From design to narrative: the development of inquiry-based learning models

The University of Nottingham and the Open University are partners in a ca. £1.2m project to help school students learn the skills of modern science. The three-year project, Personal Inquiry (PI) (funded by the UK ESRC and EPSRC research councils), is developing a new approach of 'scripted inquiry learning', where children investigate a science topic with classmates by carrying out explorations between their classroom, homes and discovery centres, guided by a personal computer. This paper describes our progress to date on the development of four models for inquiry-based learning, as part of the PI project. These are being used as the basis for the development of educational scenarios and associated scripts to explore the use of mobile technologies in supporting an inquiry-based approach to teaching Scientific thinking across formal and informal learning

Mobile Learning Revolution: Implications for Language Pedagogy

Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. “Mobile pedagogy” may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers

Usability Evaluation in Virtual Environments: Classification and Comparison of Methods

Virtual environments (VEs) are a relatively new type of human-computer interface in which users perceive and act in a three-dimensional world. The designers of such systems cannot rely solely on design guidelines for traditional two-dimensional interfaces, so usability evaluation is crucial for VEs. We present an overview of VE usability evaluation. First, we discuss some of the issues that differentiate VE usability evaluation from evaluation of traditional user interfaces such as GUIs. We also present a review of VE evaluation methods currently in use, and discuss a simple classification space for VE usability evaluation methods. This classification space provides a structured means for comparing evaluation methods according to three key characteristics: involvement of representative users, context of evaluation, and types of results produced. To illustrate these concepts, we compare two existing evaluation approaches: testbed evaluation [Bowman, Johnson, & Hodges, 1999], and sequential evaluation [Gabbard, Hix, & Swan, 1999]. We conclude by presenting novel ways to effectively link these two approaches to VE usability evaluation

Innovation in Mobile Learning: A European Perspective

In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date

A study of information & knowledge generated during engineering design meetings

During the design process, there is a wealth of information generated, and although it may not be obvious at the time, this information can be extremely useful at a later instance when it may be no longer available. Many information capture solutions utilise tools such as video and media capture, incorporating the idea that if you capture all information then you will not miss anything. However, this creates another problem. Not all the information captured will be useful, therefore how can you distinguish the information that is useful from information that is not? The challenge many organisations face is how to capture and store valuable informal information in a way that is both simple and efficient, whilst remaining unobtrusive to the designers involved and without inhibiting the design activities. Through the undertaking of a series of case studies and test scenarios, it is possible to observe, identify and evaluate the various degrees of information and knowledge being generated and passed amongst design engineering teams whilst performing design activities in meeting situations. Using multi-media recording equipment and observation techniques, insight can be gained into the decision making process design engineering teams encounter during the course of a design project, and thus it is possible to evaluate where improved techniques can be applied to enhance the recording of information for re-use

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning

Location-based and contextual mobile learning. A STELLAR Small-Scale Study

This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done. Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning

The OCareCloudS project: toward organizing care through trusted cloud services

The increasing elderly population and the shift from acute to chronic illness makes it difficult to care for people in hospitals and rest homes. Moreover, elderly people, if given a choice, want to stay at home as long as possible. In this article, the methodologies to develop a cloud-based semantic system, offering valuable information and knowledge-based services, are presented. The information and services are related to the different personal living hemispheres of the patient, namely the daily care-related needs, the social needs and the daily life assistance. Ontologies are used to facilitate the integration, analysis, aggregation and efficient use of all the available data in the cloud. By using an interdisciplinary research approach, where user researchers, (ontology) engineers, researchers and domain stakeholders are at the forefront, a platform can be developed of great added value for the patients that want to grow old in their own home and for their caregivers