241,445 research outputs found
Gamification, citizen science, and civic technologies: In search of the common good
In this paper, we discuss the importance of gameplay as a valuable tool in citizen sensing initiatives aimed at enabling creative collaboration and civic engagement. We present a review of selected citizen science and civic technologiesâ projects highlighting an emerging culture of massive collaborative initiatives that make use of crowdsourcing, enabling users to voluntarily contribute their time, effort and resources towards scientific research and civic issues. Moreover, we discuss how these initiatives could benefit from the inclusion of gameplay in their interaction processes. For that matter, we present a gamified citizen sensing project we are devising for users to enter and retrieve information on commercially available food products which contain ingredients associated with an increased risk of cancer and other diseases. Through gameplay, we expect to crowdsource an open database of potentially unhealthy food products, raising awareness among consumers about the risks of certain artificial additives. Finally, we argue that the use of gamification processes can engage voluntary participation in initiatives aimed at citizenship â including those which demand complex and repetitive tasks for the collection of data â and call for a more ethical, critical, and meaningful use of these new potential technologies, and for greater awareness of our new civic responsibilities.Keywords: interaction design, gamification, citizen sensing, mobile applications, artificial food additives
Human computer interaction for international development: past present and future
Recent years have seen a burgeoning interest in research into the use of information and communication technologies (ICTs) in the context of developing regions, particularly into how such ICTs might be appropriately designed to meet the unique user and infrastructural requirements that we encounter in these cross-cultural environments. This emerging field, known to some as HCI4D, is the product of a diverse set of origins. As such, it can often be difficult to navigate prior work, and/or to piece together a broad picture of what the field looks like as a whole. In this paper, we aim to contextualize HCI4Dâto give it some historical background, to review its existing literature spanning a number of research traditions, to discuss some of its key issues arising from the work done so far, and to suggest some major research objectives for the future
¿Pueden los MOOC cerrar la brecha de oportunidades?: La contribución del diseño pedagógico social inclusivo
Massive Open Online Courses (MOOCs) are open courses made available online at no cost to the user and designed
to scale up, allowing for a large number of participants. As such, they are a disruptive new development which has
the potential to widen access to higher education since they contribute to social inclusion, the dissemination of
knowledge and pedagogical innovation. However, assuring quality learning opportunities to all cannot be simply
reduced to allowing free access to higher education. On the contrary, it implies assuring equitable opportunities for
every participant to succeed in their learning experience. This goal depends on the quality of the learning design. To
be successful, a massive open online learning experience has to empower learners and to facilitate a networked
learning environment. In fact, MOOCs are designed to serve a high heterogeneity of profiles, with many differences
regarding learning needs and preferences, prior knowledge, contexts of participation and diversity of online platforms.
Personalization can play a key role in this process. In this article, the authors describe the iMOOC pedagogical model
and its later derivative, the sMOOC model, and explain how they contributed to the introduction of the principles
of diversity and learner equity to MOOC design, allowing for a clear differentiation of learning paths and also of
virtual environments, while empowering participants to succeed in their learning experiences. Using a design-based
research approach, a comparative analysis of two course iterations each representing each model is also presented
and discussed.Los cursos en lĂnea abiertos y masivos (MOOC) son cursos abiertos disponibles en lĂnea sin costo para el usuario y
diseñados para ampliarse, permitiendo un gran nĂșmero de participantes. Como tales, son un nuevo desarrollo
disruptivo que tiene el potencial de ampliar el acceso a la educaciĂłn superior, ya que contribuyen a la inclusiĂłn social,
la difusiĂłn del conocimiento y la innovaciĂłn pedagĂłgica. Sin embargo, garantizar oportunidades de aprendizaje de
calidad para todos no puede reducirse simplemente a permitir el acceso gratuito a la educaciĂłn superior. Por el
contrario, implica asegurar oportunidades equitativas para que cada participante tenga Ă©xito en su experiencia de
aprendizaje. Este objetivo depende de la calidad del diseño de aprendizaje. Para tener éxito, una experiencia de
aprendizaje en lĂnea abierta y masiva debe empoderar a los alumnos y facilitar un entorno de aprendizaje en red. De
hecho, los MOOC estån diseñados para servir a una gran heterogeneidad de perfiles, con muchas diferencias con
respecto a las necesidades y preferencias de aprendizaje, conocimiento previo, contextos de participaciĂłn y diversidad
de plataformas en lĂnea. La personalizaciĂłn puede jugar un papel clave en este proceso. En este artĂculo, los autores
describen el modelo pedagógico iMOOC y su derivada posterior, el modelo sMOOC, y explican cómo contribuyeron a la introducción de los principios de diversidad y equidad en el diseño MOOC, lo que permite una clara
diferenciación de las rutas de aprendizaje y también de entornos virtuales, al tiempo que permite a los participantes
tener éxito en sus experiencias de aprendizaje. Usando un enfoque de design-based research, también se presenta y discute
un anĂĄlisis comparativo de dos iteraciones del curso, cada una representando cada modelo
Using design-based research to develop a Mobile Learning Framework for Assessment Feedback
Studentsâ lack of engagement with their assessment feedback and the lack of dialogue and communication for feedback are some of the issues that affect educational institutions. Despite the affordance that mobile technologies could bring in terms of assessment feedback, research in this area is scarce. The main obstacle for research on mobile learning assessment feedback is the lack of a cohesive and unified mobile learning framework. This paper thus presents a Mobile Learning Framework for Assessment Feedback (MLFAF), developed using a design-based research approach. The framework emerged from the observation of, and reflection upon, the different stages of a research project that investigated the use of a mobile web application for summative and formative assessment feedback. MLFAF can be used as a foundation to study the requirements when developing and implementing wide-scale mobile learning initiatives that underpin longitudinal practices, as opposed to short-term practices. The paper also provides design considerations and implementation guidelines for the use of mobile technology in assessment feedback to increase student engagement and foster dialogic feedback communication channels
A participatory approach for digital documentation of Egyptian Bedouins intangible cultural heritage
The Bedouins of Egypt hold a unique intangible cultural heritage (ICH),
with distinct cultural values and social practices that are rapidly changing as a consequence of having settled after having been nomadic for centuries. We present our attempt to develop a bottom-up approach to document Bedouin ICH. Grounded in participatory design practices, the project purpose was two-fold: engaging Egyptian Engineering undergraduates with culturally-distant technology users and introducing digital self-documentation of ICH to the Bedouin community. We report the design of a didactic model that deployed the students as research partners to co-design four prototypes of ICH documentation mobile applications with the community. The prototypes reflected an advanced understanding for the values to the Bedouins brought by
digital documentation practices. Drawing from our experience,
three recommendations were elicited for similar ICH projects. Namely,
focusing on the community benefits; promoting motivation ownership, and authenticity; and pursuing a shared identity between designers and community members. These guidelines hold a strong value as they have been tested against local challenges that could have been detrimental to the project
Human-computer interaction for development (HCI4D):the Southern African landscape
Human-Computer interaction for development (HCI4D) research aims to maximise the usability of interfaces for interacting with technologies designed specifically for under-served, under-resourced, and under-represented populations. In this paper we provide a snapshot of the Southern African HCI4D research against the background of the global HCI4D research landscape.We commenced with a systematic literature review of HCI4D (2010-2017) then surveyed Southern African researchers working in the area. The contribution is to highlight the context- specific themes and challenges that emerged from our investigation
Transforming pre-service teacher curriculum: observation through a TPACK lens
This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In todayâs technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning
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