102,501 research outputs found
Designing a mobile academic peer support system
In this paper, we discuss work in progress into the design of a mobile academic peer support system that enables 11-to-14 year old children to request and provide academic help to each other. Our proposed system was designed based on background research into the areas of peer learning, child development, help-seeking and academic motivation. Several methods, such as focus groups, interviews and Wizard of Oz, were used during the requirements gathering and initial testing stages. The proposed system is currently under development and will be tested in a study with school-pupils, over an extended period of time, in the next few months
Teaching and learning in virtual worlds: is it worth the effort?
Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isnât without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to
support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the
question: is it worth the effort
Transforming pre-service teacher curriculum: observation through a TPACK lens
This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In todayâs technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning
Mobile reflections (MoRe) pilot, developing reflection within initial teacher training for students with dyslexia
The MoRe (Mobile Reflections) pilot was designed to explore whether the use of freely available Web 2.0 technology and mobile phones could assist dyslexic student teachers to develop reflective skills by capturing their reflections using audio within a shared online learning space
In Vivo Evaluation of the Secure Opportunistic Schemes Middleware using a Delay Tolerant Social Network
Over the past decade, online social networks (OSNs) such as Twitter and
Facebook have thrived and experienced rapid growth to over 1 billion users. A
major evolution would be to leverage the characteristics of OSNs to evaluate
the effectiveness of the many routing schemes developed by the research
community in real-world scenarios. In this paper, we showcase the Secure
Opportunistic Schemes (SOS) middleware which allows different routing schemes
to be easily implemented relieving the burden of security and connection
establishment. The feasibility of creating a delay tolerant social network is
demonstrated by using SOS to power AlleyOop Social, a secure delay tolerant
networking research platform that serves as a real-life mobile social
networking application for iOS devices. SOS and AlleyOop Social allow users to
interact, publish messages, and discover others that share common interests in
an intermittent network using Bluetooth, peer-to-peer WiFi, and infrastructure
WiFi.Comment: 6 pages, 4 figures, accepted in ICDCS 2017. arXiv admin note: text
overlap with arXiv:1702.0565
Digital communities: context for leading learning into the future?
In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model
- âŠ