**1. Introduction**

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

Molnár, P. (2006). *Experience with the Implementation of Leonardo da Vinci Pilot Project* 

Molnár, P. (2008). *Experiences with Advanced Pedagogical Approaches at Slovak Universities.* In:

Némethová, I. (2007). *Web-Based Business English.* In: Proceeding of International Conference

Némethová, I. (2009). *Controversies in Teaching English for Specific Business Purposes.* In: FORLANG 2009: International Conference, Košice. ISBN 978-80-553-0325-3 Sterner, R. (2005). *REDILEM and Net-based Learning.* In.: Proceedings of the Final Conference

Education. Puerto Rico, USA. ISBN 1-58874-648-8

and Analysis, ESDA2008. Haifa, Israel. ISBN 0\_7918-3827-7

of REDILEM, Bratislava, Slovakia. ISBN 80-89085-37-7

on ProfiLingua. Plzeň, Czech Republic. ISBN 978-80-7043-610-3

*REDILEM.* In.: Proceeding of International ACEE Conference on Engineering

Proceedings of the 9th Biennial ASME Conference on Engineering Systems Design

Videos of practice problem solutions have been used extensively at Texas A&M University in College Station for a number of years. When counters have been inserted in the website where these videos reside, thousands of hits by students have been recorded. Students have given positive feedback to instructors about the videos. They particularly like the ability to pause and rewind the video, a feature not available in a live lecture. Students who are reluctant to speak up in a lecture class appreciate the opportunity to review the video over and over, pausing at points that are critical to their own understanding.

The Second Life environment has been growing over the last four years(Harris &Rea, 2009). As was shown in the background research, it is being used more for mathematics instructions in the last two or three years, with positive results. Students enjoy the virtual world and the anonymity it provides to open the door to more interaction and to decrease the anxiety about asking questions about mathematics problems. The Second Life environment is ideal for solving the problems that need to be addressed for increased participation in Science, Technology, Engineering, and Mathematics (STEM) majors by


Second Life seems to be the most appropriate environment in which to develop the maximum success.

Moreover, mathematics anxiety can be extreme; often caused by having a negative attitude due to a previous bad experience. Studies show that one-half of all students in a developmental mathematics class suffer forms of this type of anxiety. The good news is that a student can manage this behavior but they must learn to manage both the stress as well as improve the basic mathematic skills.

The goal of this project is to increase interest and enjoyment in mathematics to entice more students to excel in mathematics. In particular, success in college calculus is very important to the goal of engineering majors in Qatar. As the background research indicates, there is a dire need for strategies to increase success in college calculus in order to reach the goal of a highly skilled technological workforce with knowledge in science, engineering, and the underlying mathematics necessary for these fields as well as to prepare the undergraduate engineering students to work on meaningful, real-world problems in the short time while they are studying at college and to contribute to research after they graduate without spending valuable time learning on the job.

Digital Faces on the Cloud 47

Therefore, given a set of observations (**x**1, **x**2, …, **x***n*), where each observation is a *d*dimensional real vector, the *k***-means** clustering aims to partition the *n* observations into *k*

*j i*

*i xS*

2

*j i*

*x* 

sets (*k* < *n*) **S** = {*S*1, *S*2, …, *Sk*} so as to minimize the within- cluster sum of squares:

S 1 arg min

where *μi* is the mean of points in *Si*. and the Euclidean distance equation is:

Where:

**2. Background** 

*k*

11 22 22 2 ( , ) (I I I I I I ) *p p ij ij ij di j x x x x x x*

(, ) (, ) ( , )

*di j dik dk j*

 This chapter sections are organized as follows: section 3 will contain the Review of literature and 3.1 Mathematics Achievement Using Interactive Games; 3.2 Second Life Environment; 3.3 Cultural difference in coeducational school. The rest of the chapter sections are organized as follows: 4. Proposed Research; 5. Engineering Calculus Successes at TAMU Qatar, 6. The Approach, 6.1 Step1, describes the model applied and developed to new data based on distances using the Euclidean distance, 6.2 Step 2 describes the results of the cluster analysis modules developed for Second Life, 6.3 Sep3 talks about the typical uses of cloud and its activities, 7. Grid Computing, is the large-scale cluster computing to be used for public collaboration which is known as peer-to-peer computing which is computers acting together to perform very large tasks, 8. Grid and Cloud Computing is the Grid and Cloud Computing concentrates on high performance computing, Web services and grid services, 9. Results and Summary contains the output of the project which showed that the students are learning a great deal from the rewards and they finished the tasks within 52% less time which is about half time, 10. Conclusions explains that the global social networks are changing and transforming, the old ways of education which is a challenge to some of us. This study has already demonstrated some benefits to students using collaboration tools, video, and mobile technology to minimize the Math anxiety in the classroom, 11. Future Work expects that this may include remote mentoring between multicultural teams and systems monitoring as well as writing an iPhone application, and section 12. Benefits and Concerns

(, ) 0 (,) 0 (, ) (, )

 

*di j di j*

discuses Second Life and the applications that can be developed and deployed in a 3D.

