Abstract: As online learning environment is growing among universities worldwide including developing countries, still, there are some difficulties that might interrupt the implementation of this environment; such as : Technological difficulties and/or Skills lacking. The aim of this research was to identify the obstacles are facing these faculty member in using Blackboard as a blended learning system. And recognized the perceptions of faculty members who involved in e-learning programs and trained to use the blackboard in Education. The sample surveyed in this study was 360 faculty member and instructors at King Saud University (Riyadh), King Khaled University (Abha) and Taif UniversityCollege of Education. Descriptive methodology has involved analysis of the implemented online system at these universities and how faculty member are interacting with that. The main obstacles found in the study were: Lack of needed training and experience in using ICT (Information & Communication Technology) – lack of internet signal that interrupts continuous connection and smooth communication and lack of encouragement and restricted rules that oblige faculty member to develop their technological skills, the experience in using ICT especially in producing electronic materials such as: recording lectures via Echo application, upload videos on YouTube channel, slide share, flicer..etc.

Abstract: This paper tried to examine the students' acceptances for the use of Blackboard Learning System using Technology Acceptance Model (TAM) as an analysis approach. Four factors of TAM namely Perceived Ease of Use, Perceived Usefulness, Attitude, Behavior Intention, and Perceived Interactivity as an additional factor were used as the evaluation model factors to measure the students' technology acceptance and a total of six hypotheses were proposed. An online questionnaire was conducted to extract the information from students of National Taiwan University of Science and Technology (NTUST) and a total of 302 respondents were collected. A Structural Equation Modeling (SEM) is used to analyze the model. The analysis result explained that a value of 36 percent of student' acceptance to use Blackboard Learning System can be described by the evaluated factors. Our findings illustrated that the five factors mentioned have intercorrelated effect to explain the students' behavior and Perceived Interactivity was determined as the key factor.

Abstract: The widespread availability of technological infrastructure has enhanced the adoption of learning management systems (LMSs) in educational institutions. Blackboard is one of the most popular marketable LMSs adopted in higher education institutions. As some previous studies have viewed that positive perceptions played a vital role in adopting new technologies, this paper aims to investigate teachers’ perceptions on blackboard applications in the context of teaching English as a foreign language (EFL). To gather data, 32 EFL university teachers from Saudi Arabia were surveyed and interviewed about their perceptions toward the use of the blackboard. The results from the data instruments reveal that EFL teachers have positive perceptions on Blackboard applications to English language teaching. Most teachers view Blackboard as a structured e-learning platform that helps improve the teacher-student relationship in a course and aids to make teaching English more successful. The study findings; however, revealed that the use of blackboard as a blending learning is still focusing on administrative issues rather than pedagogical significance for language learning. Recommendations and directions for future research are highlighted at the end of this article.

Abstract: This paper will analyze the experience the author had in teaching Discrete Mathematics using Blackboard Collaborate, videoconferencing software that allowed students at various locations in the United States to take part in live regular class sessions. The course was designed to test the feasibility of carrying out a course using only remote synchronous connections between instructor and students, and to gain firsthand experience in the process. Park University, the author’s institution, currently delivers asynchronous distance education to more than 20,000 students worldwide. The University currently uses eCollege and eCompanion as its main software platform for course delivery. Park University has also more than 40 campus centers at various locations in the United States where face-to-face instruction is offered in various disciplines. Blackboard Collaborate software was recently acquired to be used as an administrative tool. Given this context, the main motivations for the development of this course were: • The desire to increase student enrollment by fighting fragmentation of student population. This condition appears when sections of the same course are cancelled due to low enrollment at various campus centers. Linking students from various campus centers in a synchronous course would avoid eliminating these sections and satisfy course loads. • The desire to provide added sections of courses that may not be offered regularly at campus centers due to unavailability of credentialed faculty for the specific disciplines. • The low appeal for online offerings amongst a significant number of campus center students. • The desire to increase the quantity of course offerings at campus centers and limit the number of cancellations to improve customer service.

