Death masks and professional masks: community, values and ethics in legal education

This article is a case-study of simulation as a way of learning values and ethics, an approach implemented curriculum-wide within a postgraduate, professional legal educational programme, the Diploma in Professional Legal Practice, in Scotland. It involves learning face-to-face using conventional print resources, and also involves online digital resources. While the use of the web to simulate a professional environment is nothing new in itself, the implementation of it (first in the Glasgow Graduate School of Law and then Strathclyde Law School) and on this scale is fairly unique. The article explores the genesis of this approach, its interdisciplinary bases, and its use in various law schools, its effects in building learning communities and facilitating ethical self-revelation

Virtual learning scenarios for qualitative assessment in higher education 3D arts

Using enhanced learning technologies (TEL) including immersive virtual reality environments, we are seeking to achieve a new way of assessing subjects of 3D arts. We have developed a project based on Scenario Centered Curriculum (SCC), where the students have to think, design, convey, validate, and build a civil project using new technologies that help in the assessment process. We have used gamification techniques and game engines to evaluate planned tasks in which students can demonstrate the skills they developed in the scenarios. The assessment is integrated in the creation of a 3D complex model focused on the construction of a building in a virtual space. This whole process will be carried out by gamification techniques to embed the assessment of the 3D models with the objective of improving students learning.Author's final draf

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

Project Management at University: Towards an Evaluation Process around Cooperative Learning

The enrollment in current Master's degree programs usually pursues gaining the expertise required in real-life workplaces. The experience we present here concerns the learning process of "Project Management Methodology (PMM)", around a cooperative/collaborative mechanism aimed at affording students measurable learning goals and providing the teacher with the ability of focusing on the weaknesses detected. We have designed a mixed summative/formative evaluation, which assures curriculum engage while enriches the comprehension of PMM key concepts. In this experience we converted the students into active actors in the evaluation process itself and we endowed ourselves as teachers with a flexible process in which along with qualifications (score), other attitudinal feedback arises. Despite the high level of self-affirmation on their discussion within the interactive assessment sessions, they ultimately have exhibited a great ability to review and correct the wrong reasoning when that was the case

Inclusion of elderly users via virtual spaces in the early stages of the innovation process

This article discusses collaborative innovation during the initial stages of firms' innovation processes via virtual spaces, focusing on a specific group: elderly users. These users represent a large and growing consumer market, which entails opportunities for companies developing products and services for elderly individuals. Firms that intend to meet the real needs of elders must involve those individuals in collaborative innovation processes. However, firms face challenges in the technical and interpersonal spheres when basing their early-stage innovation activities on the virtual inclusion of elderly individuals, which has received little attention. Focusing on these challenges, this article presents an exploratory case study employing a participatory action research approach, in which the authors were part of a project aimed at the development of a method of including elderly users via virtual spaces. Pilot implementations helped the innovation intermediary develop an improved method to better capture elderly individuals' inputs. We found that special efforts must be made prior to the virtual activity to familiarize elderly individuals with the technology. Additionally, virtual activity demands a more active role from intermediaries for two reasons: first, representatives from client organizations do not feel confident in leading virtual discussions and second, social hints, emotions and feelings are more difficult to grasp in a virtual space than in real-life interactions, which necessitates more focused and prepared intermediation. Elderly individuals' involvement is driven by their curiosity and desire to learn something new; therefore, the participation of elderly users must be valuable both to the organization's innovation process and to the elderly individuals themselves.publishedVersio