Abstract: Agent technology plays an important role in today's software development at the industrial level and brings advantages to the development of educational applications. The main focus of the multi-agent systems community has been on the development of concepts, architectures, interaction techniques, and general approaches to the analysis and specification of multi-agent systems. We introduce herein a novel concept involving the development of an e-Learning system architecture that explores several recent technologies, including multi-agent technology and adaptive e-Learning. The main concern of our research is twofold: to build a multi-agent architecture that provides the ability to adapt to the learner's preferences in the e-Learning environment and to analyze and control the communication and interactions among the different agents of the proposed system. Toward this aim, we present a distributed intelligent blackboard agent that ensures the communication among the participating agents. Furthermore, we describe a formal model that can be used to specify the message exchanges and their synchronization using Object Petri Nets. An exploratory implementation has been developed and conducted in practice. © 2013 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:170–190, 2015; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21587

Abstract: The invention provides an intelligent classroom system, relating to the technical field of school auxiliary equipment. The intelligent classroom system includes an intelligent blackboard, a classroom host, a mobile terminal for teachers, a mobile terminal for students, and a routing device. The intelligent blackboard is connected with the classroom host, the classroom host is connected with the routing device through circuit, the routing device is connected with the mobile terminal for teachers and the mobile terminal for students via downward communication interfaces, and the intelligent blackboard, the mobile terminal for teachers, and the mobile terminal for students are provided with touch control modules and display modules. The intelligent classroom system can rapidly realize the sharing and display of knowledge, enhances the teacher-student interaction in classroom teaching, and arouses students' interest. Moreover, the intelligent classroom system automatically acquires the data of teachers and students during the classroom teaching and supports the analysis of teacher-student customized education data and group education big data.

Abstract: Blackboard, one of the most powerful learning management systems emerged in 1997(Sylvester, 2011). It has been effectively employed in education. Unfortunately, many universities in developing countries cannot afford such a learning management system for some reason. In an effort to provide these countries with the benefits offered by technological instruction, this paper will review literature from different studies on how social media sites can provide instructors and students with many of the features of proprietary course management systems. The paper will briefly report the history and the types of social media sites. It will study in details the reasons why social media sites are classified into six types and the characteristics of social media sites which facilitate interaction between the instructor and students, among the students themselves, and between the students and materials. Finally, the paper also provides a classification scheme of common social media sites for educators.

Abstract: This research was conducted to investigate the use of Blackboard by faculty members in the Colleges of Applied Sciences in the Sultanate of Oman and the factors affecting their use. A questionnaire was completed online by 257faculty members representing 43.05% of the total faculty population in these colleges. Results showed that Blackboard is still underutilized by faculty; it is mainly used as a depositary tool rather than for instructional and assessment purposes. Results also revealed that there are statistically significant differences in Blackboard use related to age, experience, specialization and college. However, other demographic variables (i.e. gender and academic rank) had no effect on Blackboard usage. Technology infrastructure and faculty support were identified as being the major factors leading to limited use of Blackboard in these colleges. It is recommended that immediate action be taken to address these issues; it is further recommended that additional research be undertaken to investigate student and faculty characteristics that relate to Blackboard usage.

Abstract: This article presents an approach for decision-making in support of the control of an autonomous system of multiple tiers of robots (e.g., satellite, aerial and ground) based on the Blackboard architectural style. Under the proposed approach, the system evaluates prospective approaches for goal satisfaction (identified by user selected final rules), identifies the lowest-cost solution and determines the best path to achieving the goal, via the analysis of the Blackboard rule and action set. Two different approaches to this rule and action path generation are discussed. This article presents the proposed Blackboard-style architecture for autonomous multi-tier control and describes its implementation. The benefits and drawbacks of the Blackboard-style approach are analysed, its extrapolation to the control of multiple heterogeneous craft is presented and the tradeoffs between the two approaches to rule-path generation are assessed.

