Collaborative learning in multi-user virtual environments

Multi-user virtual environments (MUVEs) have captured the attention and interest of educators as remote collaborative learning environments due to their immersion, interaction and communication capabilities. However, productive learning interactions cannot be considered a given and careful consideration of the design of learning activities and organizational support must be provided to foster collaboration. In this paper, a model to support collaborative learning in MUVEs is presented. This model enables the scaffolding of learning workflows and organizes collaborative learning activities by regulating interactions. Software architecture is developed to support the model, and to deploy and enact collaborative learning modules. A user-centered design has been followed to identify successful strategies for modeling collaborative learning activities in a case study. The results show how interactions with elements of 3D virtual worlds can enforce collaboration in MUVEs.Publicad

Teaching the YouTube generation: exploring the benefits of an interactive teaching approach in sustainable product design

This paper presents findings from a doctoral study, which investigated effective methods for teaching social sustainability within product design courses in British and Irish universities. Specifically exploring, how to foster a holistic understanding of the social aspects of sustainable product design amongst undergraduate and postgraduate students, through design thinking. Perceived relevance is considered as a fundamental aspect in enabling students to engage deeply with sustainability [1]. Authors [2;3;4] note that 'Net Generation' learners have specific learning preferences that can be targeted in order to improve the students learning experience. Through the careful design of materials which build upon the students tendency towards visual learning and seeking increase relevance and motivation, by offering opportunities for collaborative learning and learning through discovery. Three 'Rethinking Design' workshops were designed and developed as part of a doctoral study to introduce students to the wider social aspects of sustainability and these were conducted in five universities in Britain and Ireland. The workshops featured visually rich audio visual introductions followed by collaborative group based mind mapping activities, which were successful in fostering deep learning by facilitating learning through discovery, critical reflection, peer learning and creativity leading to an exploration of design thinking solutions

Multimodal meaning-making: a critical engagement with the use of LAMS for teaching

Learning Activity Management System (LAMS) is a free web based learning design resource for managing and delivering online collaborative learning activities. LAMS is currently being used to teach in 80 countries and has been translated into 28 languages. This workshop will aim to introduce, discuss and evaluate whether the learning design system LAMS can: 1) Support the contextualised development and integration of ILT 2) Support active and reflective online learning practice 3) Encourage reflective thinking and support differentiated, self paced and collaborative online teaching/ learning practice. This workshop will consist of the following stages: 1) Elicit from workshop participants their perspectives and experience of applying a contextualised approach to developing ILT in their teaching/learning practice. 2) A brief presentation to introduce LAMS and the trial of this learning design resource on an Additional Diploma (ESOL) course. 3) Through an interactive activity workshop participants will be asked to reflect critically on LAMS as a learning design resource for their respective subject areas. 4) Group discussion and feedback will be facilitated in order to consider possibilities, opportunities and constraints in the use of LAMS for developing learner-centred online collaborative learning. 5) The session will end with sharing resources for further independent exploration about LAMS

A Structured Approach for Designing Collaboration Experiences for Virtual Worlds

While 3D virtual worlds are more frequently being used as interactive environments for collaboration, there is still no structured approach developed specifically for the combined design of 3D virtual environments and the collaborative activities in them. We argue that formalizing both the structural elements of virtual worlds and aspects of collaborative work or collaborative learning helps to develop fruitful collaborative work and learning experiences. As such, we present the avatar-based collaboration framework (ABC framework). Based on semiotics theory, the framework puts the collaborating groups into the center of the design and emphasizes the use of distinct features of 3D virtual worlds for use in collaborative learning environments and activities. In developing the framework, we have drawn from best practices in instructional design and game design, research in HCI, and findings and observations from our own empirical research that investigates collaboration patterns in virtual worlds. Along with the framework, we present a case study of its first application for a global collaborative learning project. This paper particularly addresses virtual world designers, educators, meeting facilitators, and other practitioners by thoroughly describing the process of creating rich collaboration and collaborative learning experiences for virtual worlds with the ABC framework

A Study on the Impact of ICT on Collaborative Learning Processes in Libyan Higher Education

This paper presents the conclusions of a study on the impact of ICT on collaborative learning processes in Libyan Higher Education (LHE). The quantitative analysis of the answers to a questionnaire (completed by Libyan full-time lecturers at the universities of Tripoli, Garyounis, Gharian and Ezawia) shows the necessity to design and develop more classroom activities and interactive online applications, enabling the development of team-building skills required by employers. The influence of limited Internet bandwidths in Libya on collaborative learning processes in HE is then presented. It is obvious that HE institutions need to develop proactive strategies that envisage and anticipate learners‟ future learning needs and requirements in this transition period of moving towards an increasingly digitalized, networked and knowledge-based society. The paper also contains the analysis of a SWOT model considering the factors that must be considered in relation to collaborative learning within the university teaching process, such as intelligent multimedia, Internet technologies, and knowledge management. The employment of modern technology will enable the development of innovative and inspiring collaborative learning environments where lecturers are expert designers of intellectual experiences for students, who become active participants to the learning processes

Teacher design knowledge and beliefs for technology enhanced learning materials in early literacy: Four portraits