Abstract: Video tools developed today, teachers can record lecture videos and upload these lecture videos to e-learning system themselves. However, some students may only do not understand some fragments but they have to waste unnecessary time download entire video, and therefore video scene segmentation is relative importance. In addition, in traditional teaching model, students must listen and transcribe content on blackboard, when the lecture's write speed is too fast, students are very difficult to pay attention in class and easy to transcription errors. If we can record the lecture video and automatically extract content on the blackboard, students not only enable index videos easily, but also not easily transcribe the wrong notes. Hence, this paper presents an intelligent assistance system for lecture videos. We use K-mean Segmentation to extract blackboard area and then only update this area to avoid lecturer's body cover the content on blackboard. Then we use adaptive threshold to extract chalk and design a method to reduce noise. After that we detecting the lecture videos split timing with statistics chalk pixel count and analysis the variation. Finally, we further interception the most complete content as lecture note to facilitate the students to search for video clips.

Abstract: The goal of this study is to report the results of a comparative usability study conducted in 2008-2009 on two different course management systems (CMs), BlackBoard and Moodle. 135 students enrolled in the fall 2008 and spring 2009 section of introduction to educational Technology participated in the study (72 and 63 respectively). at the beginning of each semester, participants were randomly divided into two groups to experience different CMs’s at different times. The results indicated that Moodle was favored in all modules used during the courses. This article presents the details of this initial attempt on investigating if an open source CMs (Moodle) warrants a consideration as an alternative to the institution’s current CMs (BlackBoard).

Abstract: The invention relates to a panoramic learning system platform based interactive teaching method between teachers and students. A network based virtual classroom is formed and accordingly the students in the same virtual classroom can see the teachers or the authorized students and explaining action on a virtual blackboard synchronously and accordingly the purpose of panoramic simulation of the interactive teaching of a real classroom is achieved.

Abstract: Part I: Economic Models vs. Reality 1. Introduction 2. Markets Are Neither Omniscient nor Omnipotent Part II: Consumption On and Off the Blackboard 3. The Nature of Demand 4. Is There a Rational Economic Decision Maker? 5. Taste Makers and Consumption Part III: Production On and Off the Blackboard 6. Firms and Competition 7. Returns to the Factors of Production 8. The Case for Regulation of Markets 9. Microeconomic Applications On and Off the Blackboard Part IV: Real-World Macroeconomics 10. What Is Macroeconomics? 11. Macroeconomic Aggregates and Variables 12. Aspects of Macroeconomic Performance 13. Open Economy Macroeconomics 14. Macroeconomic Externalities 15. The Financial Sector and the Great Recession Conclusion: Economics Beyond the Basics

Abstract: This article presents a multi-goal solver for problems that can be modeled using a Blackboard Architecture. The Blackboard Architecture can be used for data fusion, robotic control and other applications. It combines the rule-based problem analysis of an expert system with a mechanism for interacting with its operating environment. In this context, numerous control or domain (system-subject) problems may exist which can be solved through reaching one of multiple outcomes. For these problems which have multiple solutions, any of which constitutes an end-goal, a solving mechanism which is solution-choice-agnostic and finds the lowest-cost path to the lowest-cost solution is required. Such a solver mechanism is presented and characterized herein. The performance of the solver (including both the computational time required to ascertain a solution and execute it) is compared to the naive Blackboard approach. This performance characterization is performed across multiple levels of rule counts and rule connectivity. The naive approach is shown to generate a solution faster, but the solutions generated by this approach, in most cases, are inferior to those generated by the solver.

Abstract: The invention relates to a Chinese multimedia teaching blackboard. An existing multimedia teaching device mainly comprises a teaching desk occupying a large amount of area and a fixed blackboard, the teaching desk and the blackboard can not be moved, the display angle can not be adjusted according to the indoor light intensity condition, and the problems that the air drying speed of wet erasure of chalk writing is low and dust flies when a board eraser is used exist. The Chinese multimedia teaching blackboard comprises a movable support (1), a lifting strut (2), a fulcrum bar (3) and a computer case chamber (4) are installed on the upper surface of the movable support, a projector (5) is installed at the top of the lifting strut, the fulcrum bar is connected with a blackboard frame (6), a glass blackboard (7) is embedded into the blackboard frame, an upper slide way (8) and a lower slide way (9) are arranged at the top and the bottom of the blackboard frame and respectively screwed with a set of buckling claws (10), a quick-dry blackboard eraser (11) and the upper portions and the lower portions of two projection coiling blocks (12) are embedded in the portion between the upper slide way and the lower slide way, and soft projection cloth (13) is installed between the projection coiling blocks. The blackboard is used for Chinese teaching.

