andclearlylackmechanismsforcollaboration.
Collaborationsystemsthatseamlesslyconnectgeographicallydispersedparticipantsholdtremendouspotentialformanyapplications,butespeciallydistancelearning.
CollaborationmechanismslikeLotusSametime[6],ConferenceXP[7],NetMeeting[8],andApplicationSharingoverMSNMessenger[18]havealreadyproventobeefficientapproachestoimprovecontactandgroupmeetingsamonggeographicallydispersedusers.
Weexpectedthatsuchapplication-sharingproductscouldbeemployedtoaddacollaborationmechanismtoMANICcourseware,butanumberoftechnicalissuesarose.
Existingcollaborationtoolsandstreamingmediaplayers(e.
g.
,RealplayerandWindowsMediaPlayer)donotadequatelysupportcollaborativevideoviewing.
IfmultiplelearnersuseNetMeeting,forexample,toestablishacommon"call"toaMANICapplication,anyoneoftheparticipantsshouldbeabletostartalectureandshareviewingwithothers.
Whiletheremoteparticipantscanseeandcontroltheentireapplication,thevideoisoflowqualityandjittery.
ThisisduetothefactthattheMANICvideodatastreamisdecodedandthendeliveredtotheparticipantwhorunstheMANICapplication.
Thisstreamisthenencodedusingtheapplicationsharingsystemalgorithmsandsenttotheotherparticipants'machines.
Asaresult,performanceispoorandalargeamountofnetworkbandwidthisconsumed.
Noneoftheapplicationsharingproductsperformswellinthisscenario.
Integratingoneoftheseapplication-sharingmechanismsintoMANICtypicallywouldlimitusetoWindows-basedsystems.
SincewewishtosupportMANIConmultipleplatforms,constructinganindependentcollaborationenvironmentthatsupportssynchronouscollaborationactivitiesisthekeytobuildingMANICfromanindividualizedtoatrulycollaborativesystem.
Suchacollaborativeenvironmentwillrequiretwokeycomponents.
AdistributedMANICversionthatcanbeviewedamongparticipantswithsharedcontrols.
Acommunicationsystemfordiscussionsamongthelearnersandteachers.
Weintroducethenotionofa"session"whereeveryparticipantinthesessionhasaseparatecopyofthesameMANICcoursewarerunningontheircomputerbuttheplaybackisasharedexperienceamongalltheusers.
Studentscancommunicateviachat,sharecontrolofthesession,andhencelearninacollaborativeenvironment.
RELATEDWORKRecentstudies[9,10]haveshowncooperativelearningtobeeffectiveincomputerscienceeducationandseveralotherstudies[11,12]reportthatunderrepresentedgroupsandwomenlearnbetterwhentheselearningapproachesareappliedeffectively.
Ourintentionistoengagestudentsasactiveparticipantsinarichproblemsolvingandcooperativelearningenvironmentandtofacilitatecooperativelearningon-campus,betweentheinstitutionsandwith(a)synchronousdistancelearners.
ContactamongthestudentsisanimportantandcrucialfactortoguaranteethesuccessofMANICinacooperativelearningcontext.
Off-campusstudentslacktheenvironmentofarealclassroomwheretheycancommunicateandcooperateeasilywithinstructorsandotherstudents.
Thislackofcontactisahindrancetosuccessfulcollaborative/groupwork.
IncurrentversionsofMANICwesupportasynchronouscollaborationintheformofthreadeddiscussionsandnotetakingactivities.
Butduetothelackofnecessarysynchronouscollaborationsupport,thestudentshavenotknownnorhavebeenincontactwithother(on-oroff-campus)classmembers;theyhavenotinteractedwiththeinstructorsbeyondemailandhencehavenotbeenactivelyengagedinthelearningprocess.
Anumberofsystems[13,14]providenote-takingmechanisms.
TheCoNote[19]Systemsupportsannotationsonasetofdocumentssharedamongagroup.
TheRIPPLESgroupaddedanote-takingandnote-sharingextensionthatallowsstudentstorecordandviewpersonalnotes(textorsimpledrawings)linkedtospecificslidesinCD-MANICcourseware.
TheMicrosoftResearchAnnotationSystem(MRAS)isaprototypesystemforannotatingmultimediapresentationsthatprovidesawindowforannotationslinkedtothecurrentvideo/slidestate.
MRAShasalsobeenstudiedasatoolforcollaboration.
Recently,anumberofcollaborationtoolshavebeenintroducedtosupportcollaborationrangingfromindividualuserstolargeenterprises.
