Communication technology and education

Probably as far back as people can remember, education has drawn on communication technologies, either to teach students how to use them effectively or to make use of those technologies in the educational process itself. In the former instance, the educational sector typically follows a cultural valuation that regards a given technology as so essential that people cannot leave its use or teaching to chance—reading and writing provide the clearest examples here, with schools teaching both the mechanics of writing and reading (forming or deciphering letters, spelling properly, adhering to a common grammar, and so on) and the composition of texts, arguments, expositions, explanations, essays, etc. In the latter instance, schools use communication technology to provide information or to connect with their students: again, books provide an historical example as does educational television more recently. A great deal of existing research in pedagogy, learning theory, and classroom management examines how learning with technology occurs and how to measure its impact (Jonassen, 2004). Similarly, a great deal of writing addresses the practical issues of making the best use of communication in or for the classroom. This review will not address the learning theory or the pedagogy, except indirectly as it appears in other studies; it will focus instead specifically on the communication technology—a very wide field— and how educators incorporate the various means of communication in the schooling of a younger generation. These typically occur in two ways: distance education and supplemental education. Distance education refers to the use of communication technology to reach students who cannot or do not physically attend a school. Supplemental education refers to the use of communication technology to supplement face-toface or in-school programs. Looking at the recent past (the last 10 years or so), this review will examine published studies discussing communication in or for schools as well as some more accessible online materials describing current work.

The Industry and Policy Context for Digital Games for Empowerment and Inclusion:Market Analysis, Future Prospects and Key Challenges in Videogames, Serious Games and Gamification

The effective use of digital games for empowerment and social inclusion (DGEI) of people and communities at risk of exclusion will be shaped by, and may influence the development of a range of sectors that supply products, services, technology and research. The principal industries that would appear to be implicated are the 'videogames' industry, and an emerging 'serious games' industry. The videogames industry is an ecosystem of developers, publishers and other service providers drawn from the interactive media, software and broader ICT industry that services the mainstream leisure market in games, The 'serious games' industry is a rather fragmented and growing network of firms, users, research and policy makers from a variety of sectors. This emerging industry is are trying to develop knowledge, products, services and a market for the use of digital games, and products inspired by digital games, for a range of non-leisure applications. This report provides a summary of the state of play of these industries, their trajectories and the challenges they face. It also analyses the contribution they could make to exploiting digital games for empowerment and social inclusion. Finally, it explores existing policy towards activities in these industries and markets, and draws conclusions as to the future policy relevance of engaging with them to support innovation and uptake of effective digital game-based approaches to empowerment and social inclusion.JRC.J.3-Information Societ

Designing with Children: Reflections on Effective Involvement of Children in the Interaction Design Process

This 
thesis 
contributes 
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around
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practice
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by 
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for 
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to
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The
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derived
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 this
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aims 
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on 
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implications 
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on
 co‐design
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have
 on 
its 
outcome. 
Researchers 
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Cognitive Architectures for Serious Games

This dissertation summarises a research path aimed at fostering the use of Cognitive Architectures in Serious Games research field. Cognitive Architectures are an embodiment of scientific hypotheses and theories aimed at capturing the mechanisms of cognition that are considered consistent over time and independent of specific tasks or domains. The theoretical approaches provided by the research in computational cognitive modelling have been used to formalise a methodological framework to guide researchers and experts in the game-based education sector in designing, implementing, and evaluating Serious Games. The investigation of cognitive processes involved during the game experience represents the fundamental step of the pro- posed approach. Two different case studies are described to discuss the possible use of the suggested framework. In the first case study, the aim was to design a modified version of the Tetris game with the intention of making the game more effective in training the visual-spatial skill called mental rotation. In the second scenario, the frame- work was used as a basis for creating an innovative persuasive game. This case study provides an example of adopting cognitive architectures for implementing a non-player character with human-like behaviour developed using targeted cognitive theories

