Utilization of a Mobile Computing Environment

8/14/2019 Utilization of a Mobile Computing Environment

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UTILIZATION OF A MOBILE COMPUTING ENVIRONMENT


Presented by: Hari Krishna .K, Uma Mahesh .J.

St.JOHNS COLLEGE OF ENGINEERING AND TECHNOLOGY, JNTU, YERRAKOTA,

YEMMINGNUR, KURNOOL (DIST), A.P.

Email ID: [email protected]

[email protected]

Abstract:

The use of computers is ubiquitous in

todays business communities, and is

becoming so in education.

However, this increased use has led to more

problems for financially strapped

educational institutions through the ever

increasing demand for space and the

continuous obsolescence of equipment.

It is obviously time to think of student

ownership as a means to meet demands for

computer use, as costs of individual

machines are falling below charges passed

on by educational institutions.

This paper presents a proposal for student

ownership of laptop computers and

networking through wireless communication

as the environment of choice.

Introduction:

The laptop computer has been available for

more than ten years. It started out as a heavy

unit with an inferior liquid crystal screen.

Today laptop computers may have 10.5 inch

diagonal screens with full color and

computational speeds challenging the 150

MHz of their desktop cousins.

Further, such computers can weigh less than

six pounds and have a keyboard of near

standard size.

These computers may have a fax, a built-in

modem and CD player and be equipped with

wireless infrared communications.

While the top-end laptops rival their top-end

desktop cousins in costs, like the lower-end

desktops it is possible to purchase a black

and white 66 MHz, 8 to 16 MB RAM laptop

for around $1000.00 with many if not all of

the features mentioned above.

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While a large amount of money as an

additional college expense, compared to the

costs of textbooks at $80.00 to $100.00 each

and even in-state tuition at a public owned

school, the cost over the four to five years of

a B.S. degree in engineering is relatively

small.

The textbooks for the degree can easily

amount to $3000.00 and the tuition to more

than 20,000.00!

Further, even a relatively slow 66 MHz

computer can be an adequate tool for the

word-processing and spreadsheet uses we

will all need throughout our lives in an

increasingly technological computer-based

world.

Thus, we can successfully argue for

computer ownership for our engineering

students and perhaps for all of the future

college bound students.

The next major question that we may ask is

what is the need, followed closely by what is

the value.

After that is the more serious question of

whether we are prepared in higher educationto take full advantage of the benefits of

computers and information technology.

In this paper, we will attempt to address all

three questions briefly, and speak for the

laptop as the computer of choice.

What is the Need?

Engineering skills demanded today require

the ability to synthesize basic principles into

design and to be able to analyze design

solutions to points, ultimately leading to a

high quality product which can compete

economically in the marketplace.

The development of this type of knowledge

in our students requires us to provide them

with more hands-on experiential learning.

Further, todays engineers need better

communication and teamwork skills.

Todays communication is done not only by

writing and public speaking but also through

multimedia presentations.

All of these communication skills need to be

developed.

Engineering skills can be developed

interactively on the computer. Indeed it has

been proposed to develop courses in basic

mechanics, statistics, and dynamics and

deliver them via the internet.

The same is true of basic circuit analysis and

thermodynamics, to name a few. These

courses follow to a large degree the

proposed self-paced learning programs of

the late 1960s but have the ability to be

corrective.

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That is, errors can be detected in problems

being worked and hints be provided to

redirect students to a path leading to an

acceptable solution.

To take advantage of these learning aids

requires a computer. To experience the

design process as practiced today requires

not only an adequate knowledge of the

engineering sciences, but a working

knowledge of the design tools currently in

practice.

These are ever increasing by design software

and symbolic languages.

Certain packages, available for use on a PC

(DOS or Macintosh), have reached such

standard usage that they are specifically

mentioned as required skills in employment

advertisements.

Thus, they are introduced briefly in the

classroom, and the students are left to learn

them on their own.

They might be learned more effectively with

computers in the classroom, where an

application is introduced and put into

practice in the sort of practicum that was in place in the 1950s and 1960s, the

practicum laboratory of descriptive

geometry and drafting courses.

What should the classroom for an

interactive practicum look like?

A good example was recently described by

G.D. Stetten and S.C. Guthrie in the October1995 T.H.E. Journal.

There they describe the Wireless Infrared

Networking Duke Paperless Classroom.