LotusInstantMessagingandWebConferencing(Sametime)wasdesignedtofacilitatecommunicationamongcoworkersindifferentgeographiclocations.
Itisasynchronousgroupwareapplicationandcomeswithitsowndirectorysystemforauthentication,andcanbe"pluggedinto"otherLightweightDirectoryAccessProtocol(LDAP)compliantdirectoryservices.
CommunicationisbyinstantmessagingorvideoconferencingoverIP.
Sametimeallowssharingcontrolofsuchapplicationsaswordprocessors,spreadsheetapplications,presentationapplications,andwhiteboards.
Microsoft'sNetMeetingandtherecentConferenceXP[7]includemanyofthesamefeaturesasLotusSametime.
ConferenceXP,designedtotakeadvantageofrecentadvancesintechnologysuchastheInternet2Abilenenetwork,isaplatformfordesigningandimplementinghigh-endinteractivecollaborativeapplications.
ConferenceXPintegratesaudio,video,andnetworktechnologiesintoanenvironmentforsynchronouscollaborationactivities.
Italsosupportsonlineforumsthatconnectremoteusers.
OneofitsinterestingfeaturesisthatitprovidestheoptionofavarietyFinalVersionmaybefoundinProceedingsofthe34thFrontiersinEducationConference,October20–23,20043ofdistancecollaborationapplications,suchasone-to-onemessaging,one-to-manyinstructionalpresentationsfordistancelearning,andinteractivegroup-to-groupremotecollaborativeconferencesanddiscussions.
MicrosoftclaimsthatConferenceXPreducesnetworkbandwidthissuesthathavebeenabottleneckinthebuildingofsuccessfulcollaborationsystems;i.
e.
,"itutilizeshighlyoptimizedaudioandvideocodecsincludedwithWindowstominimizebandwidthandCPUutilization[and]theConferenceXPnetworktransportdynamicallyadjuststohandlepoornetworkconditionsandlowbandwidthsituations"[7].
TheUniversityofHannover,GermanyandtheFreeUniversityofBozeninItaly[15]employWeb-basedDistributedAuthoringandVersioning(WebDAV)toimplementasystemthatsupportsasynchronouscollaborationactivitiesanduseIBMSametimetoprovidesupportforsynchronouscollaborationactivities.
BoththeasynchronousandsynchronouscollaborationsessionsshareausermanagementmechanismthatisimplementedbasedonaLDAPserver.
Theserverisabletomanageusersandusergroupsonthebasisofsecureauthentication/authorization.
ThissystememploysafullWebinterfacesuchthatboththeasynchronousandsynchronouscollaborationsessionshavethefacilitytobestartedthroughstandardWebbrowsers.
TheMicrosoftgroupthatdevelopedMRAShasdevelopedTELEP[20],asystemthatsupportssharedviewingandcontroloflecturesusingNetMeeting.
TELEPalloweddistributedindividualstocollectivelywatchvideousingsharedVCRcontrols(seeFigure2).
WhileadaptingtheTELEPapproachforMANICseemedpromising,ourgoalsweredifferent.
WithTELEP,theyhopedtoincorporateremoteviewersintoa"live"classroom.
Weplansomeexperimentationwithasimilarapproachlater(seeFutureWork),butourgoalistosupportcooperativegrouplearning,particularlywithexistingMANICcourseware.
Moreover,theTELEPprojectseemstohavebeensetasideforotherprioritiesbeforeafullyintegratedsystemwasdeveloped.
TheTELEPProjectfocused(naturally)onproprietaryMicrosoftplatformsandweplanamoreopen-systemsapproach.
CLIMANICAkeycomponentoftheenhancedversionofMANIC,CooperativeLearningInMANIC(CLIMANIC),willbetheabilitytocollaborativelyviewthecourseware.
Itspurposeistoapproximate,ascloselyaspossible,theexperienceofface-to-facegroupmeetingsamongstbothoffandon-campusstudentsandinstructors.
Forexample,ifoneparticipantinagrouppressestheplaybutton,thevideoshouldplayforalltheotherremoteparticipants.
ThismeansthattheinteractionofallthestudentsinthegroupwithrespecttoMANICshouldbesynchronized.
TosolvetheaboveproblemofvideostreamingweneedpartialsharingoftheMANICapplication.
Sincewewantthevideotobeplayedindependentlyoneachcomputer,participantsrunaseparatecopyofthecoursewareontheirrespectivecomputers.
Therefore,insteadofsharingtheentireapplicationremotelywithallotherparticipantswejustsharethecontrolsoftheapplicationamongstalltheparticipants,whichminimizesconstraintsonbandwidth.
