Best school kumbakonam
A virtual learning environment of some sort is, of course, central to supporting an online distance learning course. Various levels of sophistication can be selected, from a basic online notice board implemented in static HTML to a fully integrated dynamic environment. Careful resource analysis showed that the timeframe and finances did not allow for either development or implementation of our own course delivery vehicles. Course planners examined many possibilities for presenting the course, including the University of Edinburgh’s island in 2nd Life, Sakai, and Moodle. As we mentioned earlier, the designers decided to use WebCT (Blackboard). Although this might not have been the most recent or versatile implementation, it has been extensively tested and has a support network available. This led to minimal input from the IWSGC team; they directed their efforts to supporting services not available through WebCT (for instance, assessments).
The course designers decided early in the planning process that live video presentations were important to the winter school. These had two purposes:
• attracting potential students by using live presentations from well-known research leaders, and
• bolstering student engagement with the school and avoiding dropouts.
To ease access for all students, IWSGC planners felt that minimal special components should be required to view the video stream. Similarly, planners felt the video stream should be persistent to allow asynchronous access. To attract students, the planners needed engagement from the most influential researchers in distributed computing, often the busiest people in the field. It was therefore critical to minimize video production constraints on the presenters. These two constraints meant that the video system should have minimal requirements at both ends (student and presenter) and should be mediated by a central service. Given the potential drain on resources that supporting a Web streaming application can produce, a service that already had support was also desirable. After considering several tools, ICEAGE bought an Adobe Connect license to deliver the live keynote talks after seeing evidence of Adobe’s superior support services.
http://www.karthividhyalaya.com/
Preparatory exercises and applications were conducted through the ICEAGE Grid People Registry (www.iceage-eu.org). This is a specialist application developed by the ICEAGE project to support aspects of the schools that couldn’t easily be provided using off-the-shelf components. The University of Edinburgh’s e-Science MSc has adopted this system, and it is being generalized for use throughout the university.
Student satisfaction
After the winter school ended, course organizers gave participants open-answer questionnaires. To make the results comparable to those of the summer schools, the existing ISSGC questionnaire was slightly modified to accommodate the school’s online nature. To elicit suggestions that could be used to help develop future online events, the IWSGC questionnaire was also more detailed than the one used for the summer schools. Ninety-three percent of participants (26 of 28) answered this questionnaire. An online quantitative feedback form, used in other events, was also circulated to students and presenters, but a low response rate meant that results could not be easily evaluated.
Overall, IWSGC 08 participants expressed high satisfaction with the winter school. The majority of questions, such as those about school duration or commitment, were answered equally on both sides of the spectrum—that is, roughly equal numbers of participants wanted the school longer or shorter, more or less demanding, and so forth. Students identified no problems with infrastructure or technical IEEE Distributed Systems Online.
The course designers decided early in the planning process that live video presentations were important to the winter school. These had two purposes:
• attracting potential students by using live presentations from well-known research leaders, and
• bolstering student engagement with the school and avoiding dropouts.
To ease access for all students, IWSGC planners felt that minimal special components should be required to view the video stream. Similarly, planners felt the video stream should be persistent to allow asynchronous access. To attract students, the planners needed engagement from the most influential researchers in distributed computing, often the busiest people in the field. It was therefore critical to minimize video production constraints on the presenters. These two constraints meant that the video system should have minimal requirements at both ends (student and presenter) and should be mediated by a central service. Given the potential drain on resources that supporting a Web streaming application can produce, a service that already had support was also desirable. After considering several tools, ICEAGE bought an Adobe Connect license to deliver the live keynote talks after seeing evidence of Adobe’s superior support services.
http://www.karthividhyalaya.com/
Preparatory exercises and applications were conducted through the ICEAGE Grid People Registry (www.iceage-eu.org). This is a specialist application developed by the ICEAGE project to support aspects of the schools that couldn’t easily be provided using off-the-shelf components. The University of Edinburgh’s e-Science MSc has adopted this system, and it is being generalized for use throughout the university.
Student satisfaction
After the winter school ended, course organizers gave participants open-answer questionnaires. To make the results comparable to those of the summer schools, the existing ISSGC questionnaire was slightly modified to accommodate the school’s online nature. To elicit suggestions that could be used to help develop future online events, the IWSGC questionnaire was also more detailed than the one used for the summer schools. Ninety-three percent of participants (26 of 28) answered this questionnaire. An online quantitative feedback form, used in other events, was also circulated to students and presenters, but a low response rate meant that results could not be easily evaluated.
Overall, IWSGC 08 participants expressed high satisfaction with the winter school. The majority of questions, such as those about school duration or commitment, were answered equally on both sides of the spectrum—that is, roughly equal numbers of participants wanted the school longer or shorter, more or less demanding, and so forth. Students identified no problems with infrastructure or technical IEEE Distributed Systems Online.
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