Nowadays, it is assumed of many applications, companies and parts of the society to be always available online. However, according to [Times, Oct, 31 2011], 73% of the world population do not use the internet and thus aren't “online” at all. The most common reasons for not being “online” are expensive personal computer equipment and high costs for data connections, especially in developing countries that comprise most of the world’s population (e.g. parts of Africa, Asia, Central and South America). However it seems that these countries are leap-frogging the “PC and landline” age and moving directly to the “mobile” age. Decreasing prices for smart phones with internet connectivity and PC-like operating systems make it more affordable for these parts of the world population to join the “always-online” community. Storing learning content in a way accessible to everyone, including mobile and smart phones, seems therefore to be beneficial. This way, learning content can be accessed by personal computers as well as by mobile and smart phones and thus be accessible for a big range of devices and users. A new trend in the Internet technologies is to go to “the cloud”. This paper discusses the changes, challenges and risks of storing learning content in the “cloud”. The experiences were gathered during the evaluation of the necessary changes in order to make our solutions and systems “cloud-ready”.
The popularity of mobile communication devices is increasing day by day among students, especially for e-learning activities. “Always-ready-to-use” feature of mobile devices is a key motivation for students to use it even in a short break for a short time. This leads to new requirements regarding learning content presentation, user interfaces, and system architecture for heterogeneous devices. To support diverse devices is not enough to establish global teaching and learning system, it is equally important to support various formats of data along with different sort of devices having different capabilities in terms of processing power, display size, supported data formats, operating system, access method of data etc. Not only the existing data formats but also upcoming data formats, such as due to research results in the area of optics and photonics, virtual reality etc should be considered. This paper discusses the importance, risk and challenges of supporting heterogeneous devices to provide heterogeneous data as a learning content to make global teaching and learning system literally come true at anytime and anywhere. We proposed and implemented a sustainable architecture to support device and data format independent learning system.
The improvements in the hardware and software of communication devices have allowed running Virtual Reality (VR) and Augmented Reality (AR) applications on those. Nowadays, it is possible to overlay synthetic information on real images, or even to play 3D on-line games on smart phones or some other mobile devices. Hence the use of 3D data for business and specially for education purposes is ubiquitous. Due to always available at hand and always ready to use properties of mobile phones, those are considered as most potential communication devices. The total numbers of mobile phone users are increasing all over the world every day and that makes mobile phones the most suitable device to reach a huge number of end clients either for education or for business purposes. There are different standards, protocols and specifications to establish the communication among different communication devices but there is no initiative taken so far to make it sure that the send data through this communication process will be understood and used by the destination device. Since all the devices are not able to deal with all kind of 3D data formats and it is also not realistic to have different version of the same data to make it compatible with the destination device, it is necessary to have a prevalent solution. The proposed architecture in this paper describes a device and purpose independent 3D data visibility any time anywhere to the right person in suitable format. There is no solution without limitation. The architecture is implemented in a prototype to make an experimental validation of the architecture which also shows the difference between theory and practice.