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1. Virtual Classroom....................................................................................3
1.1 Definition:...........................................................................................................3
1.2 Concept:..............................................................................................................3
1.3 Need/Requirement.............................................................................................3
1.4 Characteristics...................................................................................................4
1.6 Activities:............................................................................................................4
1.7 Advantages.........................................................................................................4
1.8 Limitations.........................................................................................................4
2.5 Advantages.........................................................................................................6
2.6 Limitations.........................................................................................................7
2.7 Conclusion..........................................................................................................7
3. SIMULATION.........................................................................................7
3.1 Definition............................................................................................................7
3.2 Need....................................................................................................................7
3.5 Considerations...................................................................................................8
3.6 Conclusion..........................................................................................................8
4. REFERENCES:.......................................................................................8
ASSIGNMENT
TOPIC: Virtual Classroom, Virtual Lab and Simulation
1. VIRTUAL CLASSROOM
1.1 Definition:
Virtual classrooms are complete programs of learning .They consist of a mixture of synchronous
and asynchronous events. They are special application of computer and network technologies to the
task of education. [1]
A Virtual Classroom is private online space in Blackboard that teachers can use to support student
learning. It is accessible via the Internet, 24 hours a day, 7 days a week. Just like your face–to–face
classroom, a Virtual Classroom is a busy place.[2]
Virtual classrooms use Web-based collaboration tools to mimic the structure and activity of a
physical classroom course. They feature an instructor who leads a class of learners thourgh an
explicit syllabus of material on a predetermined schedule. [3]
1.2 Concept:
Virtual is something whose existence is simulated with software. Virtual education [4] refers to
instruction in a learning environment where teacher and student are separated by time or space, or
both, and the teacher provides course content through course management applications, multimedia
resources, the Internet, videoconferencing, etc. Students receive the content and communicate with
the teacher via the same technologies.
Virtual classrooms may involve three overlapping scopes of interaction technologies: VC courses,
meetings and presentations. Among the synchronous events are online meetings, which may include
online presentations.
1.3 Need/Requirement
In the age of Information technology revolution, the shelf life of technology is decreasing very fast,
everyone wants to update and upgrade knowledge, skills and attitude in order to lead successful life
in world of work. For this, time, distance, cost and expertise is barrier for growth. Virtual classroom
can overcome all of above barriers.
1.4 Characteristics
1.6 Activities:
1.7 Advantages
1. Virtual classrooms provide the community and control some learners need.
2. Classroom learning is familiar and proven.
3. Flexible time: students may participate at any time of the day.
4. Economical
5. Efficient learning
6. Overcome Location: students are not limited to courses offered in their geographic locality
7. More active learning: the computer forces response and attention.
1.8 Limitations
1.9 Consideration
1. Select a qualified instructor.
2. Provide complete instruction.
3. Simplify tasks for learners.
4. Manage teams and deal with problem learners.
5. Enable interpersonal communication.
6. Pick tools to suit learners: Language fluency, Accents, Typing skills and Technical expertise.
7. Consider the speed of learners’ network connections.
The Virtual Laboratory (VLAB) is a software environment designed to support model development by
facilitating the manipulation of models and providing mechanisms for retrieving and storing large
numbers (e.g., thousands) of them.(Fedrel,1997)
The Virtual Laboratory is an interactive environment for creating and conducting simulated
experiments: a playground for experimentation. It consists of domain-dependent simulation programs,
experimental units called objects that encompass data files, tools that operate on these objects. Current
release is focused on graphical applications of L-systems, with an emphasis on the generation of
fractals and the modelling of plants. The objects are organized, accessed and manipulated using
domain-independent vlab system programs. The user can expand the laboratory by adding new objects,
creating new experiments and creating hyperobject copies of objects.
2.2 Need-
The idea behind VLAB emerged from the need for an environment for organizing and
simplifying work related to computer based simulation of biological phenomena. The first
implementation of vlab was created in 1990.Since then, the original programs have been
redesigned and reimplemented, and new components and features have been introduced.
• an object-oriented file system (oofs) for representing experimental units (objects) and alternative
representations of experiments (hyperobjects);
• vlab system programs for organizing, accessing and manipulating these objects
VLAB Object- A laboratory object is a directory containing files that define the object and a
subdirectory extension. The following table 1 shows the file types included for an object.
Filename Function
*.txt,*.map, Data files contain our knowledge of a particular model. Each object will vary in
*.mat,*.dat,
the type and number of data files that describe it.
*.s,*.l,*.v,
*.a, etc.
specifications Defines the data files which make up the object and the tools which apply to
them.
icon A graphical representation (140x140 pixel screenshot) of the experiment.
.id Contains a unique identification number for the object in the database.
ext A subdirectory of extensions (lists objects which inherit some features of the
current object).
VLAB Hyperobject- Hyperobjects are links to objects in the database. The following information is
stored with each:
Filename Function
node Contains a hyperlink to an object in an oofs database. Not all hyperobjects need to point
to an object in an oofs database. Those that do not contain a hyper-link are used as
place-holders for other hyperobjects. Also contains the name of the hyperobject. This
description is usually related to the object the hyperlink points to under the given
context. Also contains the order of children. The order of children in a parent can be
changed, which affects the traversal of hyperobject databases.
text Contains a textual description of the hyperobject.