Abstract: The invention provides a full-automatic writing blackboard. The full-automatic writing blackboard comprises at least one blackboard body and a frame for hanging the blackboard bodies; rotating shafts are arranged above the frame; the number of the rotating shafts is the same with that of the blackboard bodies; each rotating shaft is parallel to transverse edges of the frame; the blackboard bodies are hung on the rotating shafts through ropes; one end of each rope can be twined on the corresponding rotating shaft along with rotation of the rotating shaft; travel switches which are used for stopping the blackboard bodies from moving further are respectively arranged on inner sides of the upper and lower transverse edges of the frame; an erasing device for erasing handwritings on the blackboard bodies is arranged on the bottom of the frame; a camera capable of shooting image information on the blackboard bodies is arranged in front of the frame and is connected with a computer; and the information shot by using the camera is uploaded to an internet disk by the computer. The full-automatic writing blackboard is not required to manually move or be manually erased; lots of time is saved for teachers; and the full-automatic writing blackboard can be stopped at an optional position, and interference is reduced.

Abstract: The invention relates to a blackboard with an automatic blackboard eraser. Two guide rails are respectively fixed on the two sides of the blackboard; a blackboard eraser cross rod is connected into the guide rails through sliding blocks; one side of the blackboard eraser cross rod is provided with a motor and a friction wheel; the friction wheel is connected with the outer side face of the corresponding guide rail in a rolling frictional contact manner; a center hole of the friction wheel is fixedly connected with the output shaft of the motor; the other side of the blackboard eraser cross rod is provided with a pinch roller; the pinch roller is connected with the outer side face of the corresponding guide rail in a rolling contact manner; a sliding groove is formed in the middle of the blackboard eraser cross rod; a blackboard eraser sliding seat is connected onto the blackboard eraser cross rod in a sliding manner; the blackboard eraser sliding seat is internally provided with another friction wheel; the friction wheel is connected with the sliding groove in the middle of the blackboard eraser cross rod in a rolling frictional contact manner; the friction wheel is fixedly connected with the output shaft of the motor fixed on the front end face of the blackboard eraser sliding seat; the upper end of the rear of the blackboard eraser sliding seat is provided with a handwriting detector, the middle part of the rear of the blackboard eraser sliding seat is connected with the blackboard eraser, and the lower end of the rear of the blackboard eraser sliding seat is provided with a dust sucking device. According to the blackboard, words and characters on the blackboard can be cleaned automatically, and the blackboard has the characteristics of convenient use, labor saving, high cleaning efficiency, simple structure and the like, and is convenient to popularize and use.

Abstract: Provided is a self-cleaning blackboard. The self-cleaning blackboard comprises a blackboard body and a rail box. The blackboard body comprises a first board body, a second board body which is horizontally adjacent to the first board body, and a third board body which is vertically adjacent to the first board body. One end of the first board body, one end of the second board body and one end of the third board body are respectively provided with a first moving part. The first board body, the second board body and the third board body can move left and right along the first moving parts respectively. The outer side of the first board body, the outer side of the second board body and the outer side of the third board body are respectively provided with a second moving part. The first board body, the second board body and the third board body can move up and down and move front and back along the second moving parts respectively. The back face of the first board body, the back face of the second board body and the back face of the third board body are respectively provided with a board brushing part, and the board brushing parts are used for cleaning with one another in the moving process. According to the blackboard, self cleaning can be achieved, the blackboard is convenient and easy to use, dust can be stopped from drifting away in front of a user in the erasing process, and thus the blackboard is beneficial to the good health of the user.

Abstract: This paper describes the first stage of PhD research work in the field of e-learning. The research focuses on the e-learning systems that are available in one university in Saudi Arabia, namely the King Faisal University (KFU). The study is interested in designing a training programme for the academic staff of the College of Education at the university, where the researcher works as a lecturer, to fill the gap in staff knowledge and skills in using e-learning systems. The study intends to use constructivism and empowerment theories to inform the training package. The paper outlines the study's statement of the problem, focus, aims, questions, significance and design.