CLIMANICprovidesanefficientteamawarenesssupportforallsynchronouscollaborationactivitiesbasedonacentralizeddatabaseusingmySQLasthedatabaseserver.
Thedatabasecontainstheinformationforallofthecoursesbeingoffered,thegroupIDsofallthegroups,whetheragroupisactiveornot,theIPaddressesofallofthemembersinvariousgroups,andtheparticipantwhocurrentlyhasthecontrolofthegroup.
Anyparticipantwhowantstoenterastudygroupwillberequiredtoconnecttothedatabaseandqueryfortheactivegroups.
Activegroupsarethegroupsthatarestillwaitingformoreparticipants.
TheparticipantthenqueriesthedatabasefortheIPaddressoftheparticipantwhohasthecontrolofthegroup,thegroupleader.
Theparticipantthenconnectstothegroupleader.
Thegroupleadersendsamessagetoalloftheotherparticipantsthatanewparticipanthasenteredthegroup.
Aparticipantcanalsoformanewgroupandwaitforotherstojoin.
Afterallofthegroupmembersdecidethattheydon'twantanymoreparticipantstoenter,theystartasessionandthegroupbecomesinactive.
Bydefault,thefirstparticipantistheonewhohasthecontrolofthesessionandhenceisthegroupleader.
Ifthegroupleaderwantstoleaveasession,anyoneelsecanbeaskedtotakethecontrol.
Iftheleaderleavesabruptly,suchasbeingloggedoffduetonetworkproblems,thesystemautomaticallyhandsthecontroltotheparticipantwhohadjoinedearliestamongtheexistingparticipantsofthegroup.
Duringasession,anyotherparticipanthastheoptionofaskingforthecontrolofthesessionandbecomingthegroupleader.
Sinceparticipantsareabletorequestcontrolfromthegroupleader,thiscanleadtomultipleparticipantsrequestingforthecontrolattheFIGURE2.
MICROSOFTTELEPVIEWER[21]FinalVersionmaybefoundinProceedingsofthe34thFrontiersinEducationConference,October20–23,20044sametime.
Insuchascenariothegroupleaderwillseemultiplemessageslike"UserXhasaskedforthecontrol"andwillhavethechoicetoacceptordeclinetherequest.
Oncetheleaderacceptsarequest,alloftheotherrequestsdisappear.
Whenarequestisdeclined,anappropriatemessageissenttothatparticipant.
Aparticipantwillhavetheoptiontologoutandexitagroup.
Theentryforthatparticularparticipantwillthenberemovedfromthedatabase.
Inascenariowheretheparticipantswhohavebeenloggedoutwanttore-jointhegroup,thegroupleaderwillhavethechoicetomakethegroupactivesothatthoseparticipantscanreenter.
Thedatabasewillthenbeupdatedwiththenewinformation.
Thesystemusesapeer-to-peerP2P)approachtosynchronizethecoursewareforalloftheparticipants.
Whenaparticipanttakesorhasthecontrolofthesession,hequeriesthedatabasefortheIPaddressesofalloftheotherparticipants.
Duringasession,theviewoftheMANICcoursewareofthecurrentleaderisasharedexperienceamongalloftheparticipants.
Forexample,iftheleaderclickstomovethelectureslideforwardfromslide10toslide11,amessageissenttoalltheotherclients(separateMANICapplicationsrunningonthecomputersofotherparticipants)toupdatetoslide11.
Hence,everybody'sviewissynchronized(seeFigure3).
CLIMANICisbasedontheexistingC++MANIC(core-MANIC)implementationtogetherwithaJavaimplementationofthecollaborationmechanismsandtheJavaNativeInterface(JNI)technology[16]thatprovidesaninterfacebetweenthecollaborationmechanismsandcore-MANIC.
Sincetheimplementationofdifferentmoduleswillbeindifferentprogramminglanguages,wehadtoimplementaninterfaceusingJNItechnology.
TheJNIinterfaceisbasicallyawaythroughwhichthecore-MANICcodeinteractswiththecollaborationmechanismsandviceversa.
TheJNIconnectorprovidesamessagingservicebetweenthedifferentmodulesofthesystembypassingandconvertingdatafromonemodulesuchthatthemodulescancommunicate.
Thisinterfacewillbethemiddlewarethatenablesthetwosystemstotalk(seeFigure4).
Anyactionontheleader'spartthatchangestheviewofaCLIMANICapplicationgeneratesaneventthatsendsamessagetotheJNIinterface.
