Mobilising teacher education: a study of a professional learning community

This paper reports on a study of a community of university educators that investigated the introduction of mobile technologies into their learning and teaching. The study was conducted by a subgroup of that community. Given the ubiquity of mobile devices, members of the community felt they needed to develop expertise in mobile learning so that they could incorporate it into their teaching. They studied their own learning, supported by a critical friend who evaluated the community's functioning and activities, providing valuable feedback. Activities of this group were informed by and focused on: development of awareness of the potential of mobile devices for learning; construction of action plans within the community; and implementation of these plans. They also included investigating best-practice approaches by interviewing experts in the field, exploring the literature on mobile learning and then initiating and testing some mobile learning pedagogies in the context of their own teacher education subjects. The community met regularly to discuss emerging issues and applications. The paper shares some of the findings gained from studying the community, and discusses the challenges and constraints that were experienced. The authors conclude with recommendations for professional learning communities aiming to learn about technology-mediated teaching practices

Fisheye Photogrammetry to Survey Narrow Spaces in Architecture and a Hypogea Environment

Nowadays, the increasing computation power of commercial grade processors has actively led to a vast spreading of image-based reconstruction software as well as its application in different disciplines. As a result, new frontiers regarding the use of photogrammetry in a vast range of investigation activities are being explored. This paper investigates the implementation of fisheye lenses in non-classical survey activities along with the related problematics. Fisheye lenses are outstanding because of their large field of view. This characteristic alone can be a game changer in reducing the amount of data required, thus speeding up the photogrammetric process when needed. Although they come at a cost, field of view (FOV), speed and manoeuvrability are key to the success of those optics as shown by two of the presented case studies: the survey of a very narrow spiral staircase located in the Duomo di Milano and the survey of a very narrow hypogea structure in Rome. A third case study, which deals with low-cost sensors, shows the metric evaluation of a commercial spherical camera equipped with fisheye lenses

An information-driven framework for image mining

[Abstract]: Image mining systems that can automatically extract semantically meaningful information (knowledge) from image data are increasingly in demand. The fundamental challenge in image mining is to determine how low-level, pixel representation contained in a raw image or image sequence can be processed to identify high-level spatial objects and relationships. To meet this challenge, we propose an efficient information-driven framework for image mining. We distinguish four levels of information: the Pixel Level, the Object Level, the Semantic Concept Level, and the Pattern and Knowledge Level. High-dimensional indexing schemes and retrieval techniques are also included in the framework to support the flow of information among the levels. We believe this framework represents the first step towards capturing the different levels of information present in image data and addressing the issues and challenges of discovering useful patterns/knowledge from each level

Recording, Documentation, and Information Management for the Conservation of Heritage Places: Guiding Principles

Provides guidance on integrating recording, documentation, and information management of territories, sites, groups of buildings, or monuments into the conservation process; evaluating proposals; consulting specialists; and controlling implementation

Appropriation of mobile cultural resources for learning

Copyright © 2010 IGI Global. This article proposes appropriation as the key for the recognition of mobile devices - as well as the artefacts accessed through, and produced with them - as cultural resources across different cultural practices of use, in everyday life and formal education. The article analyses the interrelationship of users of mobile devices with the structures, agency and practices of, and in relation to what the authors call the "mobile complex". Two examples are presented and some curricular options for the assimilation of mobile devices into settings of formal learning are discussed. Also, a typology of appropriation is presented that serves as an explanatory, analytical frame and starting point for a discussion about attendant issues

Mobile Learning Revolution: Implications for Language Pedagogy

Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers

Qualitative Data Analysis Challenges in Co-Designing Educational Technology Systems for Refugee Children

There is a growing interest in the potential for technology to facilitate emergency education of refugee children. But designing in this space requires knowledge of the displaced population and the contextual dynamics surrounding it. Design should therefore be informed by both existing research across relevant disciplines, and from those who are on the ground facing the problem in real life. This paper describes a process that is based on literature from emergency education, student engagement and motivation, educational technology, and participatory design. We describe how this process was implemented leading to the design of a digital learning space for children living in a refugee camp in Greece. The challenge of data analysis is critical, as the qualitative data in the process is elicited from activities of various natures and thus moving from qualitative data to designs is a critical challenge that we are looking to cover for our process to be complete and applicable. We discuss some of the challenges that can be expected in such context