6,942 research outputs found
Semantic annotation in ubiquitous healthcare skills-based learning environments
This paper describes initial work on developing a semantic annotation system for the augmentation of skills-based learning for Healthcare. Scenario driven skills-based learning takes place in an augmented hospital ward simulation involving a patient simulator known as SimMan. The semantic annotation software enables real-time annotations of these simulations for debriefing of the students, student self study and better analysis of the learning approaches of mentors. A description of the developed system is provided with initial findings and future directions for the work.<br/
Leveraging video annotations in video-based e-learning
The e-learning community has been producing and using video content for a
long time, and in the last years, the advent of MOOCs greatly relied on video
recordings of teacher courses. Video annotations are information pieces that
can be anchored in the temporality of the video so as to sustain various
processes ranging from active reading to rich media editing. In this position
paper we study how video annotations can be used in an e-learning context -
especially MOOCs - from the triple point of view of pedagogical processes,
current technical platforms functionalities, and current challenges. Our
analysis is that there is still plenty of room for leveraging video annotations
in MOOCs beyond simple active reading, namely live annotation, performance
annotation and annotation for assignment; and that new developments are needed
to accompany this evolution.Comment: 7th International Conference on Computer Supported Education (CSEDU),
Barcelone : Spain (2014
Ariadne: An interface to support collaborative database browsing:Technical Report CSEG/3/1995
This paper outlines issues in the learning of information searching skills. We report on our observations of the learning of browsing skills and the subsequent iterative development and testing of the Ariadne system – intended to investigate and support the collaborative learning of search skills. A key part of this support is a mechanism for recording an interaction history and providing students with a visualisation of that history that they can reflect and comment upon
Response Collector: A Video Learning System for Flipped Classrooms
The flipped classroom has become famous as an effective educational method
that flips the purpose of classroom study and homework. In this paper, we
propose a video learning system for flipped classrooms, called Response
Collector, which enables students to record their responses to preparation
videos. Our system provides response visualization for teachers and students to
understand what they have acquired and questioned. We performed a practical
user study of our system in a flipped classroom setup. The results show that
students preferred to use the proposed method as the inputting method, rather
than naive methods. Moreover, sharing responses among students was helpful for
resolving individual students' questions, and students were satisfied with the
use of our system.Comment: The 2018 International Conference On Advanced Informatics: Concepts,
Theory And Application (ICAICTA2018
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Utilizing FM software in collaborative design-learning
In this paper, we describe a case study of computer-supported collaborative learning in design using OpenLearn FlashMeeting software, a video conferencing tool. This 6-week experiment, involving Open University students and staff, aimed at exploring the capabilities of FlashMeeting software to support several phases of the design process including formulating a design brief, discovering user requirements, setting design specifications, concept generation, design embodiment and implementation of proposed concepts. We conclude this paper with lessons learned from using FlashMeeting in a design e-learning project
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Utilising Flash Meeting software in collaborative design-learning
In this paper, we describe a case study of computer-supported collaborative learning in design using FM (FlashMeeting), a Web-based video-conferencing tool offered freely on OpenLearn. This 6-week experiment, involving Open University students and staff, aimed to explore the capabilities of FM software to support several phases of the design process including formulating a design brief, discovering user requirements, setting design specifications, concept generation, design embodiment and implementation of proposed concepts. We conclude this paper with lessons learned from using FM in a design e-learning project
Linked Data based video annotation and browsing for distance learning
We present a pair of prototype tools that enable users to mark up video with annotations and later explore related materials using Semantic Web and Linked Data approaches. The �first tool helps academics preparing Open University course materials to mark up videos with information about the subject matter and audio-visual content. The second tool enables users, such as students or academics, to find video and other materials relevant to their study
Exploring the development of reflective practice with trainee teachers, using video annotation software
The initial teacher training programme at Middlesex University provided an opportunity to explore the development of reflective practice in initial teacher training, using video annotation software to capture reflective comments. The participants were studying for their postgraduate certificate in secondary education, at Masters level, on the science subject pathway. An action research approach was used to video microteaching and capture reflective commentary of participants after these recorded sessions. The project constituted two action research cycles each of which was followed by a focus group discussion to reflect more fully, evaluate the approach and assessment focus and inform in-project adaptations between cycles.
This paper outlines the key findings relating to development of reflective practice, the use of video to capture this practice and the use of annotation software to capture reflective practice. The findings show positive perceptions of the use of video and the software used, affirming findings from existing literature. Development of reflective practice in this study notably included greater depth over time, a developing use of educational terminology, greater focus on questions within reflective comments, attention to pedagogical subject knowledge and feeding forward to future improvements, completing the reflective cycle. Another key finding was the development of a focus on student activity later in training, from a focus on teacher (participant) activity earlier in the training.
A unique aspect of this study was the inclusion of both self-assessment and peer- assessment opportunities, planned to dovetail with the stage of training for the participants of the study and in response to their feedback between cycles. The second cycle of microteaching and reflection provided rich opportunities for reflection through collaborative peer-peer work, in line with recommendations from much of the existing research in this field. The use of annotation software facilitated the capture of participant’s collaborative reflections, giving rich data upon which conclusions are drawn. In addition to the existing body of literature, this study highlighted a focus on the affective aspects of reflective practice, discussion about which is sometimes overlooked in the findings of existing initial teacher training (ITT) literature, despite being an embedded factor in many theoretical models of reflection. The capture of these affective elements of developing reflective practice merits further exploration and is a recommendation of this study
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