Teacher engagement in the design of technology-rich learning material is beneficial to teacher learning and may create a sense of ownership, both of which are conducive to bringing about innovation with technology. During collaborative design, teachers draw on various types of knowledge and beliefs: know-what (facts, information); know-why (principles, beliefs) and know-how (ways to shape learning materials and activities). The goal of the present study was to understand the nature of individual teacher contributions during the collaborative design of learning materials and activities for early literacy. Through interviews, teacher knowledge and beliefs related to use of technology for early literacy were investigated. Thereafter, teachers collaboratively designed learning materials and activities for use with PictoPal (a technology-rich environment for early literacy). Analysis of design talk that occurred during the design of PictoPal resources showed that teachers differ in the kinds of design knowledge they explicate during design. Of the four teachers, two teachers were inclined mostly to express know-how, one teacher proportionally expressed more know-what, and one teacher more know-why. Given the variety in knowledge and beliefs among teachers, practical implications for supporting such diversity during collaborative design are discussed

Designing Enterprise Resources Planning Application for Integrating Main Activities in a Simulator Model of SCM Network Distribution

Collaborative supply chain is a specific topic in supply chain management and studied by industrial engineering students in supply chain management course. Unfortunately, conventional learning media cannot explain the phenomenon of collaborative supply chain to the students. This study aimed to design a dynamic learning media so that inter-company collaboration and information sharing on the activities of Supply Chain entities can be explained effectively to the students. The problem was solved using 3 (three) steps. First, the distribution network was described using mock up. It consists of miniature trucks, miniature network and miniature of the manufacturer-distributor-retailer embedded with tag and reader of RFID. Second, the Enterprise Resources Planning application was developed for supporting business activities. Third, we developed the integrator consists of monitor’s user interface and practice modules. The result of the research - an SCM-Simulator – will be able to improve learning skills of industrial engineering graduates, especially abilities to identify, formulate, and solve the activities of tactical plan & operational routines of Supply Chain entities. However, distribution module designed is for limited scale laboratory study of simple objects. Keywords: Distribution Network, Enterprise Resource Planning, Industrial Engineering Education, SCM Simulator,and Learning Media

JXTA-Overlay: a P2P platform for distributed, collaborative, and ubiquitous computing

With the fast growth of the Internet infrastructure and the use of large-scale complex applications in industries, transport, logistics, government, health, and businesses, there is an increasing need to design and deploy multifeatured networking applications. Important features of such applications include the capability to be self-organized, be decentralized, integrate different types of resources (personal computers, laptops, and mobile and sensor devices), and provide global, transparent, and secure access to resources. Moreover, such applications should support not only traditional forms of reliable distributing computing and optimization of resources but also various forms of collaborative activities, such as business, online learning, and social networks in an intelligent and secure environment. In this paper, we present the Juxtapose (JXTA)-Overlay, which is a JXTA-based peer-to-peer (P2P) platform designed with the aim to leverage capabilities of Java, JXTA, and P2P technologies to support distributed and collaborative systems. The platform can be used not only for efficient and reliable distributed computing but also for collaborative activities and ubiquitous computing by integrating in the platform end devices. The design of a user interface as well as security issues are also tackled. We evaluate the proposed system by experimental study and show its usefulness for massive processing computations and e-learning applications.Peer ReviewedPostprint (author's final draft

Safe environments for innovation: developing a new multidisciplinary masters programme

This paper outlines the research and resulting curriculum design activities conducted as a collaborative venture between Northumbria University’s School of Design, School of Computing, Engineering and Information Sciences and Newcastle Business School undertaken in the creation of a new postgraduate programme in Multidisciplinary Design Innovation. With the area of multidisciplinary innovation education practice being comparatively new, the research conducted in support of the programme development was undertaken through a series of industry-linked pilot-study projects conducted with Philips, Hasbro, Lego and Unilever. The key finding from this research was an understanding of the importance of freeing students from different disciplines of the inhibitions that limit creativity in collaborative settings. This paper gives an account of the pilot studies and the associated learning derived from them, the collaborative development of the programme and approaches in curriculum and assessment design adopted in order to create what we call ‘safe environments for innovation’; environments designed to free students of these evident inhibitions

Designing Prototype Model of an Online Collaborative Learning System for Introductory Computer Programming Course

AbstractThis paper discusses the design of the prototype model of the online collaborative learning system for introductory computer programming course. The methodology used involves three phases which are the data collection, analysis and design and the implementation phase. Initially, fifty respondents from the first year students of the Diploma in Computer Science in Universiti Teknologi MARA (UiTM) Perlis, Malaysia have been randomly selected to participate in the data collection phase in order to investigate the students’ interests, learning styles as well as their learning preferences. The results have shown the need for the development of online small group discussions that could facilitate online communication and collaboration from dispersed location, hence encouraging distance learning education. A design of a structure model for an online collaborative learning system has been constructed in order to support the online collaborative learning activities in a virtual environment. The logical designs of the Online Collaborative Learning System or OCLS are being designed using the object-oriented models which are the use-case model and class diagram in order to show the concise processes of virtual “Think-Pair-Share” collaborative activities. The “Think-Pair-Share” collaborative learning technique that is being used in the design structures has been chosen because of its simplicity and relatively low-risk. Later, the physical design of the prototype model is being constructed using the Web-based technologies which are the MySQL database, PHP and Apache web server. This paper also discusses the impact of the online collaborative learning system towards the students’ performance where analysis has shown that the t-test result had a significant value of 0.01, which is less than 0.05 (sig. 2-tailed)