75,344 research outputs found
Virtual pedagogical model: development scenarios
info:eu-repo/semantics/publishedVersio
weSPOT: A personal and social approach to inquiry-based learning
weSPOT is a new European initiative proposing a novel approach for personal and social inquiry-based learning in secondary and higher education. weSPOT aims at enabling students to create their mash-ups out of cloud based tools and services in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. This paper presents the research framework of the weSPOT project, as well as the initial inquiry-based learning scenarios that will be piloted by the project in real-life educational settings
Using Augmented Reality as a Medium to Assist Teaching in Higher Education
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
Mobilizing learning: mobile Web 2.0 scenarios in tertiary education
Based upon three years of mobile learning (mlearning) projects, a major implementation project has
been developed for integrating the use of mobile web 2.0 tools across a variety of departments and
courses in a tertiary education environment. A participatory action research methodology guides and
informs the project. The project is based upon an explicit social constuctivist pedagogy, focusing on
student collaboration, and the sharing and critique of student-generated content using freely available
web 2.0 services. These include blogs, social networks, location aware (geotagged) image and video
sharing, instant messaging, microblogging etc… Students and lecturers are provided with either an
appropriate smartphone and/or a 3G capable netbook to use as their own for the duration of the
project. Keys to the projects success are the level of pedagogical and technical support, and the level
of integration of the tools into the courses – including assessment and lecturer modelling of the use of
the tools. The projects are supported by an intentional community of practice model, with the
researcher taking on the role of the “technology steward”. The paper outlines three different scenarios
illustrating how this course integration is being achieved, establishing a transferable model of mobile
web 2.0 integration and implementation. The goal is to facilitate a student-centred, collaborative,
flexible, context-bridging learning environment that empowers students as content producers and
learning context generators, guided by lecturers who effectively model th
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Co-authorship in the age of cyberculture: Open Educational Resources at the Open University of the United Kingdom
Locating Open Educational Resources (OER) as a phenomenon of cyberculture, this paper presents a reflection on the possibilities of co-authorship that are entailed in OER initiatives of different natures and settings within a large organisation. A selection of OER-related projects and activities carried out at the Open University of United Kingdom (UKOU) are examined from the perspective of a comparative framework proposed by Okada (2010). The framework identifies key features and differences between ‘Closed’ and ‘Open’ Education, that is, respectively, formal education, which takes place within the constraints of institutional Virtual Learning Environments, and informal education, which is gradually taking place more widely in cyberspace. The paper is introduced with a succinct discussion of the connection between cyberculture and the emergence of OER, followed by a presentation of the comparative framework adopted. The UKOU´s structure and methods are then presented, and various projects are discussed. The article concludes by proposing a brief commentary on the creative potential that is being unleashed at the very boundaries between formal and informal educational spaces that cyberculture is challenging
weSPOT: a cloud-based approach for personal and social inquiry
Scientific inquiry is at the core of the curricula of schools and universities across Europe. weSPOT is a new European initiative proposing a cloud-based approach for personal and social inquiry. weSPOT aims at enabling students to create their mashups out of cloud-based tools in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers
Collaborative trails in e-learning environments
This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future
Metadata for describing learning scenarios under European Higher Education Area paradigm
In this paper we identify the requirements for creating formal descriptions of learning scenarios designed under the European Higher
Education Area paradigm, using competences and learning activities as the basic pieces of the learning process, instead of contents and learning resources, pursuing personalization. Classical arrangements of content based courses are no longer enough to describe all the richness of this new learning process, where user profiles, competences and complex hierarchical itineraries need to be properly combined. We study the intersection with the current IMS Learning Design specification and the
additional metadata required for describing such learning scenarios. This new approach involves the use of case based learning and collaborative
learning in order to acquire and develop competences, following adaptive learning paths in two structured levels
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The OER FLOW and social media
This presentation introduces some strategies for producing, sharing and reusing OER through the OER Flow and social media. The aim of this investigation is to identify how colearners can apply the OER Flow and social media to make the production and adaptation processes of OER more explicit for anyone in the community to contribute. This work analyses, therefore, the interactions of “COLEARN” – an open community of research in collaborative learning technologies – who created and remixed diverse open media components for producing an open book about OER using the OER flow and Social Media. The outcomes show that educators and colearners can move from a passive position to a more active and informed network role when they are able to co-authoring OER
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