Abstract: A naive solver is one approach that can be used to identify prospective solutions based on data on (or projected to be on) a Blackboard Architecture's blackboard. The naive solver approach doesn't implement heuristics or other techniques to determine what solution paths to attempt first. Instead, it runs the blackboard forward (simulating what would occur if data were gradually added to the blackboard at a faster-than-real time rate). The approach doesn't guarantee that an optimal solution will be found and will need to be run repetitively to create multiple solutions for comparison. This paper assesses the effect of pre-pruning the blackboard's facts and rules to remove those that are not relevant (e.g., facts that cannot be asserted, rules that cannot be triggered) or which produce irrelevant facts and pruning actions that produce irrelevant facts (and/or trigger other similarly useless actions). It describes the Blackboard implementation and its utility, explains the pruning process used and presents quantitative and qualitative assessment of the utility of pruning to a naive solver's operations. This value is extrapolated to facilitate consideration of a more robust pruning process which also removes low-value facts, actions and rules in addition to those being removed due to their uselessness.

Abstract: The Pedagogy-Space-Technology (PST) Framework (Radcliffe, 2009) is a framework that has been used to guide the creation of new and modern teaching spaces. This paper highlights the journey of an Innovation@CDU Grant Project which uses the PST Framework to build an online moot court which is able to ensure that both internal students on campus and external students online are able to moot effectively. The project uses Blackboard Collaborate™ and the PST Framework. The technology has been implemented in Charles Darwin University (CDU) to create the new teaching spaces in CDU. The same technology in the new teaching spaces is then used to build an online moot court. The paper explains the PST Framework and discusses how the framework has been used and applied to further innovations such as an online moot court. It also explains the project’s journey and the challenges and successes of the project. The research also includes the experiences and observations of the author who is the Project Leader of the Innovation@CDU Grant Project.

Abstract: The utility model relates to the field of teaching tools, in particular to a blackboard with a washing blackboard eraser The blackboard comprises a blackboard body, a transmission mechanism, a mini-type water pump, a motor, a washing mechanism, a linear guide rail, a control system and a coupler The motor is fixed to a motor fixing base of the blackboard body through installation bolt holes and connected with the transmission mechanism through the coupler The transmission mechanism is fixed to the upper end of the blackboard body through a double-bearing base and a single-bearing base A lead screw sliding block is arranged on a lead screw nut in a sleeving mode and is fixed to the lead screw nut through inner hexagon screws The washing mechanism is fixed to the lead screw sliding block through bolts, water spraying nozzles are distributed at the two ends of the washing mechanism, and plush wiping cloth is installed in the middle of the washing mechanism According to the blackboard with the washing blackboard eraser, the blackboard body can be automatically washed, chalk dust cannot be produced in the washing process, and the writing on the blackboard body can be wiped thoroughly at a time

Abstract: Over two centuries after the invention of blackboards, they still feature prominently in many American classrooms. The blackboard has outlasted most other educational innovations and technologies, and has always been more than an aide memoire. Students and teachers have long assumed inscriptions on its surface made mental processes visible. As early as 1880, in fact, the A.H. Andrews & Co. catalog described the blackboard as a “mirror reflecting the workings, character, and quality of the individual mind.” The blackboard's ultimate origins are unclear but in North America one institution, the United States Military Academy at West Point, New York, played a particularly important role in establishing the device within classrooms. The blackboard's use at West Point in the first years of the nineteenth century garnered the novel tool notice and by the Civil War, the blackboard's place had been so firmly established in American schools as to be easily overlooked in importance; it was simply part of the physical and intellectual architecture of the classroom, Subsequent changes in construction and production have affected cost and appearance, but the basic idea of a vertical surface on which erasable inscriptions are made has remained.

Abstract: The utility model discloses a multimedia blackboard for English teaching and mainly relates to the field of English teaching aids. The multimedia blackboard comprises a blackboard body and an adjusting base, wherein the adjusting base comprises a blackboard frame, an L-shaped wall-hung frame and a telescopic bracket; a concave cavity is formed in the top end of the middle of the blackboard body; a liquid crystal television set is arranged in the concave cavity; a blackboard door corresponding to the concave cavity is arranged at an opening of the concave cavity; the blackboard is arranged on the outer surface of the blackboard door; a curtain box is arranged on one side of the blackboard body; a projecting curtain is connected with a sliding pull rod; a C-shaped through groove is formed in the bottom end of the sliding pull rod; a resin steel ball retainer is connected to the interior of the C-shaped through groove in a sleeving manner; a plurality of steel balls are arranged on the resin steel ball retainer; a linear guide rail corresponding to the resin steel ball retainer is arranged at the bottom end of the blackboard. The multimedia blackboard has the benefit that the multimedia blackboard integrates projection teaching, video teaching and audio teaching, realizes the combination and the unification of multimedia teaching and a traditional teaching mode, is flexible in angle adjustment and effectively solves the common problems of light reflection, blind area and the like.

