The added value of implementing the Planet Game scenario with Collage and Gridcole

This paper discusses the suitability and the added value of Collage and Gridcole when contrasted with other solutions participating in the ICALT 2006 workshop titled “Comparing educational modelling languages on a case study.” In this workshop each proposed solution was challenged to implement a Computer-Supported Collaborative Learning situation (CSCL) posed by the workshop’s organizers. Collage is a pattern-based authoring tool for the creation of CSCL scripts compliant with IMS Learning Design (IMS LD). These IMS LD scripts can be enacted by the Gridcole tailorable CSCL system. The analysis presented in the paper is organized as a case study which considers the data recorded in the workshop discussion as well the information reported in the workshop contributions. The results of this analysis show how Collage and Gridcole succeed in implementing the scenario and also point out some significant advantages in terms of design reusability and generality, user-friendliness, and enactment flexibility

Supporting the Mobile In-situ Authoring of Locative Media in Rural Places: Design and Expert Evaluation of the SMAT app

Providing users with carefully authored Locative media experiences (which can be consumed via their GPS equipped smartphones or tablets) has significant potential for fostering a strong engagement with their current surroundings. However, the availability of mobile tools to support the authoring of locative media experiences in-situ, and by non-technical users, remains scarce. In this article we present the design and field-trial expert evaluation of a mobile app developed under the SHARC project (Investigating Technology Support for the Shared Curation of Local History in a Rural Community). The app is named SMAT (SHARC Mobile Authoring Tool) and supports the authoring of Locative Media experiences with a focus on the creation of POIs (Points of Interest) and associated geo-fences which trigger the pushed delivery of media items such as photos, audio clips, etc. One important requirement of SMAT is the ability to support authoring in places where connectivity is intermittent or unavailable, e.g. many rural areas

Decentralised multimedia development by the content experts

This paper describes the possibility to develop interactive educational material by the content expert (teacher). It is suggested to develop small modules of flexible material that can be easily changed similar to traditional lecture presentations. The features of such material include: • Learning by problem solving and application of knowledge (constructing knowledge). • Easy internet on-line implementation of software pieces via Shockwave technology. At the same time CD-Rom versions of the same programs can be marketed. • Integrated assessment by progress tracking and uploading via the web. • Feel of ownership (avoiding the ìnot invented here syndromeî) of the program by the teacher. • Possible exchangeability of small modules between different courses. • Built in recording of student comments for improving and debugging program for the next year • Facilitated input by students (over a year by year updating). • Teachers develop expertise in using the modern and effective teaching tools. • Teachers can put into practice much more effectively than before the educational principles learned from staff development sessions such as (self paced learning, problem based learning, deep learning, constructive learning). • Student feedback (questionnaire) indicated that > 85% of students found the program modules were more effective and more ìfunî learning than traditional method

Player agency in interactive narrative: audience, actor & author

The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity

Evaluating the usability of authoring environments for serious games

Background. The EMERGO method and online platform enable the development and delivery of scenario-based serious games that foster students to acquire professional competence. One of the main goals of the platform is to provide a user-friendly authoring environment for creating virtual environments where students can perform authentic tasks. Aim. We present the findings of an in-depth qualitative case study of the platform´s authoring environment and compare our findings on usability with those found for comparable environments in literature. Method. We carried out semi-structured interviews, with two experienced game developers who have authored a game for higher education, and a literature review of comparable environments. Findings. The analysis shows that the usability of the authoring environment is problematic, especially regarding understandability and learnability, which is in line with findings of comparable environments. Other findings are that authoring is well integrated with the EMERGO method and that functionality and reliability of the authoring environment are valued. Practical implications. The lessons learned are presented in the form of general guidelines to improve the understandability and learnability of authoring environments for serious games

Some Research Questions and Results of UC3M in the E-Madrid Excellence Network

32 slides.-- Contributed to: 2010 IEEE Global Engineering Education Conference (EDUCON), Madrid, Spain, 14-16 April, 2010.-- Presented by C. Delgado Kloos.Proceedings of: 2010 IEEE Global Engineering Education Conference (EDUCON), Madrid, Spain, 14-16 April, 2010Universidad Carlos III de Madrid is one of the six main participating institutions in the eMadrid excellence network, as well as its coordinating partner. In this paper, the network is presented together with some of the main research lines carried out by UC3M. The remaining papers in this session present the work carried out by the other five universities in the consortium.The Excellence Network eMadrid, “Investigación y Desarrollo de Tecnologías para el e-Learning en la Comunidad de Madrid” is being funded by the Madrid Regional Government under grant No. S2009/TIC-1650. In addition, we acknowledge funding from the following research projects: iCoper: “Interoperable Content for Performance in a Competency-driven Society” (eContentPlus Best Practice Network No. ECP-2007-EDU-417007), Learn3: Hacia el Aprendizaje en la 3ª Fase (“Plan Nacional de I+D+I” TIN2008-05163/ TSI), Flexo: “Desarrollo de aprendizaje adaptativo y accesible en sistemas de código abierto” (AVANZA I+D, TSI-020301- 2008-19), España Virtual (CDTI, Ingenio 2010, CENIT, Deimos Space), SOLITE (CYTED 508AC0341), and “Integración vertical de servicios telemáticos de apoyo al aprendizaje en entornos residenciales” (Programa de creación y consolidación de grupos de investigación de la Universidad Carlos III de Madrid).Publicad