A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

People increasingly use videos on the Web as a source for learning. To support this way of learning, researchers and developers are continuously developing tools, proposing guidelines, analyzing data, and conducting experiments. However, it is still not clear what characteristics a video should have to be an effective learning medium. In this paper, we present a comprehensive review of 257 articles on video-based learning for the period from 2016 to 2021. One of the aims of the review is to identify the video characteristics that have been explored by previous work. Based on our analysis, we suggest a taxonomy which organizes the video characteristics and contextual aspects into eight categories: (1) audio features, (2) visual features, (3) textual features, (4) instructor behavior, (5) learners activities, (6) interactive features (quizzes, etc.), (7) production style, and (8) instructional design. Also, we identify four representative research directions: (1) proposals of tools to support video-based learning, (2) studies with controlled experiments, (3) data analysis studies, and (4) proposals of design guidelines for learning videos. We find that the most explored characteristics are textual features followed by visual features, learner activities, and interactive features. Text of transcripts, video frames, and images (figures and illustrations) are most frequently used by tools that support learning through videos. The learner activity is heavily explored through log files in data analysis studies, and interactive features have been frequently scrutinized in controlled experiments. We complement our review by contrasting research findings that investigate the impact of video characteristics on the learning effectiveness, report on tasks and technologies used to develop tools that support learning, and summarize trends of design guidelines to produce learning video

A systematic literature review on the quality of moocs

This paper presents the findings from a systematic literature review on the quality of massive open online courses (MOOCs). The main research question was “How can the quality criteria for MOOCs identified in the analysed studies from the systematic literature review be best organ-ised in a categorisation scheme?” The systematic literature review was conducted using the PRISMA procedures. After conducting the screening and eligibility analysis according the pre-defined crite-ria, 103 studies were finally selected. The analysis was done in iterative cycles for continuous im-provements of the assignments and clustering of the quality criteria. The final version was validated in consensus through the categorisation and assignment of all 103 studies in a consistent way to four dimensions (pedagogical, organisational, technological, and social) and their sub-categories. This quality framework can be re-used in future MOOC research and the discussion of the analysed studies provides a current literature overview on the quality of MOOCs

Educational Technology and Related Education Conferences for June to December 2015

The 33rd edition of the conference list covers selected events that primarily focus on the use of technology in educational settings and on teaching, learning, and educational administration. Only listings until December 2015 are complete as dates, locations, or Internet addresses (URLs) were not available for a number of events held from January 2016 onward. In order to protect the privacy of individuals, only URLs are used in the listing as this enables readers of the list to obtain event information without submitting their e-mail addresses to anyone. A significant challenge during the assembly of this list is incomplete or conflicting information on websites and the lack of a link between conference websites from one year to the next

Teacher perceptions of training and pedagogical value of cross-reality and sensor data from smart buildings

This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed

The OpenModelica integrated environment for modeling, simulation, and model-based development

