In autumn 2001 nine universities started a project with the aim to develop an interuniversity postgraduate program in Construction IT. The program will be offered to students on most of the partner universities, and on some of them it should start already in the academic year 2003/2004. The students will attend the subjects in different ways: face to face at home universities, face to face at p...

Outdoor learning provides an opportunity for direct learning experiences which can enrich the school curriculum in different subject areas, such as natural sciences, architecture visual arts and industrial/civil engineering. This experiencebased instruction can be effectively enhanced by computerbased learning environments by providing each student with a mobile device fully connected to the In...

Much traditional user interface evaluation is conducted in usability laboratories, where a small number of selected users is directly observed by trained evaluators. However, as the network itself and the remote work setting have become intrinsic parts of usage patterns, evaluators often have limited access to representative users for usability evaluation in the laboratory and the users’ work c...

Flexible user interfaces that can be customized to meet the needs of the task at hand are particularly important for telecollaboration. This paper presents the design and implementation of a user interface for DISCIPLE, a platform-independent telecollaboration framework. DISCIPLE supports sharing of Java components that are imported into the shared workspace at run-time, and can be interconnect...

Managing large projects in a cooperative fashion with geographically distributed partners is a complex process. Support tools are required for information sharing and they must permit synchronized, collaborative actions. Actions are triggered by timed events, by automated assessment and control modules, by traditional joint reviews of visualizations of the project state, or other means. They re...

The bulk of our understanding of teams is based on traditional teams in which all members are collocated and communicate face to face. However, geographically distributed teams, whose members are not collocated and must often communicate via technology, are growing in prevalence. Studies from the field are beginning to suggest that geographically distributed teams operate differently and experi...

Distributed learning presents universities and colleges with the ability to expand their reach into new markets and stay competitive and relevant in this dynamic information-based global economy. Through the effective use of distributed learning tools, location and cost are no longer barriers to earning a degree and enable universities and colleges to reach working adults and international stud...

In this chapter we discuss possibilities and shortcomings of internet usage for distributed Problem-Based Learning. Several problems with the use of computer-mediated communication for collaborative learning online are identified. In our approaches we use data that is automatically tracked during computer-mediated communication and extract relevant information for feedback purposes. Partly auto...