3,572 research outputs found
Smart education for smart textiles
The aim of this paper is to present the main objectives and achievements of the Skills4Smartex project,
according to its declared goals. The Erasmus+ project "Smart textiles for STEM training" is funded with support
from the European Commission and it is a Strategic partnership - KA2 / Vocational Education and Training
(VET), in the field of transfer of innovation from research providers towards textile enterprises & VET schools.
The students within technical education acquire basic disciplines, such as mathematics, physics, technical
drawing, chemistry, biology, mechanics, but the horizon of the end applications and usefulness of such basic
disciplines is often not touchable. In correlation with these facts, the Skills4Smartex project is centred on
improving knowledge, skills and employability of VET students in the STEM related fields, by providing the
adequate training instruments to understand multidisciplinary working
Satellite-enabled interactive education: scenarios and systems architectures
There are specific sectors of the economy that can benefit from satellite-based tele-education. Areas, such as maritime and agriculture, share common needs for both broadband connectivity at remote geographical areas that cannot otherwise be covered, and for innovative content for tele-education purposes. Furthermore, each area has special requirements with regard to the type of content to be delivered. In this paper we propose a set of architectural designs and case scenarios that will realise such interactive end-to-end education systems based on satellite communications. Services requirements in this setting are also identified and discussed
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
Applying principles for multimedia learning to eLearning modules to reduce extraneous processing
The purpose of the portfolio is to illustrate tangible examples of effective eLearning design and to explain why they are effective. In this chapter, the products of the portfolio will be thoroughly described. How the products are implemented in the Instructional Design community is then described and explained. The goal of these products is to help the professional Instructional Design community by offering a comprehensive resource showing best practices based on principles to reduce extraneous processing.
The products of the portfolio, as described in chapter three are two separate items that are now combined into one deliverable. This overall deliverable is an eLearning module created with Articulate Storyline 360. It has intuitive navigation, branching navigation and self-paced learner-led options to explore the content. The module starts with a main menu page, which has an interactive design. There is a title here and five tabs, one for each principle. As the learner hovers over each of the five tabs, they move on a motion path and reveal the names of the principles. Once the tabs are expanded, they remain that way throughout the whole interaction, no matter how many times the learner navigates from and back to the main menu. The learner can access and return to any of the menu options as frequently or infrequently and in any order in which they desire. This unlocked navigation is purposeful and done so because the implementation of the module is to be a resource. Each button when clicked, brings the learner to the corresponding branching scene. Each scene has a landing slide with the name and brief definition of the principle, as well as three buttons. The learner can click on one button at a time to lightbox a new slide with content that is either an example or a non-example of the principle in action. Each principle has a total of three different examples and/or non-examples. Similar to the free navigation of the main menu, once a learner accesses a lightbox they can close out of it by clicking the X in the upper right corner. They can visit and revisit as many times as they wish. The button to access the lightbox has a responsive design so that once accessed, a checkmark is revealed to signal it has been visited.
Each lightboxed slide has a layer on it. The main base layer of the slide displays the featured content. However, to view the explanation of how the example represents the principle, there is an icon in the upper left corner that can be clicked to reveal a layer with an explanation. This layer can be opened and closed as many times as the user wants and can be left in either state without it distracting from the main content of the slide
- âŠ