Browsing by Author "Bernard, Margaret"
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Item Automated design and drawing of graphs(2008-11-21T15:08:19Z) Bernard, MargaretItem Burrokeet(2010-11-19T16:42:25Z) Gardler, Ross; Singh, Rajendra G.; Cummings, Thompson; Ramanan, Anil; Mohammed, Shareeda; Bernard, Margaret; Rudder, AndrewThis item relates to the development and deployment of an open-source Learning Content Management System called Burrokeet.Item Creating sharable learning objects from existing digital course content(31st Annual International Symposium on Computer Architecture Conference Proceedings, IEEE Computer Society, 2004) Singh, Rajendra G.; Bernard, Margaret; Gardler, RossItem The Delivery and Development of an online course using Open(2010-11-10T15:49:01Z) Bernard, Margaret; Ramnanan, AnilIn 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.Item The Delivery and Development of an online course using Open Source Learning Content Management Tools(4th Pan-Commonwealth Forum on Open Learning, 2006) Ramnanan, Anil; Bernard, MargaretItem Error-correcting coders with variable length and non-uniform errors(2008-11-21T15:08:36Z) Bernard, MargaretItem Fingerprint ridge orientation estimation using a modified Canny Edge Detection Mask(2012-10-03) Phillips, Laurice; Bernard, MargaretFingerprint recognition is arguably the most popular biometric used in authentication of individuals today. One critical step in the process of automatic fingerprint recognition is the segmentation of a digital fingerprint image into smaller regions where local image features can be more easily enhanced, analyzed or extracted. In this process it is essential to accurately estimate the fingerprint ridge orientation within the local region so that the fingerprint’s core singular points can be identified. This research paper proposes a novel approach to estimating the local ridge orientation by using an image convolution operation based on a Canny Edge detection mask. Experimental results illustrate the effectiveness of the algorithm in establishing the dominant edge direction of the ridge.Item An Incremental Editor for Dynamic Hierarchical Drawing of Trees(Lecture Notes in Computer Science, 2004) Workman, David; Bernard, Margaret; Pothoven, StevenItem Integrating web-based instruction and classroom teaching : Case studies from the Caribbean(Proceedings of the IASTED International Conference Computers and Advanced Technology in Education CATE, 2003) Bernard, Margaret; Cummings, ThompsonItem INTEGRATING WEB-BASED INSTRUCTION AND CLASSROOM TEACHING:CASE STUDIES FROM THE CARIBBEAN(2010-11-19T16:41:06Z) Cummings, Thompson; Bernard, MargaretThis 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.Item Learning computer programming through game playing(2012-10-03) Bachu, Eshwar; Bernard, MargaretIn this paper we present an approach for teaching and learning Computer Programming through game playing. This activity is intended to complement traditional teaching of concepts. The focus is on building program comprehension rather than program generation. In playing the game, students improve their ability to read and understand a program written in a specific language and to follow the logic in a program. They build speed in comprehension, as is required in learning any language. To win the game, students have to play certain steps repeatedly, using different strategies, and with time constraints. This repetitiveness reinforces learning. Once they master the basic elements of a program, they will experience less frustration in coding solutions for more challenging problems. The preliminary results with students using this gaming activity are encouraging.Item A MODEL FOR MAINTAINING INTEROPERABILITY OF(2010-11-19T16:41:54Z) Bernard, Margaret; Singh, Rajendra GLearning 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.Item A model for maintaining interoperability of coarse XML sharable learning objects after re-authoring in a standards based editor(Proceedings of the Winter International Symposium on Information and Communication Technologies WISICT04, 2004) Bernard, Margaret; Singh, Rajendra G.Item A model for the Instructional Design, Development, Delivery(2010-11-19T16:41:29Z) Bernard, Margaret; Cummings, ThompsonThe 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.Item An Online Multiplayer Game for Collaborative Problem(2012-09-25) Bachu, Eshwar; Bernard, MargaretTeaching computer programming to novices has always posed a major challenge to educators, most novices acquire basic programming skills but they are unable to utilize them in a meaningful way to solve many of the non-routine problems which are presented to them. As a result, they do not achieve any level of programming fluency. Collaboration has been identified as a useful tool to help overcome this problem if utilized at the right times during the programming/problem solving process. This paper presents a review of computer supported collaborative learning (CSCL) concepts, collaboration in programming and the problem solving domain. Finally, a design for a gaming application of CSCL (COPS) to help improve the problem solving ability of novice programmers is presented.Item Teaching programming using visualization(Proceedings of the 6th IASTED International Conference on Web-based Education, 2007) Rudder, Andrew; Bernard, Margaret; Mohammed, Shareeda