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

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 – 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

Whispers in the Classroom

Part of the Volume on Digital Young, Innovation, and the UnexpectedOnline backchannel chat rooms offer the potential to transform classroom learning in unexpected and powerful ways. However, the specific ways in which they can influence teaching pedagogy and learning opportunities are less well understood. Activities in a backchannel may include the dissemination of ideas, knowledge building, asking and answering questions, engaging in critical discourse, and sharing information and resources. This chapter describes a backchannel chat room that has taken place over multiple years in a large university student community. It explores unforeseen and exciting opportunities, as well as possible limitations, for designing teaching and learning practices to leverage this communication medium. With a deeper understanding of the opportunities and limitations of the backchannel, educators and instructional designers could transform the classroom experience from a passive lecture model to one of active, collaborative, and engaged knowledge production

Preparing Tomorrow’s World Language Teacher Today: The Case for Seamless Induction

This essay is a call to action. It offers a comprehensive overview of the challenges facing world language (WL) teacher educators and their employers, the K-12 schools, during the teacher induction period. We propose a new paradigm for WL teacher education based on national accreditation standards, best-practice pedagogy, insights from the professional literature on methods education, and the enhanced role of the methods instructor/supervisor. In order to become successful in the classroom, the pre-service educator undergoes a seamless period of induction that is student-centered and college/university-supported beyond the classroom arena

Collaborative Online Learning Using E-moderators In A Wiki Environment On The Quality Of Writing, Engagement, And Collaboration Among Students With Different Levels Of Self-regulated Learning In Yemen

Tujuan penyelidikan ini ialah mengkaji kesan pembelajaran kolaboratif berbantukan e-moderator yang memberikan gesaan The purpose of the study was to investigate the effects of having e-moderators who provided encouragemen

Say Hello to Your New Automated Tutor – A Structured Literature Review on Pedagogical Conversational Agents

In this paper, we present the current state of the art of using conversational agents for educational purposes. These so-called pedagogical conversational agents are a specialized type of e-learning and intelligent tutoring systems. The main difference to traditional e-learning and intelligent tutoring systems is that they interact with learners using natural language dialogs, e.g. in the form of chatbots. For the sake of our research project, we analyzed current trends in the research stream as well as research gaps. Our results show for instance that (1) there is a trend towards using mobile conversational agents in education, (2) a proper generalization of existing research results (e.g. design knowledge) is missing, and (3) there is a need for comprehensive in-depth evaluation studies and corresponding process models. Based on our results, we outline a research agenda for future research studies