Piloting mixed reality in ICT networking to visualize complex theoretical multi-step problems

This paper presents insights from the implementation of a mixed reality intervention using 3d printed physical objects and a mobile augmented reality application in an ICT networking classroom. The intervention aims to assist student understanding of complex theoretical multi-step problems without a corresponding real world physical analog model. This is important because these concepts are difficult to conceptualise without a corresponding mental model. The simulation works by using physical models to represent networking equipment and allows learners to build a network that can then be simulated using a mobile app to observe underlying packet traversal and routing theory between the different devices as data travels from the source to the destination. Outcomes from usability testing show great student interest in the intervention and a feeling that it helped with clarity, but also demonstrated the need to scaffold the use of the intervention for students rather than providing a freeform experience in the classroom

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Advances in Teaching & Learning Day Abstracts 2005

Proceedings of the Advances in Teaching & Learning Day Regional Conference held at The University of Texas Health Science Center at Houston in 2005

A gentle transition from Java programming to Web Services using XML-RPC

Exposing students to leading edge vocational areas of relevance such as Web Services can be difficult. We show a lightweight approach by embedding a key component of Web Services within a Level 3 BSc module in Distributed Computing. We present a ready to use collection of lecture slides and student activities based on XML-RPC. In addition we show that this material addresses the central topics in the context of web services as identified by Draganova (2003)

Key competency development and students use of digital learning objects

The inclusion of key competencies in the New Zealand Curriculum (2007) has presented challenges for teachers in their efforts to gather evidence and detail student progress for reporting purposes. Research identifies the need to adopt different evaluation processes and systems, as outcomes and progression in key competencies is fundamentally different from those associated with more conventional learning. It also suggests the use of digital tools may assist in this process, but offers few suggestions as to how this might take place. This article introduces and describes a current research project utilising a thinking skills framework and screen-recording software to map students’ interaction with digital learning objects, and explore the extent to which they provide opportunities to develop thinking and relating to others competencies. It suggests the approach offers potential to make explicit for reporting purposes the nature and quality of students’ thinking, and how their interaction with others in groups, influences their ability to solve problems presented by the objects. However, it also suggests the approach may suffer from manageability challenges, and that student-led administration systems need to be developed to ensure its viability in whole class context

JuxtaLearn D3.2 Performance Framework

This deliverable, D3.2, for Work Package 3 incorporating the pedagogy from WP2 and orchestration factors mapped in D3.1 reviews aspects of performance in the context of participative video making. It reviews literature on curiosity and engagement characteristics of interaction mechanisms for public displays and anticipates requirements for social network analysis of relevant public videos from WP6 task 6.3. Thus, to support JuxtaLearn performance it proposes a reflective performance framework that encompasses the material environment and objects required, the participants, and the knowledge needed

Horizon Report 2009

El informe anual Horizon investiga, identifica y clasifica las tecnologías emergentes que los expertos que lo elaboran prevén tendrán un impacto en la enseñanza aprendizaje, la investigación y la producción creativa en el contexto educativo de la enseñanza superior. También estudia las tendencias clave que permiten prever el uso que se hará de las mismas y los retos que ellos suponen para las aulas. Cada edición identifica seis tecnologías o prácticas. Dos cuyo uso se prevé emergerá en un futuro inmediato (un año o menos) dos que emergerán a medio plazo (en dos o tres años) y dos previstas a más largo plazo (5 años)