Smart data management with BIM for Architectural Heritage

In the last years smart buildings topic has received much attention as well as Building Information Modelling (BIM) and interoperability as independent fields. Linking these topics is an essential research target to help designers and stakeholders to run processes more efficiently. Working on a smart building requires the use of Innovation and Communication Technology (ICT) to optimize design, construction and management. In these terms, several technologies such as sensors for remote monitoring and control, building equipment, management software, etc. are available in the market. As BIM provides an enormous amount of information in its database and theoretically it is able to work with all kind of data sources using interoperability, it is essential to define standards for both data contents and format exchange. In this way, a possibility to align research activity with Horizon 2020 is the investigation of energy saving using ICT. Unfortunately, comparing the Architecture Engineering and Construction (AEC) Industry with other sectors it is clear how in the building field advanced information technology applications have not been adopted yet. However in the last years, the adoption of new methods for the data management has been investigated by many researchers. So, basing on the above considerations, the main purpose of this thesis is investigate the use of BIM methodology relating to existing buildings concerning on three main topics: • Smart data management for architectural heritage preservation; • District data management for energy reduction; • The maintenance of highrises. For these reasons, data management acquires a very important value relating to the optimization of the building process and it is considered the most important goal for this research. Taking into account different kinds of architectural heritage, the attention is focused on the existing and historical buildings that usually have characterized by several constraints. Starting from data collection, a BIM model was developed and customized in function of its objectives, and providing information for different simulation tests. Finally, data visualization was investigated through the Virtual Reality(VR) and Augmented Reality (AR). Certainly, the creation of a 3D parametric model implies that data is organized according to the use of individual users that are involved in the building process. This means that each 3D model can be developed with different Levels of Detail/Development (LODs) basing on the goal of the data source. Along this thesis the importance of LODs is taken into account related to the kind of information filled in a BIM model. In fact, basing on the objectives of each project a BIM model can be developed in a different way to facilitate the querying data for the simulations tests.\ud The three topics were compared considering each step of the building process workflow, highlighting the main differences, evaluating the strengths and weaknesses of BIM methodology. In these terms, the importance to set a BIM template before the modelling step was pointed out, because it provides the possibility to manage information in order to be collected and extracted for different purposes and by specific users. Moreover, basing on the results obtained in terms of the 3D parametric model and in terms of process, a proper BIM maturity level was determined for each topic. Finally, the value of interoperability was arisen from these tests considering that it provided the opportunity to develop a framework for collaboration, involving all parties of the building industry

Need for learning management systems in higher education in subject that involve programming languages

Subjects that are teaching programming languages may contain different approaches\ud to learning, depending on the level of preparedness of students and the methodology used by\ud the teaching staff in the lectures and exercises. Because of the need for practical work in\ud programming, the introduction of e-learning support system for students can be as useful as it\ud is for them and for teachers. Attaching the materials to a local system (intranet) and the\ud possibility of accessing them and the program codes of classes, lessons and ancillary\ud materials for exercises can bring increased efficiency and increased degree of control of the\ud organization and behavior of students in class.\ud With the ability to simultaneous usage of necessary materials from the system,\ud explanations of the professor and the opportunity for practical work, students very quickly\ud can recognize the effects of learning and become more motivated for learning more content\ud during class. The professor, who had previously set the material to the system has a feedback\ud of student achievements in class, the problems that occurred and the way they were solved,\ud and the time they spent to solve the problem. Students themselves have the opportunity to see\ud whether they learned and can evaluate their knowledge through questions that are posed at\ud the end the lesson

The Augmented Learner : The pivotal role of multimedia enhanced learning within a foresight-based learning model designed to accelerate the delivery of higher levels of learner creativity

The central theme for this dissertation lies at the intersection of multisensory technology enhanced learning, the field of foresight and transformative pedagogy and their role in helping to develop greater learner creativity. These skills will be key to meeting the needs of the projected growing role of the creative class within the emerging global workforce structure and the projected growth in R&D and the advancement of human-machine resource management. Over the past two decades, we have traversed from the Industrial Age through the Information Age into what we now call postnormal times, manifested partly in Industry 4.0. It is widely considered that the present education system in countries with developed economies is not optimised for delivering the much-needed creative skills, which are prominent amongst the critical 21st C skills required by the creative class, (also known as creatives), which will be increasingly dominant in terms of near future employability. Consequently, there will be a potential shortfall of creatives unless this issue is rapidly addressed. To ensure that the creative skills I aimed to enhance were relevant and aligned with emerging demands of the changing landscape, I deconstructed the critical dimensions, context, and concept of creativity in postnormal times as well as undertaking in-depth research on the potential future workscape and the future of education and learning, applying a comprehensive foresight approach to the latter using a 2030-2040 horizon. Based upon the outcomes of these studies I designed an experimental integrative learning system that I have applied, researched, and evolved over the past 4 years with over 150 students at PhD and master’s level. The system is aimed at generating higher levels of creative engagement and development through a focus on increased immersion and creativity-inducing approaches. The system, which I call the Living Learning System, is based upon eight integrated elements, supported by course development pillars aimed at optimizing learner future skill competencies and levels of creativity for which I apply severalevaluation techniques and metrics. Accordingly, as the central hypothesis of this dissertation, I argue that by integrating the critical elements of the Living Learning System, such as emerging multisensory technology enhanced learning coupled with optimised transformative and experiential learning approaches, framed within the field of foresight, with its futures focus and decentralised thinking approaches, students increase their ability to be creative. This increased ability is based on the student attaining a richer level of personal ambience through deeper immersion generated through higher incidence of self-direction, constructivism-based blended pedagogy, futures literacy, and a balance of decentralised and systems-based thinking, as well as cognitive and social platforms aimed at optimizing learner creative achievement. This dissertation demonstrates how the application of the combined elements of the Living Learning System, with its futures focus and its ensuing transdisciplinary curricula and courses, can provide a clear path towards significantly increased learner creativity. The findings of the quantitative, questionnaire-based research set out in detail in Chapter 9, together with the performance and creativity evaluation models applied against the selected case studies of student projects substantiate the validity of the hypothesis that the application of the Living Learning System with its futures focus leads to increased creativity in line with the needs of the postnormal era.publishedVersio