Abstract: The utility model provides an automatic dust removing blackboard matched with projection cloth and belongs to the field of teaching tools. The blackboard comprises a blackboard body, a storage groove, an automatic dust removing device and a piece of the projection cloth. side cloth are arranged on two sides of the projection cloth correspondingly, and the top of the projection cloth is provided with a protection cover; when the projection cloth falls completely, the projection cloth shields the blackboard completely, the bottom of the projection cloth contacts with the surface of the storage groove, the side cloth of two sides of the projection cloth are bonded with two sides of the blackboard body in a matched manner, and the two sides of the protection cover are in abut connection with the two sides of the blackboard body; the projection cloth, the storage groove, the side cloth, the protection cover and the blackboard body form a sealed cavity, and the automatic dust removing device is arranged in the sealed cavity. The projection cloth and the blackboard body are used in a matched manner, the projection cloth, the storage groove, the side cloth, the protection cover and the blackboard body form the sealed cavity, the automatic dust removing device is arranged in the sealed cavity, and the problem that the chalk dust flies in the air is solved thoroughly.

Abstract: We describe a representation scheme and an analysis engine using that scheme, both of which have been used to develop infrastructure for HLT. The Shakti Standard Format is a readable and robust representation scheme for analysis frameworks and other purposes. The representation is highly extensible. This representation scheme, based on the blackboard architectural model, allows a very wide variety of linguistic and non-linguistic information to be stored in one place and operated upon by any number of processing modules. We show how it has been successfully used for building machine translation systems for several language pairs using the same architecture. It has also been used for creation of language resources such as treebanks and for different kinds of annotation interfaces. There is even a query language designed for this representation. Easily wrappable into XML, it can be used equally well for distributed computing.

Abstract: The invention discloses an anti-reflection blackboard capable of adjusting angles in a rotating mode The anti-reflection blackboard comprises an inner frame, an outer frame and a blackboard body The blackboard body is arranged in the inner frame The inner frame is matched with the outer frame in the mode of rotating around a vertical center line The anti-reflection blackboard further comprises an indexing locating mechanism On the basis of guaranteeing the advantages of various existing blackboards, the blackboard body can be made to incline to a certain extent by pushing the inner frame or the blackboard body to rotate around the self axis in practical teaching by means of simple refitting; on the basis of not affecting the position visual angle of a main classroom, reflection of the blackboard body under the conditions of sunlight or strong lamplight and the like can be reasonably avoided, and the demands of students on the two sides of the classroom for visual angles are met; meanwhile, the indexing locating mechanism is further arranged, and therefore the blackboard body can be quickly located after inclining

Abstract: The invention discloses a multi-robot cooperation positioning method based on an MAPSOPF algorithm. The method includes the steps that an actual operating environment is abstracted into a planar graph, and according to the position of a road sign and the paths of robots, an environmental map is built; relevant information and blackboard information of the robots are initialized; the MAPSOPF algorithm is adopted, the subsequent positions of the robots are predicted according to a fitness value, the predicted positions and the blackboard information are updated, and accurate positioning is completed. By adjusting weighing coefficients and learning factors, a competition mechanism is introduced so that the optimization effect of the algorithm can be improved, and finally, multi-robot coordination positioning accuracy is improved.

Abstract: Engineering students have got great skills in the use of new technologies, but large deficiencies in terms of the ability to visualize three-dimensional models shown in two dimensions. Also, the spatial capabilities are critical to them, to achieve the further development and understanding of associated complex, linked contents and competencies. However, it is difficult to illustrate the relationship between the 3D geometry and 2D projection using only drawings on blackboard. A new way to show these concepts is needed. Since Augmented reality (AR) and 3D pdf are the low-cost technologies that could easily display the relationship between two-dimensional displayed representations and the object shown. This paper presents early results conducted through the education innovation project Pol+AR. This project aims to determine the 3D-2D connection, using models, based on AR and 3D pdf, improving the spatial visualisation ability in students, specifically in the study of surveying and its applications, knowledge of the contour lines, earthworks and profiles. Studies have been developed in VET, at CFGS Proyectos de Edificacion, (Building projects), at IES Politecnico Jesus Marin of Malaga. Finally, the implementation of this research will be carried out at Universidad de Malaga, Escuela Politecnica Superior.

