Design and Implementation of a Virtual Learning Environment

2004

The past decade has seen major advances in the availability of broadband computer access. With this everincreasing connection speed and improved Internet performance more and more web-based applications are becoming available. More complex graphics and multi-media can now be transmitted over the Internet relatively quickly in real-time and with little delay. One area where web-based applications have proved very successful in the past, is within the e-learning paradigm. Traditionally, online learning applications have used a text-based asynchronous format to deliver learning material to end-users. While this has proved successful, it is recognised that the social and collaborative experience plays an important role in education. This paper describes CLEV-R, a Collaborative Learning Environment with Virtual Reality. CLEV-R is a web-based application, that takes advantage of an increased connection speed to deliver a real-time Virtual Reality (VR) environment where learning material is augmented through the use of multi-media. The environment mimics the real world where users, represented by avatars, take on various roles in the VR world.

The application of virtual worlds through Internet for teaching allows that the student can submerge himself in friendly environments that make learning more pleasant. This article presents three educational applications developed in these worlds. The first, for vocabulary learning, shows a set of virtual worlds designed in VRML where the student interacts with different objects. When an object is selected, its written name can be read and the student can listen to its pronunciation. In the following application, a virtual classroom, the created world can be shared simultaneously by several users. There are diverse materials available as in the traditional classrooms, for example a blackboard, laser pointer and a slide projector. Finally, the latest advances in the creation of virtual environments have been applied in the third application using a game engine. This has made possible the design of a more realistic world where the student can interact with other users and share his experiences.

2001

A decisive factor for new technologies is always the added value with respect to the efficiency and capacity of traditional technologies. This also is true when considering the impact of new technologies in training applications. New types of applications have been developed along the last few years to incorporate information technology in the learning environment. The growing need for communication, visualisation and organisation features in the field of learning and training environments, the e-learning approach, has led to the application of virtual reality and the use of multiuser real-time communication platforms to support these needs. This paper presents the first approach of such a system as well as useful technologies and standards for its implementation.

The International Arab Journal of Information Technology, 2011

E-learning is one of the emerging needs of the information age. Therefore a lot of potential is seen in distance learning development. Virtual environment interface to e-learning systems have recently appeared on the Internet. Using virtual reality environment, the applications appear to be promising to e-learning tasks more nature and interactive. Also using this technology, it is possible to get a sense of three dimensional environments and level of user immersion. Extensible 3D (X3D) is the most common tool for building 3D viewing and browsing of e-learning systems. In this paper the benefits of virtual reality environment using X3D in e-learning applications are demonstrated. Those will be shown via implementing two web enabled virtual environment e-learning systems. The first one is an on-line virtual chemistry lab system. This application gives the student the ability to perform all experiments in a certain crucial. The second application is an on-line English language education system. This application gives the students the ability to learn the language audile and visual via on line interactive system. X3D is used as the main implementation tool which gives the systems users the full visualization and interactivity of all learning steps.

This paper describes the design of a set of hypermedia tools intended to produce courseware to be used for individual or group learning in a cooperative way. The system was developed for the MS-Windows environment, supporting OLE (object linking and editing) technology. With OLE technology, the user does not have to leave an application to create or edit specific data. The Hypermedia Editor was designed to create and annotate the courseware in a stand-alone mode; the Hypermedia Player allows students to browse documents for self or group study; and the Hypermedia Browser works jointly with the Editor and Player to view lessons or to build tlie hypermedia structure. Future developments in the area of document distribution and storage will require collaborative tools to make these systems more usable and ergonomic. (Contains nine references.) (AEF)

The information age and a networked world are forcing educators to rethink the educational experience. It has become very clear that the value add in a 'knowledge based future' will be a learning environment that develops and encourages the ability to think and learn both independently and collaboratively. The recent trend in computer based education is to move beyond traditional ways towards more interactive media and hyper media, where computing and communication technology are combined to make flexible connections. The method combines media such as writing paragraphs, video, sound, graphic and computing to forum is called virtual classroom. A virtual classroom is a learning environment created in the virtual space. The objectives of a virtual classroom are to improve access to advanced educational experiences by allowing students and instructors to participate in remote learning communities using personal computers; and to improve the quality and effectiveness of education by using the computer to support a collaborative learning process. Virtual learning provides a learning system. As virtual classroom offers a flexible self-paced, self-centred learning is very help for the students. Students come to a place nearer, use the technology and even know how the technologies are very important in the daily life and also the computer simulation used in wide variety in almost all fields. There by educational goals and objectives can be achieved.

2002

SUMMARY Is the concept of'virtual learning environment'just a popular label to describe any educational software? No, the concept includes several interesting features that justify the use of a specific label. We review these features in the first part of our contribution. Do these features guarantee pedagogical effects? No, we review in the second some potential contributions of virtual learning environments. Turning potential effects intro actual outcomes is the challenge of designers.

1998

A recent powerful idea in the design of Web-based learning environments is the usage of virtual places. The employment of interface metaphors is one of the approaches enabling inexperienced users to feel comfortable in such virtual environments. We have designed a Virtual Environment for Distance Education and Training (VEDET), which provides basic virtual spaces, resources, and services.

IFIP WG3, 1996

The worldwide networks and the information superhighways allowing rapid transmission of digital multimedia information to any user in any time, offer a ground for a new educational reform that would prepare the citizens to live in the Information Society. This reform would break the monopoly of the print and paper based educational system and would rely on learning environments incorporating asynchronous space and time, interactivity, and virtual reconstruction (McClintock, 1992). The most important characteristics of the learning environment is the virtual reconstruction of the school space by building virtual places: auditoriums, workshop rooms, cafes, libraries, etc., where students from different locations can meet, interact, and work together, as if they were face-to-face. The paper aims at developing a model for a Virtual Environment for Distance Education and Training (VEDET) that offers a comprehensive metaphor to be used both for humancomputer interface and instructional design purposes. It also gives a paradigm for restructuring traditional education and training by complementing them with a virtual component. Thus the VEDET would not replace the traditional school, university or training department of a organisation but rather extend their facilities and tools and make their activities more flexible and technologically enriched.

Proceedings of the 8th International Conference on Computing Education Research - Koli '08, 2008

This volume is the culmination of more than a year of planning and effort on the part of both the local organising committee and the conference chairs. However, we were not working alone. Without an active community of researchers doing quality research and writing papers, a conference like Koli has no function or purpose. Consequently, a large part of the success of Koli Calling lies in its vibrant research community. It is your submissions that have made it possible for us to select this year's crop of interesting and thought provoking contributions.