AN ENACTIVE APPROACH TO TECHNOLOGICALLY MEDIATED LEARNING THROUGH PLAY

This thesis investigated the application of enactive principles to the design of classroom technolo- gies for young children’s learning through play. This study identified the attributes of an enactive pedagogy, in order to develop a design framework to accommodate enactive learning processes. From an enactive perspective, the learner is defined as an autonomous agent, capable of adapta- tion via the recursive consumption of self generated meaning within the constraints of a social and material world. Adaptation is the parallel development of mind and body that occurs through inter- action, which renders knowledge contingent on the environment from which it emerged. Parallel development means that action and perception in learning are as critical as thinking. An enactive approach to design therefore aspires to make the physical and social interaction with technology meaningful to the learning objective, rather than an aside to cognitive tasks. The design framework considered in detail the necessary affordances in terms of interaction, activity and context. In a further interpretation of enactive principles, this thesis recognised play and pretence as vehicles for designing and evaluating enactive learning and the embodied use of technology. In answering the research question, the interpreted framework was applied as a novel approach to designing and analysing children’s engagement with technology for learning, and worked towards a paradigm where interaction is part of the learning experience. The aspiration for the framework was to inform the design of interaction modalities to allow users’ to exercise the inherent mechanisms they have for making sense of the world. However, before making the claim to support enactive learning processes, there was a question as to whether technologically mediated realities were suitable environments to apply this framework. Given the emphasis on the physical world and action, it was the intention of the research and design activities to explore whether digital artefacts and spaces were an impoverished reality for enactive learning; or if digital objects and spaces could afford sufficient ’reality’ to be referents in social play behaviours. The project embedded in this research was tasked with creating deployable technologies that could be used in the classroom. Consequently, this framework was applied in practice, whereby the design practice and deployed technologies served as pragmatic tools to investigate the potential for interactive technologies in children’s physical, social and cognitive learning. To understand the context, underpin the design framework, and evaluate the impact of any techno- logical interventions in school life, the design practice was informed by ethnographic methodologies. The design process responded to cascading findings from phased research activities. The initial fieldwork located meaning making activities within the classroom, with a view to to re-appropriating situated and familiar practices. In the next stage of the design practice, this formative analysis determined the objectives of the participatory sessions, which in turn contributed to the creation of technologies suitable for an inquiry of enactive learning. The final technologies used standard school equipment with bespoke software, enabling children to engage with real time compositing and tracking applications installed in the classrooms’ role play spaces. The evaluation of the play space technologies in the wild revealed under certain conditions, there was evidence of embodied presence in the children’s social, physical and affective behaviour - illustrating how mediated realities can extend physical spaces. These findings suggest that the attention to meaningful interaction, a presence in the environment as a result of an active role, and a social presence - as outlined in the design framework - can lead to the emergence of observable enactive learning processes. As the design framework was applied, these principles could be examined and revised. Two notable examples of revisions to the design framework, in light of the applied practice, related to: (1) a key affordance for meaningful action to emerge required opportunities for direct and immediate engagement; and (2) a situated awareness of the self and other inhabitants in the mediated space required support across the spectrum of social interaction. The application of the design framework enabled this investigation to move beyond a theoretical discourse

The Way We Play: Exploring the specifics of formation, action and competition in digital gameplay among World of Warcraft raiders

This thesis explores the specific practices of group gameplay (called ‘raiding’) in the massively multiplayer online roleplaying game (MMO). In particular, it presents ethnographic research conducted by the author between 2009 and 2012 where she studied raiding in World of Warcraft (WoW), a game environment that is a complicated and malleable space with many pathways of play built into it, not the least of which are the particular ways that raiders choose to shape and sustain their play experience. Building on Galloway’s ‘four moments of gamic action’ as a theoretical framework from which to consider gamic representation among raiders and through ethnographic research on raiding gameplay practices, this thesis considers the ways that formation, competition and gamic action have distinguished raiding within the online, persistent game environment, forming to become a set of interwoven principles that work in concert to sustain long-term raiding activity. The objective of this thesis is twofold: first, to contribute to the gap in games research on raiding gameplay practices in MMOs; and second, to consider how the study of online group play through the context of MMO raiding can impact further geographical research into the digital game, particularly within the contexts of the virtual and playful. Conclusions drawn from this work suggest that the study of game raiding (and its persistence) offers an important perspective to understanding the nature of the complex online game environment; an environment that is at once controlled and malleable, multisensory and immersive, engaging yet sustaining, and complex yet localized, creating many simultaneous moments in gamic action where these representations of space, action, formation and competition function not so much to define gameplay but more so to shape and enable it