TheCLIMANICcollaborationmechanismsreceivethemessagewhenaneventisgeneratedfromcore-MANIC,parsesitandthencallstheappropriatefunctiontoperformthetask,forexample,tosynchronizethecoursewareofalloftheotherparticipantstopausethevideo.
Inthisscenario,thefunctionwillsendamessagetoalloftheotherclientsthroughtheJNIinterface.
Therehastobeaneffectivewayfortheparticipantstointeract.
Thesystemrequiresacommunicationchannelforitsusers.
Text-basedchatandinstantmessagingcanconsistoftwo(ormore)participantsexchanginginstantmessages.
Initially,weintegratedAOLInstantMessenger,whichrequiresparticipantstoregisterforanAOLscreenname.
(Later,wemaymovetootherconference/messagingtools.
)TheintegrationofAIMwiththecollaborativesystemwillbedoneusingaJAIM[17],aJavalibrarythatimplementstheAOLTOCprotocol.
ThecurrentdesignofCLIMANICcombinescentralizedandP2Papproachestogroupcommunication.
AllparticipantsqueryacentralizeddatabasetosubmitandobtainIPaddressinformationusedforP2PcommunicationbetweenvariousCLIMANICclientsduringasession.
ASSESSMENTToprovideaninitialevaluationofCLIMANIC,wearecreatingcoursewarefortheNSFEngineeringResearchCenterforCollaborativeAdaptiveSensingoftheAtmosphere(CASA).
CASAiscomprisedoffourcollaboratinguniversities-theUniversityofMassachusettsFIGURE3.
PEERTOPEERINTERACTIONSMANICC++JNIinterfaceC++!
JAVACLIMANICcollaborationmechanismsJavaFIGURE4.
SYSTEMINTERACTIONSFinalVersionmaybefoundinProceedingsofthe34thFrontiersinEducationConference,October20–23,20045Amherst,theUniversityofOklahoma,ColoradoStateUniversity,andtheUniversityofPuertoRico.
Additionalparticipantsinclude:UniversityofDelaware,MountHolyokeCollege,RiceUniversity,andUniversityofColoradoBoulder,Raytheon,IBM,M/A-Com,Telephonics,FlashTechnology,Vaisala,BaronServices,TheWeatherChannel,WeatherServicesInternational,VieuxAssociates,andtheTexasMedicalCenter.
This$40millioncenterbringstogetheramultidisciplinarygroupofengineers,computerscientists,meteorologists,sociologists,graduateandundergraduatestudents,andindustryandgovernmentrepresentativestoconductfundamentalresearch,developenablingtechnology,anddeployprototypeengineeringsystemsbasedonanewparadigm:DistributedCollaborativeAdaptiveSensing(DCAS).
CASArepresentsauniqueopportunitytoevaluatetheCLIMANICinacontextwheregeographicallydispersedcollaboratorsfromdiverseinstitutions(universities,industry,government)andfromavarietyofbackgrounds(faculty,students,staff,administrators,emergencyresponsepersonnel,broadcasters,etc.
)needtoobtainaworkingknowledgeofthemanydisciplines(networking,radar,sensors,weathermodeling,etc.
)involvedinCASA.
WearebeginningbycreatingcoursewareauthoredbytheprimaryresearchleadershipofCASAandtargetedfortheimmediateCASAfaculty,staffandgraduatestudents.
Asasecondstage,wewilldistributethecoursewaretoundergraduatestudentsparticipatingintheCASANSFResearchExperiencesforUndergraduates(REU)ProgrambeginninginSummer2004.
InFall2004,weplanawiderdistributiontoallCASAparticipantsandlatertohighschoolsaspartoftheCASAoutreachprogram.
TheCASAEducationandOutreachProgramisco-directedbyRIPPLESresearcher,ProfessorWayneBurleson.
OurprimarytoolforassessingCLIMANICistheLearnerLogger[1].
Overthelastfewyears,wehavecapturedasubstantialamountofdatausingtheLearnerLoggeronourcurrentRIPPLEStechnologiesintraditionaldistancelearningandon-campussettings.
Fromthepatternsofevents,usageandnavigation,wehavegainedvaluableinsightintowhetherlearnersfollowatraditionalobjectivist(sequential)paththroughthematerialorwhatcanbeinferredtobeamoreconstructivistpath:multipleentrypoints,non-linearnavigation,useofsearchtoaccesscourseandexternalmaterials,etc.
TheLearnerLoggerwillbeextendedtocapturedataonCLIMANICsessions,allowingustoconductexperimentstostudyvariousaspectsofcooperativegrouplearning,e.
g.