Abstract: The utility model provides a flexible blackboard capable of being erased automatically in a multidirectional mode, and belongs to the technical field of mechanical design. According to the flexible blackboard, automatic erasing of the blackboard surfaces in two directions can be achieved, chalk dust can be collected, and the utilization rate of the blackboard can be increased. The flexible blackboard surfaces are tightened on two sleeves, and a motor drives the sleeves to rotate so that moving and replacing of the blackboard surfaces can be achieved. The motor drives main transmission chains to move, and the main transmission chains transmit power to a rotating erasing mechanism and a vertical erasing mechanism through a chain thumbing wheel. In the rotating erasing mechanism, a brush erases the blackboard in a rotating mode through transmission of gears. In the vertical erasing mechanism, another brush fixed to bent plate chains move in the vertical direction and erase the blackboard through transmission of the gears and the chains. A worm, a worm wheel and a cam mechanism are utilized to control a front supporting plate to move from front to back, and a switch is utilized to control a rear supporting column and the chain thumbing wheel to move from front to back. The rotating erasing mechanism and the vertical erasing mechanism are matched with each other, and the function that the blackboard surfaces are rotated but not erased and the function that the blackboard surfaces are rotated and erased can be achieved. The flexible blackboard is mainly used for teaching writing.

Abstract: PROBLEM TO BE SOLVED: To provide an information processing apparatus which effectively displays an image including a plurality of images on a plurality of electronic blackboard devices, and a display system.SOLUTION: An information processing apparatus 100 is connected to electronic blackboard devices 200 and 300. When an operation of feeding image sheets to be displayed on the electronic blackboards is detected after setting display conditions for the electronic blackboard devices (step 620), the information processing apparatus 100 transmits a signal to instruct the electronic blackboard devices 200 and 300 to feed the sheets, and display data (step 470). The electronic blackboard devices 200 and 300 display the image sheets as if they are moving one by one, thereby allowing more effective display when displaying a plurality of images.

Abstract: Web technologies evolved from Web 1.0 in early 1990s to Web 3.0 nowadays. Alongside Web technologies, eLearning has been evolving from eLearning 1.0 to eLearning 3.0, which integrates the Web X.0 technologies and tools into educational and institutional practice resulting in eLearning X.0. Universities and schools are investing substantial amounts of time and money in implementing Learning Management Systems (LMS). If not designed with eLearning X.0 support in mind, the LMS can pose difficulty for instructors and students to benefit from these technologies through LMS directly. The aim of this study is to evaluate the readiness of learning management systems to support eLearning X.0. This research reviewed the literature for the most common Web X.0 tools or features used in the eLearning process. Then an evaluation model was developed and applied on two respective learning management systems: BlackBoard and MOODLE. The results of readiness evaluation shows that MOODLE is more ready for eLearning X.0 than BlackBoard. The findings of this study provide several important implications for learning management system research and management.

Abstract: The utility model provides a multifunctional blackboard erasing and writing device with machine vision. The multifunctional blackboard erasing and writing device comprises a blackboard, a two-shaft driving mechanism, a transmission mechanism and an executing end, the two-shaft driving mechanism comprises an X-direction stepping motor, a Y-direction stepping motor and a control circuit, and the control circuit controls the X-direction stepping motor and the Y-direction stepping motor to operate; the transmission mechanism is connected with the two-shaft driving mechanism and comprises an X-direction transmission mechanism and a Y-direction transmission mechanism, the X-direction transmission mechanism moves horizontally, and the Y-direction transmission mechanism moves vertically, is arranged on the X-direction transmission mechanism, and horizontally moves along with the X-direction transmission mechanism in whole; the executing end is connected with the transmission mechanism and conducts erasing or drawing. The multifunctional blackboard erasing and writing device with the machine vision has a full-automatic drawing function and a full-automatic identification erasing function based on the machine vision, and is simple in structure, easy and convenient to operate, good in transportability and suitable for most of blackboard structures.