OpenModelica is a unique large-scale integrated open-source Modelica- and FMI-based modeling, simulation, optimization, model-based analysis and development environment. Moreover, the OpenModelica environment provides a number of facilities such as debugging; optimization; visualization and 3D animation; web-based model editing and simulation; scripting from Modelica, Python, Julia, and Matlab; efficient simulation and co-simulation of FMI-based models; compilation for embedded systems; Modelica- UML integration; requirement verification; and generation of parallel code for multi-core architectures. The environment is based on the equation-based object-oriented Modelica language and currently uses the MetaModelica extended version of Modelica for its model compiler implementation. This overview paper gives an up-to-date description of the capabilities of the system, short overviews of used open source symbolic and numeric algorithms with pointers to published literature, tool integration aspects, some lessons learned, and the main vision behind its development.Fil: Fritzson, Peter. Linköping University; SueciaFil: Pop, Adrian. Linköping University; SueciaFil: Abdelhak, Karim. Fachhochschule Bielefeld; AlemaniaFil: Asghar, Adeel. Linköping University; SueciaFil: Bachmann, Bernhard. Fachhochschule Bielefeld; AlemaniaFil: Braun, Willi. Fachhochschule Bielefeld; AlemaniaFil: Bouskela, Daniel. Electricité de France; FranciaFil: Braun, Robert. Linköping University; SueciaFil: Buffoni, Lena. Linköping University; SueciaFil: Casella, Francesco. Politecnico di Milano; ItaliaFil: Castro, Rodrigo Daniel. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Investigación en Ciencias de la Computación. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Investigación en Ciencias de la Computación; ArgentinaFil: Franke, Rüdiger. Abb Group; AlemaniaFil: Fritzson, Dag. Linköping University; SueciaFil: Gebremedhin, Mahder. Linköping University; SueciaFil: Heuermann, Andreas. Linköping University; SueciaFil: Lie, Bernt. University of South-Eastern Norway; NoruegaFil: Mengist, Alachew. Linköping University; SueciaFil: Mikelsons, Lars. Linköping University; SueciaFil: Moudgalya, Kannan. Indian Institute Of Technology Bombay; IndiaFil: Ochel, Lennart. Linköping University; SueciaFil: Palanisamy, Arunkumar. Linköping University; SueciaFil: Ruge, Vitalij. Fachhochschule Bielefeld; AlemaniaFil: Schamai, Wladimir. Danfoss Power Solutions GmbH & Co; AlemaniaFil: Sjolund, Martin. Linköping University; SueciaFil: Thiele, Bernhard. Linköping University; SueciaFil: Tinnerholm, John. Linköping University; SueciaFil: Ostlund, Per. Linköping University; Sueci

The design and implementation of serious games for driving and mobility

The automotive and transportation sectors are showing consistent improvements in trends and standards concerning the safe and convenient travel of the road users. In this growing community of road users, the driver performance is a notable factor as many on-road mishaps emerge out of poor driver performance. In this research work, a case-study and experimental analysis were conducted to improve driver performance through the deployment of serious games. The primary motive of this work is to stimulate the on-road user performance through immediate feedback, driver coaching, and real-time gamification methods. The games exploit the cloud-based architecture to retrieve the driver performance scores based on real-time evaluation of vehicle signals and display the outcomes on game scene by reflecting the game parameters based on real-world user performance (in the context of driving and mobility). The deployment of games in cars is the topic of interest in current state-of-the-art, as there are more factors associated with it, such as safety, usability, and willingness of the users. These aspects were taken into careful consideration while designing the paradigm of gamification model. The user feedback for the real-time games was extracted through pilot tests and field tests in Genova. The gamification and driver coaching aspects were tested on various occasions (plug-in and field tests conducted at 5 European test sites), and the inputs from these field tests enabled to tune the parameters concerning the evaluation and gamification models. The improvement of user behavior was performed through a virtuous cycle with the integration of virtual sensors to the serious gaming framework. As the culmination, the usability tests for the real-time games were conducted with 18 test users to understand the user acceptance criteria and the parameters (ease of use and safety) that would contribute to the deployment of games. Other salient factors such as the impact of games, large-scale deployment, collaborative gaming and exploitation of gaming framework for 3rd party applications were also investigated in this research activity. The analysis of the usability tests states that the user acceptance of the implemented games is good. The report from usability study has addressed the user preferences in games such as duration, strategy and gameplay mechanism; these factors contribute a foundation for future research in implementing the games for mobility

Learners as Learning Leaders: How Does Leadership for Learning Emerge Beyond the Traditional Teaching Models?

This E-book is a collection of outcome reports by thematic working groups (TWGs) of EDUsummIT2019 held from September 29 – October 2, 2019 in Quebec City, Canada. The theme of EDUsummIT2019, “Learners and learning contexts: new alignments for the digital age” was chosen to consider misalignments due to the consequences of changing knowledge representations, human computer interactions, blurring of formal and informal learning, changes in leadership patterns and many more emerging influences from IT. Thirteen TWGs discussed aspects of the overall them