First Resource: Authorpoint

Authorpoint (Authorpoint. n.d.online) is a tool that allows sharing PowerPoint presentation to others without emailing it to the recipients (Authorpoint n.d. online).  The produced presentation is saved on a cloud and can be viewed online and offline. A link is used to access this tool and therefore it does not need to be sent as an attachment. One of the advantages of sharing PowerPoint presentations in this particular way is that some PowerPoint files can be very large. Specifically, some images and pictures can take a lot of space. It takes time to download these files and sometimes they may not open. An alternative solution to uploading a large file within an email is to use Authorpoint. The recipients can locate the document from the shared platform and the link can be shared with many people. Additionally, the files can be converted into a video format which allows the presentation to be seen on the internet or via a podcast.

authorpoint

Nevertheless, the recipient cannot carry out any changes. This means that only the person who has created it has access to make any changes. It is not possible for anybody to perform any corrections to the shared PowerPoint presentation. Therefore, changes and corrections cannot be carried out in a collaborative way. The workload, with regards to any changes needed, will be solely on the producer. Another disadvantage is that once a slide with a lot of information is completed, then that slide cannot be changed. However, if the slide does not take too much space, then it can be changed. This means that some features are not standard and can cause some inconvenience at times.

In an educational scenario, a lecture can be delivered online by the facilitator with the aid of this authoring tool (Jalan 2016, p.231). Those who have the link will use this shared PowerPoint presentation and this can be applied globally.  The control of the resource will be in the hands of the producer.  Therefore, the resource will be free from the risk of unwanted modification. However, this also means the online recipients cannot add any notes on this resource as they can do on PowerPoint slides.

This type of tool is referred to as an innovative technology software solution (Narahari 2015, p.140). This means that the software is used as a service (SAAS) and the applications are secured in a different place. The advantage of SAAS is that it saves money. It allows easy collaboration and integration with other participants and is easily accessible. However, the downside of SAAS is that it can have outages for various reasons (Ghergulescu 2016, p.86). There can also be compliance issues as the users have to comply with the rules of the government they are governed by. Furthermore, there can be a data safety concern as some SAAS do breach data legislation. Finally, the performance of this resource is based on the internet connection and IT devices. This can be a barrier for some users.

Another significant aspect is that this program is related to computer science (Khan and Singh 2015, p225). The study of computer science means to model computation and to develop a computer system. Computation refers to the creation of algorithms which computers can follow to give desired outcomes. Using a SAAS in terms of computer science refers to the use of a computer system and the following of a model that cannot be systematically changed. This is conducive because computation allows following patterns at a rate that is not achievable by the human brain. Following these patterns can help solve difficult problems. For example, through SAAS, multiple issues can be solved within an online educational environment, such as connecting students with a facilitator, providing educational resources and giving access to these resources. Facilitators and students just have to follow the patterns that are available for them through this service. Similarly, such an SAAS offers a solution for complex problems with sharing work as it allows resources to be shared with all users and for them to work on the resource at their own pace. For sure, this is beyond the capacity of a single human teacher.

It can be argued that using SAAS is a replicated model of the traditional vision of learning. The users have to get used to an unconditioned stimulus via experience (Nestor 2010, p76). This basically means that the SAAS tool has an effect that the users are inexperienced or unconditioned with and that they need to practice and repeat the process in order to achieve fluidity in using the service. This approach of progression can be expressed using the cognitive epistemological ontology. The cognitive approach suggests that the function of the brain is to put concepts and ideas together (O’Reilly, 2016, p.126). It takes ideas from one context and places them in another, via a process called synthesis. Through experiencing new techniques, practising previously learnt skills and using the resource in different environments, facilitators will be able to improve their skills in effectively utilising the software. Therefore, all users, including facilitators, students and parents, can become active learners and developers whilst using this software.

Reference list

Ghergulescu, I. (2016) ToTCompute: A Novel EEG-Based TimeOnTask Threshold Computation Mechanism for Engagement Modelling and MonitoringInternational.’ Journal of Artificial Intelligence in Education, v26 n3 p821-854

Jalan, S. (2016) ‘Students’ Thinking Process in Solving Combination Problems Considered from Assimilation and Accommodation Framework’. Educational Research and Reviews, v11 n16 p

Khan, F. and  Singh, K (2015) ‘ Curricular Improvements through Computation and Experiment Based Learning Modules.’ Advances in Engineering Education, v4 n4

Narahari, N. (2015) ‘THEORY AND FEATURES OF SAAS (SOFTWARE AS A SERVICE) FOR CLOUD COMPUTING’, International Research Journal of Engineering and Technology (IRJET) e-ISSN: 2395-0056 Volume: 02 Issue: p 125-210

Nestor, M (2010) Mechanisms in Classical Conditioning: computation approach. Edinburgh: Cambridge University

O’Reilly, A.(2016)‘Developing Technology Needs Assessments for Education  Programs: An Analysis of Eight Key Indicators.’ International Journal of Education, v12 n1 p129-143 2. (EJ1099589)

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