Abstract: The invention relates to an informationized paperless classroom teaching system. The informationized paperless classroom teaching system comprises a teacher lesson preparation device, student learning devices, and an electronic blackboard, wherein the teacher lesson preparation device is used for making and storing teaching courseware, displaying the teaching courseware in classes through the electronic blackboard, sending corresponding materials to the student learning devices after students write assignments, and receiving the assignments and questions submitted by the student learning devices; the student learning devices are used for receiving the materials sent by the teacher lesson preparation device through a wireless network, storing the received materials in a data description mode, searching the materials through key words when related knowledge points are searched for, and submitting learning questions and the assignments to the teacher lesson preparation device; and the electronic blackboard is used for displaying courseware transmitted by the teacher lesson preparation device. The informationized paperless classroom teaching system improves teaching efficiency.

Abstract: The invention relates to an automatic blackboard control device which comprises motors, a writing detector, an ash-absorbing device, a controller and a power supply, wherein a signal input end of the controller is connected with the writing detector and is used for receiving a to-be-cleared writing signal on a blackboard detected by the writing detector; a driving output end of the controller is respectively connected with a first motor, a second motor and the ash-absorbing device and is used for controlling and driving a blackboard eraser cross bar to move up and down and a blackboard eraser sliding base to move left and right for clearing the writing according to the to-be-cleared writing signal on the blackboard detected by the writing detector; and meanwhile, the ash-absorbing device is started for absorbing ash. The automatic blackboard control device can be used for automatically clearing the words on the blackboard, has the characteristics of convenience in use, labor-saving effect, high clearing efficiency, simple structure, and the like, and is convenient to popularize and use.

Abstract: The utility model provides an eraser and a blackboard. The eraser comprises a brush roll, a water pump and an air pump or hot air pump. The brush roll is assembled on the blackboard in a sliding manner. A spraying pipe spraying water for the brush roll is arranged above the brush roll. Scraping rubber strips are respectively arranged on two sides of the brush roll. Drying air-pipes are arranged on outer sides of the scraping rubber strips respectively. The water pump is communicated with the spraying pipe and connected with a water tank. The air pump or hot air pump is communicated with the drying air-pipes and supplies air for the same. By the eraser, blackboard erasing efficiency is improved while labor intensity in blackboard erasing is lowered.

Abstract: The invention relates to a pure mechanical type environmental-friendly dust collecting blackboard eraser. The blackboard eraser is mainly composed of a blackboard eraser hairbrush (1), two rubber wheels (2 and 5), a blackboard eraser case (3), a dust collecting sponge (4) and a transmission mechanism, wherein the transmission mechanism is formed by nine different kinds of gears (6-14) of different specifications. A transmission system is provided with the four conical gears (6-9) of different specifications, and the five straight toothed spur gears (10-14) of different specifications. Only the simple gear transmission mechanism is utilized, and the tangential friction force, generated in the blackboard erasing process, between the blackboard eraser and a blackboard is used as a power source to drive the whole mechanism; meanwhile, ratchet wheels are additionally arranged, the friction force generated when the blackboard is erased in different directions is fully used, and enough power is ensured when a fan rotates; the diameter of the straight toothed spur gears coaxial with the conical gears is increased so that the fan can be higher in rotating speed, and the dust collecting effect can be ensured; no additional power sources are arranged, and therefore the blackboard eraser saves more energy, and is more economical and environmentally friendly.

Abstract: The present study aims to investigate the importance of informational elements used in course management systems (CMS) and to identify tailored applications of CMS in hospitality education programs. As a type of CMS, Blackboard was selected for this study because of its popularity in the United States. In addition, importance-performance analysis was used to identify respondents’ perceptual mapping in terms of informational elements in CMS. The findings show significant gaps between importance and performance measures for the informational elements of CMS. With regard to the importance-performance analysis, the primary results reveal that respondents perceived test-related elements (e.g., assignment scores, exam/test scores, quiz scores, extra points) as high in performance and importance. This study helps hospitality educators better understand students’ perceptions of the system’s functionality so that they can provide more tailored e-class content for the efficiency of the system.