Vision of the tele-TASK Project

In the center of the research work of Prof. Dr. Christoph Meinel and his team in the field of Knowledge Engineering and Web University is the tele-TASK project (tele-Teaching Anywhere Solution Kit). It was started more than 15 years ago when we began to research how Internet and web technologies can be used for supporting teaching (> tele-teaching) and learning (> e-learning). Our vision was to design an easy to use mobile system for recording and broadcasting university lectures and presentations over the Internet in order to develop and test on the one hand new tele-teaching and e-learning concepts and on the other hand to innovative portal and navigation techniques.

Demonstration des tele-TASK Systems

Our Research Directions

Over the years tele-TASK turned out to be a very fruitful project which helped us, on one side, to gain valuable experiences and a deeper understanding of e-learning and tele-teaching. On the other side, it inspires us to try our upcoming techniques in the are of Web3.0 - semantic, social, service Web -, and to make them accessible for Web-university (details). 

Some Links to the tele-TASK Portal

Here are some links to the tele-TASK portal which provides meanwhile more than 5.000 recorded telelectures: 

Buy, lease or rent tele-TASK

If you like to record and transmit your presentations over the Internet online and offline you can work with our tele-TASK recording system. Simply buy or rent tele-TASK ... 

The tele-TASK Team

  • Prof. Dr. Christoph Meinel (Head)
  • Dipl-Inf. Matthias Bauer
  • Dipl-Ing. Haojin Yang
  • Franka Grünewald, MSc.
  • Dipl.-Inf. Frank Priester (Technical Support)
  • Former Members: Volker Schillings, Tongbo Chen, Mingchao Ma, Mathias Kutzner, Bert Baumann, Long Wang, Andreas Groß, Maria Siebert, ...

tele-TASK Symposia

Scientific Publication about tele-TASK

Embedded Smart Home - Remote Lab Grading in a MOOC with over 6000 Participants

Martin Malchow, Jan Renz, Matthias Bauer, Christoph Meinel
In 2017 Annual IEEE Systems Conference (SysCon), 4 2017 IEEE. accepted

Abstract:

The popularity of MOOCs has increased considerably in the last years. A typical MOOC course consists of video content, self tests after a video and homework, which is normally in multiple choice format. After solving this homeworks for every week of a MOOC, the final exam certificate can be issued when the student has reached a sufficient score. There are also some attempts to include practical tasks, such as programming, in MOOCs for grading. Nevertheless, until now there is no known possibility to teach embedded system programming in a MOOC course where the programming can be done in a remote lab and where grading of the tasks is additionally possible. This embedded programming includes communication over GPIO pins to control LEDs and measure sensor values. We started a MOOC course called ``Embedded Smart Home'' as a pilot to prove the concept to teach real hardware programming in a MOOC environment under real life MOOC conditions with over 6000 students. Furthermore, also students with real hardware have the possibility to program on their own real hardware and grade their results in the MOOC course. Finally, we evaluate our approach and analyze the student acceptance of this approach to offer a course on embedded programming. We also analyze the hardware usage and working time of students solving tasks to find out if real hardware programming is an advantage and motivating achievement to support students learning success.

Keywords:

Teleteaching, Tele-Lecturing, Distance Learning, E-Learning, Self-Paced Learning, Video Lecture, Video Playlist, Lecture Video Archive

BibTeX file

@inproceedings{Martin2017a,
author = { Martin Malchow, Jan Renz, Matthias Bauer, Christoph Meinel },
title = { Embedded Smart Home - Remote Lab Grading in a MOOC with over 6000 Participants },
year = { 2017 },
month = { 4 },
abstract = { The popularity of MOOCs has increased considerably in the last years. A typical MOOC course consists of video content, self tests after a video and homework, which is normally in multiple choice format. After solving this homeworks for every week of a MOOC, the final exam certificate can be issued when the student has reached a sufficient score. There are also some attempts to include practical tasks, such as programming, in MOOCs for grading. Nevertheless, until now there is no known possibility to teach embedded system programming in a MOOC course where the programming can be done in a remote lab and where grading of the tasks is additionally possible. This embedded programming includes communication over GPIO pins to control LEDs and measure sensor values. We started a MOOC course called ``Embedded Smart Home'' as a pilot to prove the concept to teach real hardware programming in a MOOC environment under real life MOOC conditions with over 6000 students. Furthermore, also students with real hardware have the possibility to program on their own real hardware and grade their results in the MOOC course. Finally, we evaluate our approach and analyze the student acceptance of this approach to offer a course on embedded programming. We also analyze the hardware usage and working time of students solving tasks to find out if real hardware programming is an advantage and motivating achievement to support students learning success. },
keywords = { Teleteaching, Tele-Lecturing, Distance Learning, E-Learning, Self-Paced Learning, Video Lecture, Video Playlist, Lecture Video Archive },
publisher = { IEEE },
booktitle = { 2017 Annual IEEE Systems Conference (SysCon) },
priority = { 0 }
}

Copyright Notice

last change: Wed, 21 Dec 2016 11:17:21 +0100

Other Links

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... to our Publications
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... and to our Annual Reports.