There are many technologies that are implemented in the virtual classroom environment that can improve its efficiency and, more importantly, improve the learning experience. As well as technologies in the virtual classroom, there are also several new technologies being incorporated into the regular school curriculum to assist in teaching and learning, most notably wireless technologies.
Within the virtual classroom, as in almost any setting, there is always an endeavor to improve the existing material. One such improvement is “Distributed Artificial Intelligence (Jaques, de Oliveira, 1999).� This is a tool designed to assist in organising online discussions and works “based on social behavior, where a distributed group of entities try to find a collaborative solution for global matters. It opposes to the classical Artificial Intelligence, which is based on the individual human behavior. These entities are known as agents and a group of agents make a multi-agent systems (MAS) (Jaques, de Oliveira, 1999).� Ultimately, this technology strives to “monitor the communication tools in a distance learning group� and is able to “analyze the discussions taking place in these tools (discussion list, chat and newsgroups), showing to the teacher statistical information (percentage of participation and number of messages) and identifying possible associations in the interactions - topics and subtopics that interest the students, groups of learners that interact intensively (Jaques, de Oliveira, 1999).� More information about this technology can be found here. Other technological advances include integrated virtual classroom technologies from SkillSoft, which include “conducting live and recorded sessions on the web� which will in turn “allow customers to add value to their existing learning programs and to create new, more sophisticated curricula (Galloway, 2004).�
There are many platforms on which virtual classrooms can be established. Some of these technologies can be found at The Concord Consortium, an educational organisation which creates “interactive materials that exploit the power of information technologies (2004).� Another platform for virtual classrooms is Centra. This technology enables you to incorporate “interactive whiteboards, yes/no feedback, hand-raising, and text and full-duplex chat� to virtual classrooms as well as “multi-point video conferencing, multimedia content support, advanced application sharing, breakout rooms, and online surveys and evaluations (2004).� Another one worth mentioning is Eno Virtual Classrooms which is capable of turning regular web sites into virtual classrooms. Other technologies that relate to the virtual classroom are those in which give you the ability to create your own virtual classroom environment. An article in the online magazine ‘The Journal’ offers readers the chance to design their own virtual classroom (Hsu, 1999). Having this kind of technology available makes it easy for teachers to incorporate it into the traditional classroom setting.
The virtual classroom could not exist without the use of computers, and with technology rapidly progressing we can’t ignore the new technologies affecting this medium. The advances in wireless technologies have affected the use of the computer for the better, making the virtual classroom even more convenient and accessible for students by means of laptops. The uses of these wireless technologies are also taking hold of the traditional classroom, many becoming commonplace in this environment as well as in our everyday lives. An example of such a technology is the “CPS wireless response pad, which resembles a simple television remote control (Woods, Chiu 2003).� It is used by students to evaluate lectures as well as answer questions asked by the teachers, who in turn are able to receive instant feedback from the class (Woods, Chiu 2003). This sort of technology is said to be “an effective tool for engaging students, understanding how well they grasp material, and finding out what they think about current issues (Woods, Chiu 2003).� Another example of wireless technologies can be found at Westcreek Public School in Pickering, Ontario; part of Canada’s SchoolNet. Their laptop program is able to give teachers “freedom to log on to the school network any place, any time (2003).� This site includes more information on other new technologies used in schools like virtual reality, video conferencing, computer simulation and robotics.
These wireless technologies and new technologies that help improve virtual classroom education are endeavoring to enhance the learning experience for many students.
Back to Applications of wireless technologies
References
Galloway, L. (2004) ‘SkillSoft's New Virtual Classroom Technology to Expand Blended Learning Capabilities and Provide Ground-Breaking Levels of Integration for Learning Resources’ Skill Soft http://www.skillsoft.com/news/press_releases/sept_1_vir_class.asp (last accessed 28/10/04)
Hsu, S., Marques, O., Hamza, M. K., Alhalabi, B. (1999) ‘How to Design a Virtual Classroom: 10 Easy Steps to Follow’ The Journal http://www.thejournal.com/magazine/vault/A2231.cfm (last accessed 28/10/04)
Jaques, P. A., de Oliveira, F. M. (1999) ‘Software Agents for Analysis of Collaboration in a Virtual Classroom’ Enable99: Enabling Networked-based Learning http://www.enable.evitech.fi/enable99/papers/jaques/jaques.html (last accessed 28/10/04)
‘New Technologies in the Classroom: Wireless Technologies’ (2003) Canada’s SchoolNet: Network of Innovative Schools http://www.schoolnet.ca/nis-rei/e/ict/new_technology/wireless.asp (last accessed 28/10/04)
Woods, H. A., and Chiu, C. (2003) ‘Wireless Response Technology in College Classrooms’ The Technology Source http://ts.mivu.org/default.asp?show=article&id=1045 (last accessed 28/10/04)
Example 1: The Concord Consortium http://vhs.concord.org (last accessed 28/10/04)
Example 2: Centra - http://www.centra.com/products/symposium/univsol.asp (last accessed 28/10/04)
Example 3: Eno.com: The eLearning Company http://www.eno.com/catalog/virtualclass.html (last accessed 28/10/04)
Kezia Yong 08:22, 29 Oct 2004 (EST)