Abstract: Existing evaluations of learning systems are mostly based on a subjective feedback from end users, in order to measure their satisfaction and experience with the system. The results usually only indicate which areas are weaker than others; comments obtained from users are often casual and fuzzy. Therefore we propose a systematic review of usability and visual appeal by experts in HCI to complement current practice. Our solution of assessment is based on a framework of design requirements for e-learning purposes, which provides a concise easy to follow checklist, covering all significant areas of design assessment. This approach offers factual design issues which should be dealt with and can be especially useful in cases, where feedback from users is hard to obtain or it does not reveal any useful information.

Abstract: Over the past 5 years there seems to have been an influx of university’s across the nation moving their academic programs to the blended environment. While the purpose of distance education is to make education and training more available to persons that may not time to attend a face-to-face course or training. In 2008, the UWI created the Open Campus to make education and training available to the masses across the Caribbean. Its operations of distributing education across the region was scaled-up as it forged ahead with blended programming. With the integration of any new technology into an online learning system there should be thorough research to inform best practices and an implementation plan to guide how the new technology is to be utilized. Distance education, in every form, has always been an avenue for providing training to a mass amount of learners. However, depending on distance method used to deliver training/instruction the learner may feel isolated due to lack of face-to-face interaction. With the integration of Blackboard in teaching and learning environment, course facilitators believe it contributes to effective communication and student learning. The purpose of this paper is to show how Blackboard has contributed to improved communication, delivery of instructional content and support of students enrolled in online courses.

Abstract: The utility model discloses a wireless remote control type full-automatic blackboard dust remover The wireless remote control type full-automatic blackboard dust remover is characterized by comprising a remote controller, a control device which is in wireless communication with the remote controller, a transmission device connected with the control device, and a blackboard dust removing device, wherein each of the transmission device and the blackboard dust removing device comprises a large bracket, two lead screws which are arranged at the upper side and the lower side of a blackboard, and lead screw shafts; nuts are arranged in the middle parts of the two lead screws; bevel gear sets are arranged at one of the ends of the two lead screws; the nuts on the leads are connected with the large brackets; the lead screw shafts are arranged on the large brackets; a large bracket gear combination and a large and small blackboard eraser combination are arranged on each lead screw shaft, wherein the large bracket gear combinations are connected with large bracket motors and large bracket sensors at one of the sides; the blackboard is arranged at the back of the large brackets The wireless remote control type full-automatic blackboard dust remover integrates automation, multimedia and greening, and is simple and convenient to operate, high in safety, good in dust removing effect, and high in automation degree and intelligence degree

Abstract: The invention belongs to the electronic field, and provides a blackboard writing recording method and a system thereof. The blackboard writing recording method comprises the following steps: detecting a recording operation for a blackboard writing interface, wherein the recording operation is performed for writing or erasing on the blackboard writing interface; starting recording for the blackboard writing interface when the recording operation is detected on the blackboard writing interface; after recording to the blackboard writing interface is started, if the recording operation is not detected on the blackboard writing interface in a preset time period, pausing the recording; acquiring a blackboard writing interface image which is recorded in pausing; and forming a corresponding electronic document according to the blackboard writing interface image. When the recording operation is detected, recording is started; and when no recording operation is detected, recording is paused. The image of the current blackboard writing interface is acquired when the recording is paused. When a teacher stops writing on the blackboard each time, the content on the current blackboard in real time. Recording of a student on class is not required, thereby reducing academic burden of the student, and improving studying quality on class.

Abstract: The aim of this paper is to demonstrate the degree of teaching staff’s and Students’ satisfaction with the teaching and learning experience via the Blackboard â„¢ Learning Management System (LMS), recently acquired by King Abdulaziz University (KAU) as an online solution supporting distance education programs. Teaching staff’s and students’ perceptions about the e-courses offered via the LMS were collected in four areas: 1) E-course Content, 2) LMS Ease of Use and Performance, 3) Communication Facilitation, and 4) Delivery Methods. The respondents’ observations on these topics were gathered via two short, Likert-scale questionnaires which were distributed during the Summer Semester of 2014. The researchers sought, through this preliminary investigation, to identify issues which might impact the implementation of the Blackboard LMS in the Distance Education programs in KAU. Generally, the results indicate a relatively high satisfaction rating of the LMS from both groups of users.