Texas A&M University at Qatar (TAMUQ) is a branch campus of the main campus in College Station. Students at Qatar get their degree from the main campus and are allowed to spend time taking classes in either campus. Most faculty members in Qatar have been relocated from the main campus to teach the same classes they teach at the main campus.

*di j dii*

Data mining tools predict future trends and behaviors, allowing researchers and organizations to make proactive decisions. Data mining predicts the hidden information in the database unlike typical statistics. Therefore the clustering algorithm that will be used in this project should detect characteristics of students studying mathematics. Moreover the cluster analysis can be generalized to other grouping and would be capable of detecting other similarities as well [Jones, & Gupta, 2006; Jones, 2009). Flow chart and stages as seen below in figure 1.

Fig. 1. Flow chart of stages of project

#### **Clustering Techniques**

Clustering is a division of data into groups of similar objects. Each group consists of objects that are similar between themselves and dissimilar to other groups. Most commonly techniques are the following:

**Data clustering:** is the process of dividing data elements into classes or clusters so that items in the same class are as similar as possible, and items in different classes are as dissimilar as possible,

**Hard clustering:** where data is divided into distinct clusters, where each data element belongs to exactly one cluster, and

**Fuzzy clustering:** where data elements can belong to more than one cluster, and associated with each element is a set of membership levels. These indicate the strength of the association between that data element and a particular cluster.

In this project we will be using the clustering technique (K-Means) where the main idea is to place each point/ student in the cluster whose current centroid it is nearest. It works with numeric data only as follows:


Data mining tools predict future trends and behaviors, allowing researchers and organizations to make proactive decisions. Data mining predicts the hidden information in the database unlike typical statistics. Therefore the clustering algorithm that will be used in this project should detect characteristics of students studying mathematics. Moreover the cluster analysis can be generalized to other grouping and would be capable of detecting other similarities as well [Jones, & Gupta, 2006; Jones, 2009). Flow chart and stages as seen

Clustering is a division of data into groups of similar objects. Each group consists of objects that are similar between themselves and dissimilar to other groups. Most commonly

**Data clustering:** is the process of dividing data elements into classes or clusters so that items in the same class are as similar as possible, and items in different classes are as dissimilar as

**Hard clustering:** where data is divided into distinct clusters, where each data element

**Fuzzy clustering:** where data elements can belong to more than one cluster, and associated with each element is a set of membership levels. These indicate the strength of the

In this project we will be using the clustering technique (K-Means) where the main idea is to place each point/ student in the cluster whose current centroid it is nearest. It works with

below in figure 1.

Fig. 1. Flow chart of stages of project

**Clustering Techniques** 

possible,

techniques are the following:

belongs to exactly one cluster, and

numeric data only as follows:

4. Repeat the steps until convergence.

association between that data element and a particular cluster.

3. Move each cluster center to the mean of its assigned items

2. Assign every item to its nearest cluster center (using Euclidean distance)

1. Pick a number "k" of cluster centers (randomly).

Therefore, given a set of observations (**x**1, **x**2, …, **x***n*), where each observation is a *d*dimensional real vector, the *k***-means** clustering aims to partition the *n* observations into *k* sets (*k* < *n*) **S** = {*S*1, *S*2, …, *Sk*} so as to minimize the within- cluster sum of squares:

$$\underset{\mathbf{S}}{\arg\min} \sum\_{i=1}^{k} \sum\_{x\_{/} \in S\_{i}} \left\| x\_{j} - \mu\_{i} \right\|^{2}$$

where *μi* is the mean of points in *Si*. and the Euclidean distance equation is:

$$d(i,j) = \sqrt{(\mathbf{I}\mathbf{x}\_{i\_1} - \mathbf{x}\_{j\_1}\mathbf{I}^2 + \mathbf{I}\mathbf{x}\_{i\_2} - \mathbf{x}\_{j\_2}\mathbf{I}^2 \cdots + \mathbf{I}\mathbf{x}\_{i\_p} - \mathbf{x}\_{j\_p}\mathbf{I}^2)}$$

Where:

$$\begin{aligned} d(i,j) &\geq 0\\ d(i,i) &= 0\\ d(i,j) &= d(i,j)\\ d(i,j) &\leq d(i,k) + d(k,j) \end{aligned}$$

