Emerging technologies for learning (volume 1)

Collection of 5 articles on emerging technologies and trend

Spartan Daily, March 10, 1999

Volume 112, Issue 30https://scholarworks.sjsu.edu/spartandaily/9387/thumbnail.jp

ISAR: Ein Autorensystem für Interaktive Tische

Developing augmented reality systems involves several challenges, that prevent end users and experts from non-technical domains, such as education, to experiment with this technology. In this research we introduce ISAR, an authoring system for augmented reality tabletops targeting users from non-technical domains. ISAR allows non-technical users to create their own interactive tabletop applications and experiment with the use of this technology in domains such as educations, industrial training, and medical rehabilitation.Die Entwicklung von Augmented-Reality-Systemen ist mit mehreren Herausforderungen verbunden, die Endbenutzer und Experten aus nicht-technischen Bereichen, wie z.B. dem Bildungswesen, daran hindern, mit dieser Technologie zu experimentieren. In dieser Forschung stellen wir ISAR vor, ein Autorensystem für Augmented-Reality-Tabletops, das sich an Benutzer aus nicht-technischen Bereichen richtet. ISAR ermöglicht es nicht-technischen Anwendern, ihre eigenen interaktiven Tabletop-Anwendungen zu erstellen und mit dem Einsatz dieser Technologie in Bereichen wie Bildung, industrieller Ausbildung und medizinischer Rehabilitation zu experimentieren

Runtime reconfiguration of physical and virtual pervasive systems

Today, almost everyone comes in contact with smart environments during their everyday’s life. Environments such as smart homes, smart offices, or pervasive classrooms contain a plethora of heterogeneous connected devices and provide diverse services to users. The main goal of such smart environments is to support users during their daily chores and simplify the interaction with the technology. Pervasive Middlewares can be used for a seamless communication between all available devices and by integrating them directly into the environment. Only a few years ago, a user entering a meeting room had to set up, for example, the projector and connect a computer manually or teachers had to distribute files via mail. With the rise of smart environments these tasks can be automated by the system, e.g., upon entering a room, the smartphone automatically connects to a display and the presentation starts. Besides all the advantages of smart environments, they also bring up two major problems. First, while the built-in automatic adaptation of many smart environments is often able to adjust the system in a helpful way, there are situations where the user has something different in mind. In such cases, it can be challenging for unexperienced users to configure the system to their needs. Second, while users are getting increasingly mobile, they still want to use the systems they are accustomed to. As an example, an employee on a business trip wants to join a meeting taking place in a smart meeting room. Thus, smart environments need to be accessible remotely and should provide all users with the same functionalities and user experience. For these reasons, this thesis presents the PerFlow system consisting of three parts. First, the PerFlow Middleware which allows the reconfiguration of a pervasive system during runtime. Second, with the PerFlow Tool unexperi- enced end users are able to create new configurations without having previous knowledge in programming distributed systems. Therefore, a specialized visual scripting language is designed, which allows the creation of rules for the commu- nication between different devices. Third, to offer remote participants the same user experience, the PerFlow Virtual Extension allows the implementation of pervasive applications for virtual environments. After introducing the design for the PerFlow system, the implementation details and an evaluation of the developed prototype is outlined. The evaluation discusses the usability of the system in a real world scenario and the performance implications of the middle- ware evaluated in our own pervasive learning environment, the PerLE testbed. Further, a two stage user study is introduced to analyze the ease of use and the usefulness of the visual scripting tool

Makers at School, Educational Robotics and Innovative Learning Environments

This open access book contains observations, outlines, and analyses of educational robotics methodologies and activities, and developments in the field of educational robotics emerging from the findings presented at FabLearn Italy 2019, the international conference that brought together researchers, teachers, educators and practitioners to discuss the principles of Making and educational robotics in formal, non-formal and informal education. The editors’ analysis of these extended versions of papers presented at FabLearn Italy 2019 highlight the latest findings on learning models based on Making and educational robotics. The authors investigate how innovative educational tools and methodologies can support a novel, more effective and more inclusive learner-centered approach to education. The following key topics are the focus of discussion: Makerspaces and Fab Labs in schools, a maker approach to teaching and learning; laboratory teaching and the maker approach, models, methods and instruments; curricular and non-curricular robotics in formal, non-formal and informal education; social and assistive robotics in education; the effect of innovative spaces and learning environments on the innovation of teaching, good practices and pilot projects

Metacognition in Learning

Metacognition skills have been proven to have a positive relationship with learning. The strength of metacognition relies heavily on self-efficacy where a student understands his/her learning style, and the ability to use information gathered and align it with his/her learning style. In addition, knowing what you know and how you know it as a student plays a huge role in knowing what you do not know and linking it with what is close or relevant to it, that you know. It is about having skills and knowledge that empowers you to be an independent learner. Literature on classroom practices show a number of short-comings in diverse areas such as poor teacher knowledge, overcrowded classrooms, and lack of resources for learning. An independent student will strive under such an environment by studying independently, searching for resources, and finding multimodal ways of learning. It is also important to note that naturally, human beings are curious and want to learn in order to conquer their world. Hence, Piaget's work of intellectual autonomy cannot be ignored when exploring metacognition. If learning experiences were ideal and developmental, they would be no need to nurture metacognition. Unfortunately, the education systems remove students' curiosity by bringing fake environments into learning that impede creation and imagination. This book emphasises the power of metacognition at different levels of learning. It can be seen as a parallel intervention approach, with expanded knowledge on how to extend existing skills for young children, which is a pre-intervention. Authors in this book bring diverse viewpoints from diverse fields on how to nurture metacognition, thus giving the reader an opportunity to borrow strategies from other fields. This contribution is a mixture of empirical contributions and opinion pieces informed by review of literature