A Framework for Responsive Environments

In this paper, we define Responsive Environments as adaptive ven- ues that possess context awareness, deliver ubiquitous computing and natural interaction. They also yield a pre-determined User Experience. We propose a framework for the development and assessment of such environments and we discuss applying the framework to some examples. Highlighting benefits and usefulness of the framework

A Framework for Responsive Environments

In this paper, we define Responsive Environments as adaptive ven- ues that possess context awareness, deliver ubiquitous computing and natural interaction. They also yield a pre-determined User Experience. We propose a framework for the development and assessment of such environments and we discuss applying the framework to some examples. Highlighting benefits and usefulness of the framework

Cloud services, interoperability and analytics within a ROLE-enabled personal learning environment

The ROLE project (Responsive Open Learning Environments, EU 7th Framework Programme, grant agreement no.: 231396, 2009-2013) was focused on the next generation of Personal Learning Environments (PLEs). A ROLE PLE is a bundle of interoperating widgets - often realised as cloud services - used for teaching and learning. In this paper, we first describe the creation of new ROLE widgets and widget bundles at Galileo University, Guatemala, within a cloud-based infrastructure. We introduce an initial architecture for cloud interoperability services including the means for collecting interaction data as needed for learning analytics. Furthermore, we describe the newly implemented widgets, namely a social networking tool, a mind-mapping tool and an online document editor, as well as the modification of existing widgets. The newly created and modified widgets have been combined in two different bundles that have been evaluated in two web-based courses at Galileo University, with participants from three different Latin-American countries. We measured emotional aspects, motivation, usability and attitudes towards the environment. The results demonstrated the readiness of cloud-based education solutions, and how ROLE can bring together such an environment from a PLE perspective

Re-framing Inclusive Education Through the Capability Approach: An Elaboration of the Model of Relational Inclusion

Scholars have called for the articulation of new frameworks in special education that are responsive to culture and context and that address the limitations of medical and social models of disability. In this article, we advance a theoretical and practical framework for inclusive education based on the integration of a model of relational inclusion with Amartya SenΓÇÖs (1985) Capability Approach. This integrated framework engages children, educators, and families in principled practices that acknowledge differences, rather than deficits, and enable attention to enhancing the capabilities of children with disabilities in inclusive educational environments. Implications include the development of policy that clarifies the process required to negotiate capabilities and valued functionings and the types of resources required to permit children, educators, and families to create relationally inclusive environments

Exploring ambient sound techniques in the design of responsive environments for children

This paper describes the theoretical framework, design, implementation and results from an exploratory informant workshop that examines an alternative approach to sound feedback in the design of responsive environments for children. This workshop offers preliminary directions and models for using intensity-based ambient sound display in the design of interactive learning environments for children that offer assistance in task-oriented activities. We see the value of this research in developing a more cohesive and ecological model for use of audio feedback in the design of embedded interactions for children. The approach presented here takes the design of multi-modal feedback beyond being experiential, to one that supports learning and problem solving

BREAKING THE INEQUITABLE EDUCATION CYCLE FOR ENGLISH LANGUAGE LEARNERS THROUGH POLICIES AND PRACTICES IN AMERICAN SCHOOLS

This study employed qualitative evidence synthesis (Saldaña, 2012) to critically examine and systematically analyze 63 studies published between 2000-2018 reporting positive educational impacts on English language learners (ELLs). Drawing on Scarcella’s (2003) academic English literacy framework and culturally responsive teaching (Gay, 2001), this study demonstrates three mechanisms to improve ELL outcomes. First, teachers should use both culturally responsive practices and knowledge of language acquisition. Second, fostering family and peer supports creates positive learning environments. Finally, long-term solutions require policies addressing the socio-politico-economic disparities affecting ELLs. These results show, in a synthesized fashion, an approach to equitable quality education for ELLs.  Article visualizations

District Leadership Practices that Foster Equity: Fostering an Ecology of Belonging

Thesis advisor: Vincent ChoIn today’s educational landscape many school environments alienate students as they often are not responsive to their cultural and linguistic needs. Culturally Responsive School Leadership (CRSL) is a high leverage strategy that helps meet the needs of culturally and linguistically diverse students by guiding school leaders towards fostering a climate of belonging. While much of the CRSL literature centers around building-level leadership, a gap exists in better understanding district leader efforts to foster a climate of belonging. As part of a larger qualitative study of district leadership practices that foster equity, the purpose of this individual case study was to explore how district leaders in a large Northeast school district foster a climate of belonging. Interview data from ten district leaders as well as an examination of public and local documents provided data for analysis using CRSL as a conceptual framework. Findings indicate that while the district was engaging in some individual CRSL practices by working to promote culturally responsive school environments and engaging students, parents, and local contexts, a systematic and strategic approach to fostering a climate of belonging was absent. Recommendations include developing a district-level, deliberate approach to fostering a climate of belonging, conducting a detailed equity audit, and instituting a comprehensive CRSL professional development plan for building-level leaders. Keywords: Leadership, Equity, Culturally Responsive School Leadership, Climate of BelongingThesis (EdD) — Boston College, 2020.Submitted to: Boston College. Lynch School of Education.Discipline: Educational Leadership and Higher Education

An outdoor spatially-aware audio playback platform exemplified by a virtual zoo

Outlined in this short paper is a framework for the construction of outdoor location-and direction-aware audio applications along with an example application to showcase the strengths of the framework and to demonstrate how it works. Although there has been previous work in this area which has concentrated on the spatial presentation of sound through wireless headphones, typically such sounds are presented as though originating from specific, defined spatial locations within a 3D environment. Allowing a user to move freely within this space and adjusting the sound dynamically as we do here, further enhances the perceived reality of the virtual environment. Techniques to realise this are implemented by the real-time adjustment of the presented 2 channels of audio to the headphones, using readings of the user's head orientation and location which in turn are made possible by sensors mounted upon the headphones. Aside from proof of concept indoor applications, more user-responsive applications of spatial audio delivery have not been prototyped or explored. In this paper we present an audio-spatial presentation platform along with a primary demonstration application for an outdoor environment which we call a {\em virtual audio zoo}. This application explores our techniques to further improve the realism of the audio-spatial environments we can create, and to assess what types of future application are possible