**14. References**


committed to add social network activities to their courses and in the classroom after

Cloud computing is web-based computing where our information is no longer stored on our computer but rather on a larger server that we can access with a mobile device. Scalability and flexibility are some of the benefits of cloud computing where we can get 10 computers today and 1000 computers tomorrow. We rent them on the cloud instead of buying them. Therefore, by integrating our new cloud-based applications with our internal systems, we have benefited our IT team as well as our users. Cloud computing has freed us to change the rules in a way that gives IT as much free time. However, some of the concerns are the privacy and security by having our data on a cloud server and not stored on our own

Second Life provides a platform where collaborative applications can be developed and deployed. The advantage of creating an application in a 3D social environment such as Second Life is that it's automatically presence-enabled. You can see who is using it and interact with them at the same time. It supports text chat, voice functions, and avatar customization. Yet there are more reasons to use virtual spaces because students learn more about social aspects, technologies used, architecture, subject matter, and education games

It is a pleasure to thank those who made this project possible. In particular I would like to thank Mr. Brian J. Weekes who gave me the moral support I required and helped me with the research suggestions. I also would like to thank Ms. Sandra Nite and the students at

Ahmad, W. F., Shafie, A. B., Latif, M. H. (2010). Role-playing game-based learning in mathematics. *The Electronic Journal of Mathematics and Technology, 4*(2), 185-196. Bressoud, D. (2010). The rocky transition from high-school calculus. *Chronicle of Higher* 

Bourke, P. (2009). Evaluating Second Life for the collaborative exploration of 3D fractals.

Cheong, D. (2010). The effects of practice teaching session in Second Life on the change in pre-service teachers' teaching efficacy. *Computers & Education, 55*, 868-880. Forman, S. & Forman, S. (2008). Mathingo: Reviewing calculus with Bingo games. *PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies*, *18*(3), 304-308. Harris, A, Rea A. (2009). Web 2.0 and Virtual World Technologies: A Growing Impact on IS

Hui, C. S. (2009). Learning mathematics through computer games. In *Proceedings of 14th*

*Annual Asian Technology Conference in Mathematics, China*, Retrieved from http://atcm.mathandtech.org/EP2009/pages/regular.html on December 4, 2010. Jones, S. L. (2009). Avatar-based learning in Second Life. *China-USA Business Review, 8*(10),

Education. *Journal of Information Systems Education,* Vol. 20(2).

machine and of course that required the use of the internet too.

Texas A&M University for participating in the project.

*Education, 56*(19), A80.

*Computer & Graphics, 33*, 113-117.

learning about this successful study.

**12. Benefits and concerns** 

**13. Acknowledgment** 

**14. References** 

58-64.


**Part 2** 

**E-Learning Tools** 


**Part 2** 

**E-Learning Tools** 

62 E-Learning – Organizational Infrastructure and Tools for Specific Areas

Subramanian, P. I., Cates, M., & Gutarts, B. (2009). Improving calculus success rates at

Su, H. F., Marinas, C., & Furner, J. M. (2010). Connecting the numbers in the primary grades using an interactive tool. *Australian Primary Mathematics Classroom, 15*(1), 25-28. Yushau, B., & Omar, M. H. (2007). Preparatory year program courses as predictors of first calculus course grade. *Mathematics and Computer Education, 41*(2), 92-108.

259-269.

California State University Los Angeles. *Mathematics and Computer Education, 43*(3),

**5** 

Rapelang Marumo

*Botswana* 

**Lego Based Computer Communication** 

*Department of Mechanical Engineering, University of Botswana, Gaborone,* 

First launched in 1998, LEGO® MINDSTORMS® for Schools (LMfS) and ROBOLAB™, each year have helped countless students grasp science, technology, engineering, and mathematics concepts with hands-on, naturally motivating building sets, programming software, and curriculum relevant activity materials. Hands-on experiences are vital to stimulate the interest of students. One of the key challenges of undergraduate engineering education is providing students with this experience that includes solid theoretical underpinnings and a clear connection to industrial practice. Nowhere is it truer than in engineering, process control, mechatronics and robotics. Just about a decade ago, LEGO introduced a new line of kits called MindStorms that focused on robotics. LEGO MindStorm education is the next generation in educational robotics, enabling students to discover science, technology, engineering and mathematics in a fun, encouraging hands – on way. At the heart of these kits is the microcomputer called the RCX brick. It is a completely programmable LEGO brick with three power outputs and three sensor inputs. Students want to know what awaits them when have completed their mathematics, computer studies and science courses. By combining the power of the LEGO building system with the LEGO MindStorm education technology, teams of students can design, build, program and test robots. Showing students interesting future possibilities will help motivate them and encourage them to continue, where many students might otherwise drop or change fields. LEGO MindStorm is the ideal equipment to do the trick. This unit accomplishes three goals; it creates interest in robotics, engineering and science and it also encourages creativity and team work among students. Working together on guided and open ended engineering projects, the team members develop creativity and problem solving skills along with other important mathematics and science knowledge. Students also become more skilled in communication, organization and research, which help prepare them for future success in higher levels of schooling and in the work place. Although the MindStorms kit is a wonderful way to teach students about robotics, it is limited to a dry environment, such as class room floor. For the past decade, the MindStorms have been used in computer science resources to teach concepts from object-oriented programming (Barnes D., 2002) to artificial intelligence (Klassner F., 2002). They have been used to introduce students to the exciting world of computers (Weisheit F., 2004). The LEGO robots are often said to increase the interest of students in computing courses and they make class work more fun and exciting.

**1. Introduction** 

**for Business and Learning** 