This chapter sections are organized as follows: section 3 will contain the Review of literature and 3.1 Mathematics Achievement Using Interactive Games; 3.2 Second Life Environment; 3.3 Cultural difference in coeducational school. The rest of the chapter sections are organized as follows: 4. Proposed Research; 5. Engineering Calculus Successes at TAMU Qatar, 6. The Approach, 6.1 Step1, describes the model applied and developed to new data based on distances using the Euclidean distance, 6.2 Step 2 describes the results of the cluster analysis modules developed for Second Life, 6.3 Sep3 talks about the typical uses of cloud and its activities, 7. Grid Computing, is the large-scale cluster computing to be used for public collaboration which is known as peer-to-peer computing which is computers acting together to perform very large tasks, 8. Grid and Cloud Computing is the Grid and Cloud Computing concentrates on high performance computing, Web services and grid services, 9. Results and Summary contains the output of the project which showed that the students are learning a great deal from the rewards and they finished the tasks within 52% less time which is about half time, 10. Conclusions explains that the global social networks are changing and transforming, the old ways of education which is a challenge to some of us. This study has already demonstrated some benefits to students using collaboration tools, video, and mobile technology to minimize the Math anxiety in the classroom, 11. Future Work expects that this may include remote mentoring between multicultural teams and systems monitoring as well as writing an iPhone application, and section 12. Benefits and Concerns discuses Second Life and the applications that can be developed and deployed in a 3D.

#### **2. Background**

Texas A&M University at Qatar (TAMUQ) is a branch campus of the main campus in College Station. Students at Qatar get their degree from the main campus and are allowed to spend time taking classes in either campus. Most faculty members in Qatar have been relocated from the main campus to teach the same classes they teach at the main campus.

Digital Faces on the Cloud 49

3. problem based learning. Three classrooms, each using one of these nontraditional

Students who needed to improve skills for success in calculus were randomly assigned to one of the four sections. Student test scores on four common exams revealed that students in the problem based learning class performed better than students in the other three classes, one that used a traditional approach, and two that used other nontraditional approaches

A discussion-based seminar format was deemed a successful strategy for teaching various levels of college mathematics. Students were required to read textbook materials, work relatively simple exercises, and submit a short reaction piece to the professor before attending class so that they were prepared for the discussion. More difficult homework exercises were completed after the class meeting. The professor believes the primary benefits of the seminar type instruction in his classes of size twenty or less were that students become more independent and more successful life-long learners of mathematics

The Rochester Institute of Technology implemented a process by which a calculus project was designed and piloted, resulting in increased calculus success rates. A placement exam was used to place students who were considered at risk for failing calculus into a course that integrated Precalculus review as needed throughout the calculus (Maggelakis, & Lutzer,

The Emerging Scholars Program developed by the University of Texas Austin was used to add workshops of class size about 25 with collaborative learning to all calculus classes, in addition to the regular four lecture hours. The change was expensive but resulted in a 16.3% increase in student success in Calculus I. California State University Los Angeles also added workshops to several calculus courses, and found that it increased success rates. Students have asked that the workshops be added to some other courses. The university planned to implement the model in Precalculus and remedial math courses (Subramanian, Cates, &

Similar results were reported in the McNeill Program at the University of Colorado at Boulder with at risk students in college mathematics courses involving workshops and

Using technology in the mathematics classroom supports different teaching and learning strategies and objectives (Ozel, Yetkiner, & Capraro, 2008). The use of games fosters mathematical learning and encourages students' mathematical processes (Su, Marinas, & Furner, 2010). In particular, students typically apply mathematical skills and processes such as reasoning, deduction, and pattern-finding when playing computer games. A study showed that students also tended to stay on task longer when playing games requiring computations and problem solving (Hui, 2009). Role-playing games provide a motivating

Fewer studies have been done on mathematics games at the secondary or college level. However, one such study asserted that results of mathematics computer games showed a statistically significant improvement in mathematics achievement on students in an urban

A study on reviewing calculus skills, finding derivatives and evaluating integrals, showed that using an interactive game was successful (Forman, & Forman, 2008). In general,

strategy for students to practice skills already learned (Ahmad, Shafie, Latif, 2010).

approaches were compared to a traditional classroom.

(Olson, Knott, & Currie, 2009).

(King, 2001).

Gutarts, 2009).

collaborative learning (Mendez, 2006).

high school (Kebritchi, Hirumi, & Bai, 2010).

**3.1 Mathematics achievement using interactive games** 

2007).

Since the fall of 2003, Texas A&M University at Qatar has offered Bachelor of Science degrees in chemical, electrical, mechanical and petroleum engineering. In addition to engineering courses, Texas A&M University at Qatar provides instruction in science, mathematics, liberal arts and the humanities. The curriculum offered at Texas A&M at Qatar are identical to the ones offered at the main campus in College Station, Texas. Courses are taught in English and in a coeducational setting. The goal of TAMUQ is: to strengthen the University's presence nationally and internationally through teaching and learning and develop student participation and leadership in relevant technical fields.
