DCIT Lecturers' Papers

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https://uwispace.sta.uwi.edu/handle/2139/5462
Papers, abstracts and publications authored by staff of the Department of Computing and Information Technology, UWI St. Augustine.

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Browsing DCIT Lecturers' Papers by Author "Bernard, Margaret"

Now showing 1 - 7 of 7
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    Automated design and drawing of graphs
    (2008-11-21T15:08:19Z) Bernard, Margaret
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    Burrokeet
    (2010-11-19T16:42:25Z) Gardler, Ross; Singh, Rajendra G.; Cummings, Thompson; Ramanan, Anil; Mohammed, Shareeda; Bernard, Margaret; Rudder, Andrew
    This item relates to the development and deployment of an open-source Learning Content Management System called Burrokeet.
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    The Delivery and Development of an online course using Open
    (2010-11-10T15:49:01Z) Bernard, Margaret; Ramnanan, Anil
    In September 2005, a Computer Science course was developed using almost exclusively a number of Open Source Learning Content Management Tools. This course was delivered twice over two semesters to students at St. George’s University, Grenada. The tools that were used to develop the course were the Burrokeet LCMS which was used to develop the content and ATutor which was used to deliver the course. Throughout the development of the course a number of observations were made as to the issues involved in developing a course for online delivery such as dealing with different file formats and arranging content in a manner that would be best suited to online delivery. This paper provides an overview of the Burrokeet System and the technologies used to develop this Open Source Learning Content Management System. It gives a practical view of how an online course using Open Source Learning Content Management tools was developed and delivered.
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    Error-correcting coders with variable length and non-uniform errors
    (2008-11-21T15:08:36Z) Bernard, Margaret
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    INTEGRATING WEB-BASED INSTRUCTION AND CLASSROOM TEACHING:CASE STUDIES FROM THE CARIBBEAN
    (2010-11-19T16:41:06Z) Cummings, Thompson; Bernard, Margaret
    This paper describes an integrated instructional model for integrating web-based instruction and classroom teaching in educational institutions in the Caribbean. Two studies are presented: one, a 1-semester Computer Science course for students at university level and the other, a 2-year course in Information Technology designed for secondary school students across the Caribbean. In each case, webbased and classroom teaching are woven into each other seamlessly throughout the period of instruction to form an integrated instructional system. The studies show that the integrated approach facilitated more effective learning. At university level, teaching emphasis changed from delivery of content to one of facilitating and guiding the learning process. The lecturer’s knowledge of the subject area remained of critical importance to the learning outcome. Students took more responsibility for their own learning and for monitoring their own progress. Teaching methods at secondary schools in the Caribbean are largely traditional, classroom teaching. With the integrated approach to teaching, the learning environment more readily caters for all levels of children within a class, allowing the teacher to provide more individual attention to students. The web course design has to be specially tailored to the student age group and the school environment.
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    A MODEL FOR MAINTAINING INTEROPERABILITY OF
    (2010-11-19T16:41:54Z) Bernard, Margaret; Singh, Rajendra G
    Learning Objects are being packaged for interoperability using internationally agreed standards such as the Sharable Content Object Reference Model (SCORM). A coursedesigner aggregating heterogeneously created Sharable Learning Objects (SLOs) from a repository when challenged with coarse SLOs would find a standards-based editor to be a useful tool for re-authoring if the interoperability of an edited coarse SLO could remain intact after the edits. Further, since many authoring applications are beginning to use XML to define SLOs (XSLOs) it is inevitable that a repository will contain (solely) heterogeneously authored XSLOs and as a result, we focused our research on maintaining the interoperability of re-authored coarse XSLOs. This paper presents research conducted to determine if a coarse XSLO could be edited in a standards-based editor without affecting its interoperability. Initially a model for the XSLO was developed and titled SIM. We found that if the SIM is applied during the authoring process, it will afford protection to the interoperability of the XSLO when the XSLO is subsequently edited in a corresponding SIM-aware DOM editor. We describe how a DOM editor (based on the Document Object Model) can be transformed into a SIM-aware DOM editor such that it is still standards-based. In addition, we present the application eLearnPro, which was developed to test the interoperability of XSLOs that were authored using the SIM, then re-authored by a SIM-aware DOM editor.
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    A model for the Instructional Design, Development, Delivery
    (2010-11-19T16:41:29Z) Bernard, Margaret; Cummings, Thompson
    The steps in producing software are usually organized into a lifecycle consisting of several phases of development. The systems development lifecycle (SDLC) provides a comprehensive framework for describing the process of solving information system problems. Given the SDLC success in software production for many years, a variant of this organized approach is put forward for Web based course production. This variant is called EMBER and consists of five steps. Although each step is presented individually, the steps are interrelated and occur in an iterative manner. The EMBER model is a structured approach to Web based course development. This model focuses on the design, development, delivery, and evaluation of instruction for a Web based course for students at secondary school level in the English speaking Caribbean. A key design decision is that the Web based course would be used to complement classroom teaching. The teacher plays the role of facilitator rather than a dispenser of instruction. This role is not new for the teacher. However, the technology provides the means whereby he/she can perform that role with effectiveness.