Ext A subdirectory of children (other hyperobjects inheriting from this one)
1. The Object Browser- A user may browse through the objects and hyperobjects
in the lab by following the hierarchy induced by the prototype-extension
relation. The browser provides a visual interface for navigating through the
hierarchy. The browser also makes it possible to move, copy, delete and rename
objects. The browser also facilitates the presentation of a VLAB object in several
different contexts, as hyperobjects, while keeping the main database intact.
2. The Lab Table- Upon invocation of the object manager, all files that make up the selected object are
copied to a temporary location called the lab table. Consequently, manipulation of object parameters
does not affect the stored version. When the experiment is completed, the user may save the results
by overwriting the original object or by creating an extension. In the latter case, the files on the lab
table are compared with those in the prototype object; those files that differ from the prototype are
saved, and links to the remaining files are established automatically.
3. The Object Manager- Objects are manipulated using a vlab system program called the object
manager. The menu lists the tools and utilities available for experimenting with the object, and allows
the user to select them dynamically. The user may manipulate the object as a whole, without detailed
knowledge of the programs involved or the component files.
4. The Panel Manager- The ability to easily manipulate the parameters of an experiment is an
important feature of the Virtual Laboratory. All parameters of an experiment are represented in the
object's data files. Parameter modification can be performed using virtual control panels. A general-
purpose panel manager creates panels according to definition files also included in the object. A panel
definition file itemizes the appearance of each control button or slider in the panel, and the format of
the message to be sent as a result of control manipulation. These messages are used to edit the data
files. As a control on the panel is manipulated, the corresponding parameter in the data file will be
updated.
5. The Virtual Laboratory Daemon- The vlab daemon is invoked automatically by other processes,
and thus remains invisible to the end-user. However, the information on its operation and the format
of messages is essential to implementing extensions of the Virtual Laboratory framework. Main
functions are: support of communication between components and launching of objects (i.e.:
invocation of the object manager).
2.5 Advantages
2.7 Conclusion
The long experience with the consecutive incarnations of vlab shows that it provides an effective and
pleasant environment for organizing and conducting interactive experiments with visual simulation
models. Gentner and Nielson [2] envisioned that future computer users will focus on manipulating
huge numbers of complex information objects while being connected to a network shared by other
users and computers. This is exactly what vlab makes it possible to do.
3. SIMULATION
3.1 Definition
3.2 Need
3.3 Advantages
3.4 Disadvantages
3.5 Considerations
Several key issues that include but are not limited to:
- What are the trends in design and development of Web-Based modeling and simulations?
- What are the most perspective technologies for a massive production of top quality Web based
Simulatos? What are the standards for Web-based simulators?
- How will WBMS tools and technologies evolve in 3, 5, and 10 years? How will they affect the
design and development of WBE systems?
- What are relations between Web-based simulations and WBE? What are best practices,
experience, findings, and outcomes of research and development project on this topic?
- How can (should) colleges and universities use Web-based modeling and simulation to
improve student’s knowledge, retention, and motivation?
- What kind and what level of complexity of Web-based simulations should be used in
academic curricula? How to incorporate Web-based simulations into different online learning
technologies and learning scenarios?
3.6 Conclusion
Internet asynchronous web learning reduces the workload of classroom teaching. To help the novice
learn better simulation problem solving, this research addresses designing the usability into
computer-based training (CBT) environment by focusing on the simulation experience and the
interaction design.
4. REFERENCES:
1. ALamri, Asma Complete programs of e-learning.Integrated Learning environment
over internet.
2. Education Queensland. (2008) . "Virtual Classroom: What is a virtual class room? "
Available at:http://education.qld.gov.au/learningplace/onlinelearnin /virtual-
classroom.html
3. Horton,William, Designing web-based training,Chapter 9,page 397
4. Kurbel, Karl: Virtuality on the Students' and on the Teachers' sides: A Multimedia and Internet
based International Master Program; ICEF Berlin GmbH (Eds.), Proceedings on the 7th
International Conference on Technology Supported Learning and Training – Online Educa; Berlin,
Germany; November 2001, pp. 133–136
5. L. Mercer. The Virtual Laboratory. Master's thesis, University of Regina, Regina, Canada, 1991.
6. L. Mercer, P. Prusinkiewicz, J. Hanan. The concept and design of a Virtual Laboratory. In
Graphics Interface '90 Conference proceedings, pages 149-155. Canadian Information Processing
Society, 1990.
7. E. Lowe - Extensions to the Virtual Laboratory. Master's thesis, University of Calgary, Calgary,
Canada, 1995.
8. H. Lieberman. Using prototypical objects to implement shared behavior in object oriented
systems. In Proceedings of the ACM Conference on Object-Oriented Programming Systems,
Languages and Applications, pages 214-223, New York, 1986, Association for Computing
Machinery.
9. http://pages.cpsc.ucalgary.ca/~pwp/bmv/vlab-for-linux/html-docs/environment.html
10.Federl, Pavol ,1997, Thesis, “Design and Implementation of Global Virtual Laboratory - a Network-
Accessible Simulation Environment”
11.Roni Linser,(2007),The Magic Circle - Game Design Principles and Online Role-play
Simulations
12.Workshop Chair: Dr. Vladimir Uskov, The First International Workshop Modeling and Simulation in Web-
Based Education May 18-20, 2005, Cancun, Mexico