120,512 research outputs found

    Application of a Virtual Collaborative Environment in a Teaching Case.

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    This paper demonstrates the use of technology in enabling and facilitating collaborative teaching in an IS project management teaching case in the virtual environment. The motivation and objectives of the Synergizer case (IS project management case), the adopted methodology for the case development and the underlying theory for the teaching process are presented. Based on lessons from the case, this paper provides teaching suggestions and discusses a possible delivery mode of interactive learning in IS field in the virtual environment. Furthermore, the paper presents the implementation of the teaching case in a collaborative environment as demonstration of an emergent re-calibration of a curriculum delivery to meet changing demands of the education landscape. The virtual collaborative teaching approach adopted for delivering the course/case should be suitable for teaching other IS courses ā€“ including project management, change management and other related courses

    The LAB@FUTURE Project - Moving Towards the Future of E-Learning

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    This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness Ć¢ā‚¬ā€œ Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment

    Using Augmented Reality as a Medium to Assist Teaching in Higher Education

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    In this paper we describe the use of a high-level augmented reality (AR) interface for the construction of collaborative educational applications that can be used in practice to enhance current teaching methods. A combination of multimedia information including spatial three-dimensional models, images, textual information, video, animations and sound, can be superimposed in a student-friendly manner into the learning environment. In several case studies different learning scenarios have been carefully designed based on human-computer interaction principles so that meaningful virtual information is presented in an interactive and compelling way. Collaboration between the participants is achieved through use of a tangible AR interface that uses marker cards as well as an immersive AR environment which is based on software user interfaces (UIs) and hardware devices. The interactive AR interface has been piloted in the classroom at two UK universities in departments of Informatics and Information Science

    Collaborative virtual gaming worlds in higher education

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    There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multiā€user virtual environments (MUVEs) and massively multiā€player online roleā€playing games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider in scope; it considers the range of collaborative gaming worlds that exist and discusses their potential for learning, with particular reference to higher education. The paper discusses virtual gaming worlds from a theoretical pedagogic perspective, exploring the educational benefits of gaming environments. Then practical considerations associated with the use of virtual gaming worlds in formal settings in higher education are considered. Finally, the paper considers development options that are open to educators, and discusses the potential of Alternate Reality Games (ARGs) for learning in higher education. In all, this paper hopes to provide a balanced overview of the range of virtual gaming worlds that exist, to examine some of the practical considerations associated with their use, and to consider their benefits and challenges in learning and teaching in the higher education context

    Computer support for collaborative learning environments

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    This paper deals with computer support for collaborative learning environments. Our analysis is based on a moderate constructivist view on learning, which emphasizes the need to support learners instructionally in their collaborative knowledge construction. We will first illustrate the extent to which the computer can provide tools for supporting collaborative knowledge construction. Secondly, we will focus on instruction itself and show the kinds of advanced instructional methods that computer tools may provide for the learners. Furthermore, we will discuss the learnersā€™ prerequisites and how they must be considered when constructing learning environments.Dieser Bericht behandelt die UnterstĆ¼tzung kooperativer Lernumgebungen durch den Einsatz von Computern. Der theoretische Hintergrund greift auf einen moderaten Konstruktivismus zurĆ¼ck, der die Notwendigkeit einer instruktionalen UnterstĆ¼tzung fĆ¼r die gemeinsame Wissenskonstruktion betont. Darauf aufbauend beschreibt der Bericht in einem ersten Schritt, wie der Computer Werkzeuge zur gemeinsamen Wissenskonstruktion bereitstellen kann. Im zweiten Teil steht die Instruktion fĆ¼r das kooperative Lernen im Vordergrund. Dabei werden Methoden instruktionaler UnterstĆ¼tzung vorgestellt, die computerbasierte Werkzeuge fĆ¼r die gemeinsame Wissenskonstruktion bereitstellen, insbesondere Skripts und inhaltliche Strukturvorgaben. DarĆ¼ber hinaus beschreibt der Bericht, inwieweit individuelle Lernereigenschaften, wie z.B. das Vorwissen, einen Einfluss auf die Realisierung von Lernumgebungen haben

    An investigation into the use of a blended model of learning

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    The weaknesses of ā€—traditionalā€˜ modes of instruction in accounting education have been widely discussed. Many contend that the traditional approach limits the ability to provide opportunities for students to raise their competency level and allow them to apply knowledge and skills in professional problem solving situations. However, the recent body of literature suggests that accounting educators are indeed actively experimenting with ā€—non-traditionalā€˜ and ā€—innovativeā€˜ instructional approaches, where some authors clearly favour one approach over another. But can one instructional approach alone meet the necessary conditions for different learning objectives? Taking into account the ever changing landscape of not only business environments, but also the higher education sector, the premise guiding the collaborators in this research is that it is perhaps counter productive to promote competing dichotomous views of ā€—traditionalā€˜ and ā€—non-traditionalā€˜ instructional approaches to accounting education, and that the notion of ā€—blended learningā€˜ might provide a useful framework to enhance the learning and teaching of accounting. This paper reports on the first cycle of a longitudinal study, which explores the possibility of using blended learning in first year accounting at one campus of a large regional university. The critical elements of blended learning which emerged in the study are discussed and, consistent with the design-based research framework, the paper also identifies key design modifications for successive cycles of the research

    Collaborative E-learning Methodologies: an Experience of Active Knowledge in ICT Classrooms

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    In the present study we highlight a specific environment that makes use of collaborative technological tools, like wikis and forums within an e-learning platform. Both of these approaches convey a lot of responsibility from the teacher to the students and the hoping, as backed up by the literature, is to promote deeper learning and reasoning skills at a higher level. The general goal of this paper is to contribute for the theoretical discussion on how active and collaborative experiences in ICT classrooms play a role on the construction of knowledge in HEIs. Based on the pointed outlines, we intend to: (1) understand how collaborative e-learning environments get students actively involved in the learning process;(2) perspective the role of collaborative tools at the level of group work and (3) find out how students assess their performance within a working group. Data was collected through questionnaires available on the e-learning platform Moodle. Descriptive statistical techniques were used to analyze quantitative data. Within the research questions proposed, the study, points towards some understanding of how a collaborative learning environment seems to get students actively involved in the learning process mainly if the tasks to be perform have an empirical component. The study also has shown that students seem to identify themselves with the need to be involved in simulations of their future professional activity, as well as with the need to regulate their own learning and to promote discussion not only between peers but also with the teacher

    ALT-C 2010 - Conference Proceedings

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    Integrated quality and enhancement review : summative review : Grantham College

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