Thirty-six students per year over a two year

span learned introductory computer

programming (C-language) and numerical

methods using student purchased Macintosh

Powerbooks equipped with a Photonics

device called a cooperative transceiver.

The powerbooks were the now obsolete

(speed-wise) models 165c and 520. The IR

devices were used to form a local talk

network.

The teachers computer was attached to a

computer graphics projector.

Using Farallons Timbuktu Pro software,

any students screen could be projected onto

the instructors screen or the students could

access the instructors screen.

In effect, the whole class could work on

projects via the computer in a physically

unaltered classroom.

Stetten and Guthrie point to the fact that the

use of student owned notebook computers

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offer the students important advantages over

university maintained clusters.

These include increased accessibility, and

greater pride and responsibility ofownership.

The portable laptop allows students direct

acquisition of knowledge in classrooms,

libraries and laboratories throughout the

entire campus.

Carrying a laptop on the quest for

knowledge allows students unlimited access

to their own individual environment as well

as in special classrooms for notebook

computers, if such courses are included in

the curriculum.

What is the Value?

The value of a mobile computing scheme for

the students was treated briefly under the

need mentioned above.

The value is through enhanced learning and

the better use of space, and overall cost of

education to the public.

The value of accessibility to gaining

knowledge is obvious. On the campus, the

portable computer is a better means of

accumulating facts and impressions.

However, through the often built-in modem,

it is a link to other electronic information via

campus wide networks or the internet and

World Wide Web.

Data bases can be reached from anywhere.

The often used Thomas Register will soon be available to users seeking vendors for

products, and catalogs will soon follow.

In the classroom, the use of standard lecture

format will continue in part, but will use the

computer screen instead of the blackboard,

thereby allowing students to concentrate on

the material being presented rather than on

writing notes.

Problem sessions, or difficulties in learning

can be communicated with a degree of

privacy not found elsewhere, as a student

can indicate a difficulty electronically which

would be noted by the instructor who could

place the student screen on the projector.

Sharing of projects can also be achieved,

and student originated

demonstrations/presentations can be more

accessible.

The paperless mobile computing classroom

does not have to be a laboratory for a single

group.

It can be used for a wiring studio to teach

music composition, visual arts, and

architecture, where software exists.

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Similarly it can be used in the sciences and

mathematics. In history, geology, and

human physiology, which are rapidly

undergoing a revolution in computer-based

education, the universal wireless classroom

can also be utilized.

Is Higher Education Ready for a Mobile

Learning Environment?

The question of whether higher education is

ready for an increased use of technology in

the classroom and more particularly,

whether engineering education is ready is a

difficult one.

It is obvious that the need for distance

education and more economical offerings of

education are being demanded by both the

taxpayer and the learner.

In 1967 at Colorado State University video-

based delivery of courses was developed to

meet the needs of professionals in business

and engineering.

Such courses still continue, and the National

Technical University was an outgrowth of

the CSU program.

Such educational opportunities have both

advantages and disadvantages.

The advantages include the use of noted

lecturers far from their homes, and the

flexibility of viewing the videos on ones

own schedule.

A disadvantage is the lack of personal

interaction in real time.

The availability of PICTURETEL and other

compressed video presentations overcomes

the interactive shortfalls but limits the

flexibility of time.

The solution of at-call interactive learning is

still not available; however, it could be to a

great extent through the World Wide Web.

The development of truly interactive

software which foresees most problems is an

expensive proposition, as typically a great

amount of time is required to prepare for a

single one hour presentation.

At this time, a program is in the planning

stage involving Liberal Arts, Natural

Sciences, Business and Engineering. A

common course of study is planned for the

freshman year involving 100 students each

and the following courses: Expository

Writing, Multi-media Ethics in a Business

Society, History of Technology, Calculus,

Statistics, Introduction to Computers,

Introduction to Business and Product

Realization. The latter course has all of the

segments of an engineering product

realization course, but concentrates on the

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processes. It is aimed at understanding

marketing, conceptualization, preliminary

design, production method selection, final

design, production, distribution, customer

acceptance evaluation, product evolution

and final product disposal.

It is to be taught using groups (teams) of

students of mixed academic backgrounds so

that each can see the role of those with

different backgrounds.

Conclusion:

It is time for universities to take full

advantage of the electronic/computer

revolution. Laptops prove the greatest

versatility to the knowledge seeker.

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Utilization of a Mobile Computing Environment

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