Pedagogic approaches to using technology for learning: literature review

This literature review is intended to address and support teaching qualifications and CPD through identifying new and emerging pedagogies; "determining what constitutes effective use of technology in teaching and learning; looking at new developments in teacher training qualifications to ensure that they are at the cutting edge of learning theory and classroom practice and making suggestions as to how teachers can continually update their skills." - Page 4

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Could vocational education benefit from augmented reality and hypervideo technologies? An exploratory interview study

Context: This study investigates the perspective of vocational educators on the possibility of adopting augmented reality (AR) and hypervideo (HV) technologies to support their teaching practice. Vocational education and training (VET) is particularly concerned with the learning of resources (knowledge, skills and attitudes) that are immediately transposable into conduct and procedures in the workplace. AR and HV can provide means to answer this requirement, but both technological solutions are still not so diffused in VET. The purpose of this study is to inquire into the perception of educators on the main advantages and disadvantages of using AR and HV to support teaching-and-learning. Methods: A semi-structured interview protocol has been proposed to 73 teachers, intercompany trainers and in-company trainers in 10 professions (at least two per category within each profession). The interview was organized in two main steps: A need analysis, in which the most important and difficult operative skills are identified for the interviewee\u27s profession; and a discussion of advantages and disadvantages of AR and HV. Content analysis was applied to the interview transcriptions. Results: The results show that the main advantages reported in the literature for the two technologies – such as the ability to switch between 2D and 3D and carry out simulations – are also found in the VET context by educators. For HV the main technical advantages (such as the use of active points, and non-linear navigation of video content) were autonomously recognised, while the potential of the instrument to support reflection has not been clearly identified. Conclusions: AR and HV are considered as tools able to support apprentices\u27 procedural learning especially with regard to the operational skills which were judged by the educators to be most relevant for VET. (DIPF/Orig.

Reviews

John Stephenson (ed.), Teaching and Learning Online: Pedagogies for New Technologies, Kogan Page, London, 2001. ISBN: 0–7494–3511–9. Softback, xi + 228 pages. £19.99

Social Effectiveness of Tertiary Education for Adults in Mid-life

No abstract available

The evolution of pedagogic models for work-based learning within a virtual university

The process of designing a pedagogic model for work-based learning within a virtual university is not a simple matter of using ‘off the shelf’ good practice. Instead, it can be characterised as an evolutionary process that reflects the backgrounds, skills and experiences of the project partners. Within the context of a large-scale project that was building a virtual university for work-based learners, an ambitious goal was set: to base the development of learning materials on a pedagogic model that would be adopted across the project. However, the reality proved to be far more complex than simply putting together an appropriate model from existing research evidence. Instead, the project progressed through a series of redevelopments, each of which was pre-empted by the involvement of a different team from within the project consortium. The pedagogic models that evolved as part of the project will be outlined, and the reasons for rejecting each will be given. They moved from a simple model, relying on core computer-based materials (assessed by multiple choice questions with optional work-based learning), to a more sophisticated model that integrated different forms of learning. The challenges that were addressed included making learning flexible and suitable for work-based learning, the coherence of accreditation pathways, the appropriate use of the opportunities provided by online learning and the learning curves and training needs of the different project teams. Although some of these issues were project-specific (being influenced by the needs of the learners, the aims of the project and the partners involved), the evolutionary process described in this case study illustrates that there can be a steep learning curve for the different collaborating groups within the project team. Whilst this example focuses on work-based learning, the process and the lessons may equally be applicable to a range of learning scenarios

Virtual reality rehabilitation’s impact on negative symptoms and psychosocial rehabilitation in schizophrenia spectrum disorder: a systematic review

Schizophrenia is a chronic psychiatric disorder with symptoms that can severely affect patients’ quality of life. While drug administration inhibits most of the positive symptoms, it fails to effectively treat the negative symptoms and in turn relies on rehabilitation therapies. With technological progress, virtual reality (VR) has been the target of recent studies in terms of mental health rehabilitation and has been shown to be a tool with ecological validity in order to introduce the individual to situations similar to their daily life. Methods: From July to August 2021, we conducted a systematic review with the purpose of understanding the impact of virtual reality rehabilitation on negative symptoms and psychosocial rehabilitation in the schizophrenia spectrum. The searches were performed in the databases Web of Science, Scopus, and PubMed. Results: In our search, we identified 201 results, where 108 duplicates were excluded, resulting in a final balance of 93. After reading and assessing the titles and abstracts, 66 studies were excluded. Of the remaining 27 reports, 23 were excluded for not meeting the previously defined eligibility criteria, resulting in the inclusion of four studies in this systematic review. Conclusions: The available data on the specific topic was limited and could have been more complete. However, in our review, we were able to identify statistically relevant results demonstrating the effectiveness of intervention. We could find medium to large effects, allowing VR to be an ally for rehabilitation of symptoms related to schizophrenia.info:eu-repo/semantics/publishedVersio