Abstract: The utility model discloses a multifunctional teaching assistant system which is capable of improving classroom efficiency and suitable for various teaching models. The multifunctional teaching assistant system is composed of a rail transfer circulating back projection blackboard and a multifunctional teacher desk. The rail transfer circulating back projection blackboard consists of a blackboard circulating system, a back projection system and a cleaning system. The multifunctional teacher desk is divided into eight function modules, namely the overturning desk surface bracket, the folding teaching aid exhibition stand, the movable real object projection system, the pushing model cabinet, the linkage storage box, the pop-up drawer, the lifting stool and the lifting stool containing box. The multifunctional teaching assistant system can meet the requirements of various teaching scenes such as classroom teaching, homework explanation, classroom presentations, interactive discussion and teaching aid exhibition, and therefore the classroom teaching assisting purpose can be achieved.

Abstract: Device for multimedia information teaching belongs to teaching aid technical field the utility model provides a: including the plate body, characterized by is equipped with fixed stores pylon at the plate body upside, fixes the stores pylon upside and is equipped with fixed link, is equipped with liquid crystal display above the plate body, and the liquid crystal display left and right sides is equipped with fixed blackboard, and both sides are equipped with fixed spout about the plate body, are equipped with the removal draw runner above the fixed spout, are equipped with movable blackboard above the removal draw runner, are equipped with the removal handle above the activity blackboard the utility model discloses can realize multimedia teaching, can conveniently coming personally again teaching is used, and it is nimble convenient to use, and shared space is little, need not separately to set up solitary blackboard and projecting apparatus, can realize the remote teaching and use, shows in real time etc. Has improved the convenience of teaching and interactive

Abstract: The utility model relates to an integrated filter dust-collection blackboard. The integrated filter dust-collection blackboard comprises a blackboard body, supporting side plates which are arranged at two sides of the blackboard body and provided with slide grooves, a dust-collection filter eraser two ends of which are embedded into the slide grooves and which can slide up and down along the slide groove, a motor which is arranged at one side of the dust-collection filter eraser, a rack which is arranged at one side of the blackboard body and engaged with a gear on an output shaft of the motor, a fan which is arranged at the other side of the blackboard body and communicated with a dust-collection chamber on the dust-collection filter eraser through an exhaust hose and a carrier plate which is arranged at the lower end of the blackboard body. When in use, as long as the switch of the motor and the fan is turned on, the filter dust-collection eraser can be controlled to work, and after the chalk character traces on the blackboard are cleaned, the switch is turned off, the blackboard can be used continuously.

Abstract: Control of a multi-spacecraft constellation is a topic of significant inquiry, at present. This paper presents and evaluates a command architecture for a multi-spacecraft mission. It combines swarm techniques with a decentralized / local decision making architecture (which uses a set of shared blackboards for coordination) and demonstrates the efficacy of this approach. Under this approach, the Blackboard software architecture is used to facilitate data sharing between craft as part of a resilient hierarchy and the swarm techniques are used to coordinate activity. The paper begins with an overview of prior work on the precursor command technologies and then presents five command architectures for comparison purposes. Then, it presents a qualitative analysis of these techniques, followed by a quantitative analysis which characterizes the constellation's performance across a variety of prospective scenarios including normal operations, several mission scenarios which limit communications, operations in an intentionally communications-denied environment and operations across a variety of craft failure scenarios. From performance analysis, the utility of the techniques is analyzed.

Abstract: A high-definition blackboard comprises a tablet-style computer as large as a standard classroom blackboard or dry-erase board, with Universal Service Bus (USB) ports, touch-screen capability, WiFi connectivity to the Internet, an internal disc drive which accommodates DVDs and CD-ROMs, speakers, and a webcam. A multi-purpose pen is provided which may be used as a laser pointer and a wireless mouse, and also serves as a pen for drawing or writing on the visual display of the device, in a manner similar to a conventional blackboard or dry-erase board. Due to the touch-screen capability, the user's bare hand will erase marks made with the pen. The pen may be used to access a digital keyboard which is displayed on the visual display, and may be used to access the Internet or operate conventional programs such as Microsoft® Word®. E-mails may be accessed, typed, and sent, and databases may be accessed, using the digital keyboard.

