21-09-2012, 04:21 PM
RICH INTERNET APPLICATIONS IN EDUCATION
RICH INTERNET.pdf (Size: 93.27 KB / Downloads: 20)
Abstract
Different technologies that enable Rich Internet Applications will be given and compared. In the last
part of the paper the possibility of simulation of natural phenomena, mostly in physics is demonstrated.
As a practical example the already known xyZET authoring tool which enables creation and simulation
of physical experiments will be considered. The current java version of this program was converted to
ActionScript 3 and the results of such conversion will be analyzed and explained.
Introduction
The concept of Rich Internet Applications (RIA) is known for several years but the
technologies that represent the basis of RIA are still in violent development. Rich Internet
Applications are WEB applications which have some positive features of popular desktop
applications but we usually access to them through WEB browser with appropriate plug-ins
or through sandboxes and virtual machines.
RIA are usually (but not necessarily) running on user's computer (client computer) and this
decreases the load of a server. At the same time the user interfaces gain better
responsiveness.
One of the major benefits of RIA is platform independent delivery of contents. Some Rich
Internet Applications are running inside a WEB browser and this permits the access to them
from anywhere. They are frequently HTML and JavaScript based and such technology is
known as Ajax.
On the other side desktop Rich Internet Applications decrease the gap between classical
desktop applications and WEB technologies and in such a way offer more functionality.
There are different approaches how to implement RIA in educational processes. Some
concepts are already well known to young people from the everyday experience and WEB
entertainment: Facebook, YouTube and MySpace. RIA technologies augment the flexibility
of learners and improve their workflow in the classroom and outside it. In the classroom the
learning techniques could be improved. One example could be represented by collaboration
games which diminish the gap between the abstract and real world. The learners can get a
better control on data by using intuitive interfaces. In such a way they get a better “feeling of
ownership” on what are they doing.
Used technologies
Development of Rich Internet Applications is mostly achieved with Ajax, Flex and Microsoft
Silverlight. The development effort is similar in all these cases.
Flex is based on popular Adobe Flash player which is in usually already installed on most
computers. The applications are programmed in ActionScript 3 and with development tools
like Flex Builder and Flash Develop.
Silverlight is a Microsoft technology independent from a particular browser. The compatibility
with .NET enables an easy development and usage. In analogy to Flex also SilverLight runs
on a browser’s plug-in. This avoids compatibility problems however its popularity is currently
smaller. Silverlight contents can be created with known and popular development tools, first
of all with Visual Studio.NET. A very interesting development tools is Microsoft Expression.
The same project can include the code for server’s components and for corresponding
players.
When comparing Flash and Silverlight we can conclude that Silverlight is more oriented in
developers of applications and that Flash has origins to support animations. Open source
Flex could be the step into the right direction.
Examples of RIA technologies in education
Rich Internet Applications can support educational processes in various ways.
WEB based education and collaboration is more and more prevailing. An example of
collaborative technology is Office Live Workspace. It represents an environment which
merges WEB and desktop and enables collaboration between teachers and learners.
Learning Laboratory in Wharton School developed several classroom simulations, in fact
collaborative games based on Flex technology. One such simulation entitled “Tragedy of
Tuna” (Orts 2009) is a typical example of “tragedy of common resources”. Such common
resources (for example air, water...) could be exploited by everybody and nobody is
responsible for their conservation. As people are not responsible for comfort of future
generations this leads to tragedy. The mentioned example of Tuna Tragedy puts students in
such position: every group of students represents a particular country with its tuna fishing
fleet. They should balance their decisions that impact commonly shared resource.
We could raise the question how RIA could be used in particular subjects. Such good
examples are still missing. Flex and Silverlight offer an environment which could use 2D –
and 3D graphics for better visualization. This could be particular useful for various
simulations of natural phenomena. Figure 1 shows a simulation for Brownian motion,
developed with Silverlight.
Conclusions
Rich internet applications offer better audio-visual capabilities and a more effective
collaboration in the classroom and outside it. In distance learning a better collaboration and
contacts between the teacher and learners are facilitated. The teachers could submit the
educational materials in digital libraries in real time. The learners could collaborate in team
projects and in different environments: using personal notebooks, in computer equipped
classrooms, using computers of their friends etc. The conception to share our stuff on
servers gives to our work and mobility new aspect. In a limited sense even our mobile
phones could be used. As mobile devices become better and better new challenges will be
in front of us. In the future we can expect mobile reach internet applications. And this will
extend the concept of classroom from the school into a pervasive environment. The
experimental conversion of traditional Java applets into ActionScript3 (as one of RIA
competitors) demonstrated the feasibility of such re-engineering of old Java based
simulations and the problems when different technologies are mixed.