,groupinteractions,groupdynamicsandgrouprestructuring.
InthecurrentexperimentwiththeCASAcorefaculty,staffandgraduatestudents,weareusingqualitativeandquantitativequestionnaires,one-on-oneinterviews,focusgroupsandobservations,augmentedbytheLearnerLoggerembeddedassessmenttools.
PreliminarydataavailableinlateSpring2004willbeusedtoguidetheexperimentwithREUstudentsoverSummer2004.
REUstudentswillworkingroups.
SomecoursematerialswillbeassignedtosupplementtheCLIMANICcourseware,whileotherswillbe"discovered"whilestudentsareengagedinassignedproblemsand/orprojects.
Performancewillbeassessedusingconstructivistassessmenttechniques(writtenandoral,individualandgroupreports,assignments)supportedbyquestionnaires,interviews,studentobservations,preandposttestingandLearnerLoggerdata.
FUTUREPLANSWewillemployacooperativelearningapproachanddeployCLIMANIC,assessingtheuseofeducationalpedagogiesandtechnologiesintwomoreexperimentsinFall2002.
2004.
Theseinclude:IntroductoryUGclassesatCityCollegeofNewYork(CCNY):useoftechnology-supported,active,peerandcooperativelearninginlarge,diverseintroductorycourseswithaspecialemphasisonretentionofwomenandunderrepresentedminorities.
Upper-levelUGclasstaughton-campusandviadistanceeducationatUniversityofMassachusettsAmherst(UMass):integrationofon-campusandat-a-distancestudentsinaproblem-focused,cooperativelearningmodelofinstructionaldelivery.
WechosetheCCNYexperimentforseveralreasons.
CCNYisveryconcernedaboutitsretentionandgraduationrates.
CCNYisaminority-servinginstitutionwithunder-representedminoritiesin2002comprising66%ofundergraduatedegreesinengineeringand33%incomputerscience.
Almost20%ofCCNYengineeringundergraduatesarewomen.
PositiveresultswillhavesignificantnationalimpactbyidentifyingarealopportunitytoincreasethediversityofCSgraduates.
WechosetheUMassexperimentbecausetheComputerScienceDepartmentoffersalmostallofits500-level(advancedundergraduate)coursesthroughProfessionalEducationforEngineeringandAppliedScience(PEEAS)programandtheNationalTechnicalUniversity(NTU).
Distanceeducationstudentsaretreatedquiteindependentlyofon-campusstudentsatpresentandrequireadditionalinstructoreffort.
Off-campusstudentshavetheflexibilityto"learnanytime,anywhere,"buttheyoftenfallbehindtheiron-campuspeers.
However,manyofthedistancelearnersincomputersciencearepracticingengineersandcanbringconsiderablereal-worldexperiencetoateamwithon-campusstudents.
Integratingon-andoff-campusstudentswillbenefitboth.
Successinthisexperimentcanserveasanationalmodelforintegratingdistanceandtraditionaleducation.
CONCLUSIONSInthispaperwepresentedthedesignoftheCLIMANICsystemthatwehaveimplementedtoefficientlyextendFinalVersionmaybefoundinProceedingsofthe34thFrontiersinEducationConference,October20–23,20046MANICtoincludeacollaborativeenvironmentforcooperativelearning.
OurgoalforCLIMANICwastocreateaflexibleandextensibleinfrastructuresupportinginteractivecollaborativeenvironments.
WechoseanapproachthatemploysbothcentralizedandP2Ptechniquestoofferasoundandrobustinfrastructure.
AsMurphy[10]notes,"Thereisawealthofeducationresearchconfirmingthebenefitsofactiveandcooperativelearninginhighereducation;benefitswhichincludeadeeperunderstandingofthematerial,higheracademicachievement,increasedstudentpersistenceandretention,positivepeerrelationshipsandhigherselfesteem.
"However,therearerelativelyfewempiricalstudiesofconstructivismincomputerscienceeducationandfewhavebeenundertakeninlargepublicinstitutions.
Thedatawecollectshouldhavebroadimpactontheadoptionofcooperativelearningmodelsandonthedesignoflearningtechnologiestosupportthem.
ACKNOWLEDGMENTSWewishtothanktheothermembersoftheRIPPLESGroup:WayneBurleson,JimKurose,WendyCooper,DulaKumela,JamesCori,andByronWallacefortheirassistanceandsupport.
ThisworkwaspartiallysupportedbytheNationalScienceFoundationunderEIA-9979833.
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