Abstract: A formative program evaluation using Stufflebeam's (2010) Context, Input, Process, Product (CIPP) model was conducted to assess the use of digital badges for tracking basic library instructional skills across academic programs at Nova Southeastern University. Based on the evaluation of pilot library modules and Blackboard Learn's badges achievement tool conducted in the fall of 2013, recommendations were made for changes to the rollout plans for 2014. This report of the findings discusses how the context, input, process, product, impact, effectiveness, sustainability, and transportability criteria used in making the recommended changes in the library instructional module identified problems in the program and permitted course corrections to the plan before the program was fully implemented.

Abstract: The utility model relates to a teaching blackboard wiping and dust removing device and belongs to the technical field of teaching equipment. According to the structure of the teaching blackboard wiping and dust removing device, a vertically-arranged longitudinal rail is fixedly connected between an upper pulley and a lower pulley, a sliding sleeve is connected with the longitudinal rail in a sliding mode, a blackboard eraser is arranged in an opening through a connecting frame, the periphery of the blackboard eraser is fixedly connected with the opening through the connecting frame, the part, where the connecting frame is located, of the opening is communicated with an inner cavity of the sliding sleeve, bristles of the blackboard eraser are in pressure contact with the face of a blackboard, a hose body of a negative pressure suction hose is connected in a caterpillar track drag chain in a penetrating mode, the tail end of the negative pressure suction hose is communicated with a lower shell, and a wiping suction branch pipe is communicated with the lower portion of the lower shell. A dust collecting hopper is arranged at a lower frame of the blackboard. According to the teaching blackboard wiping and dust removing device, the longitudinal rail is used for providing longitudinal movement, and the upper pulley and the lower pulley are used for providing transverse movement so that the blackboard eraser of the sliding sleeve can move in the upper plane of the blackboard to wipe the blackboard, operation is convenient, good traction can be achieved through the caterpillar track drag chain, and it is ensured that the blackboard dust is sucked through negative pressure.

Abstract: The invention discloses a full-automatic dust-collection blackboard erasing device with the advantage that pressure between erasers and a blackboard can be adjusted The full-automatic dust-collection blackboard erasing device comprises a blackboard, erasers, eraser driving devices, a control part and a dust collector The full-automatic dust-collection blackboard erasing device is characterized in that three erasers are arranged on the blackboard, the erasers are driven to erase the blackboard in a swing mode by the eraser driving devices, and pressure adjusting devices are installed on the tail ends of eraser driving rods of the driving devices, so that the pressure between the erasers and the blackboard can be adjusted; dust-collection holes are axially formed in the erasers, dust channels which are mutually communicated are formed in blackboard frames, the erasers and the eraser driving rods and are connected with the dust collector, and dust is collected into the dust collector installed in the middle position of the lower edge of the blackboard through dust collecting holes and dust collecting grooves in the erasers as well as hollow holes in the driving rods and the blackboard frames The full-automatic dust-collection blackboard erasing device has the advantages of reasonable structure, adjustable pressure, cleaning capability without dead angle, no pollution and time saving and labor saving in operation and is suitable for teaching

Abstract: The utility model provides an automatic blackboard eraser which can automatically erase writing on the surface of a blackboard. The automatic blackboard eraser is characterized by comprising an erasing part and a drive part. The erasing part is slidably mounted on the blackboard and can move along the length direction of the blackboard to erase the surface of the blackboard. The drive part is connected to the erasing part and used for driving the erasing part to move. The erasing part comprises a brush and a shell for supporting the brush. The brush attaches to the surface of the blackboard and extends along the height direction of the blackboard. The drive part comprises a drive motor fixed on the shell and a drive wheel, wherein the drive wheel is transversely disposed on the shaft of the drive motor, the edge of the drive wheel attaches to the blackboard, the drive motor drives the drive wheel to rotate left and right to allow the rolling friction force of the drive wheel to drive the shell to move forwardly or backwardly, and the brush is driven to move left and right on the surface of the blackboard to erase the writing on the surface of the blackboard. The automatic blackboard eraser has the advantages that the writing on the surface of the blackboard can be erased automatically, burden of teachers is relieved, and harm to teachers' health is reduced.