Global Teamwork: A Study of Design Learning in Collaborative Virtual Environments

With the recent developments in communication and information technologies, using Collaborative Virtual Environments (CVEs) in design activity has experienced a remarkable increase. In this paper we present a collaborative learning activity between the University of Sydney (USYD), and the Istanbul Technical University (ITU). This paper shares our teaching experience and discusses the principles of collaborative design learning in virtual environments. Followed by a study on students’ perception on the courses and collaborative learning in both universities, this paper also suggests future refinements on the course structure and the main areas of collaborative design learning. Keywords: Collaborative Design; Collaborative Virtual Environments; Design Teaching And Learning</p

Augmented and virtual realities : the future of building design and visualization

The present study precisely conveys the methodology of developing a three-dimensional (3D) architectural model of a villa with its walk-through and displaying the model in virtual reality, which as a result, be used by the clients to spectate, customize and buy the real estate property. Additionally, the case study highlights the advancement in architecture, as certain specifications of each element of a 3D model can be viewed in a virtual environment. Virtual reality is a transpiring platform, and in addition to that, the real-estate sector shows its incorporation in designing, marketing, and selling projects. The teaching and learning process can be eased out by intervening it with technology that generates an enhanced visualization environment. These technologies, when used constructively, save time and energy and also hoard economic standards ensuing lucrative benefits

Virtual pedagogical model: development scenarios

info:eu-repo/semantics/publishedVersio

Simulation in higher education: Choice, challenges and changing practice

Advances in educational technologies continue to offer educators choice and challenges across phases of learning and educational settings. Dramatic changes in simulation technologies over the last two decades offer pilots, miners, engineers, doctors and nurses the opportunity to practice the skills required of their profession. However, simulation is yet to be fully embraced within initial teacher education (ITE) to prepare the next generation of teachers. This paper draws on historical literature in the field and the auto ethnographic experiences of the author to examine the benefits, choices and challenges of adopting simulation within ITE. The study includes the re-envisioning of Micro-teaching 2.0 (Ledger &Fischetti, 2019) and incorporates Gartner’s (1995) hype- cycle; the life-cycle status of technologies, to represent the historical uptake of simulation in ITE. The study highlights the benefits of simulation as a preparatory tool for developing and empowering graduates with the skills required to perform the art and science of teaching. It challenges the lack of uptake of simulation in ITE programs and calls for more research into the field

Facilitating student and staff engagement across multiple offshore campuses for transnational education using an immersive video augmented learning platform

Opportunities in transnational education have been growing across the higher education sector. The incentive for institutions to explore opening offshore satellite campuses includes access to more students and building the institutions reputation across the globe. A number of risks are also associated with transnational education, especially in terms of quality. It is important that students across all campuses receive the same high standard of education. That is, students at offshore campuses should not be placed at a disadvantage compared to students studying at the institutions main campus. This paper explores the possibility of providing students from offshore campuses better access to teaching staff from the institutions main campus. An immersive video augmented platform called iSee is used to simultaneously connect students from Singapore and Malaysia with teaching staff in Wollongong. The students undertook an exam revision session using video avatars in a virtual lecture theatre. The pilot showcased the opportunities of implementing this technology to improve student engagement and reduce academic workload. It also reinforced the need for more research in the transnational education field to ensure the same graduate outcomes are being achieved across campuses

A Snapshot of Educational Research in 2019

2019 is a year witnessing the explosion of many high-tech applications in learning and teaching with integrated multimedia technologies (virtual reality - VR, augmented reality - AR), group and team collaboration technology, class organization, class management, and school ... It is indisputable that the application of new technology generates more interest in the learning and collaboration process. However, we are seemingly fraught with intractable problems within the transformation of a VUCA world (volatility - fragility, uncertainty, uncertainty, complexity - complexity, ambiguity - ambiguity) if we rely solely on technology. Students of today's Z generation (born around 1997 onwards) are not only more proficient with technology from birth, but also have completely different psychological characteristics and needs to be compared to the previous generation. In the 20s of the upcoming XXI century, researchers are ready a name to give birth to the generation that is about to be born? And what do we, as educators, prepare to foster contemporary generations of students? Let's take a look at some of the outstanding educational research in 2019, whether we can name a new challenge or feel the intangible challenges will suddenly come in 2020

Mobile and Personal Learning for Newcomers to a City

Growing numbers of newcomers arrive in cities across the globe as temporary visitors or for longer periods of time. They often face communication challenges and need to learn a new language or improve their knowledge quickly. The article considers the domain of language learning for social integration and inclusion, what it means to be a newcomer to a city, and the role of mobile technologies in advancing a more personal approach to language learning. Mobile learning research explores innovative and practical solutions to the specific challenges faced by newcomers, and it revives, develops or reinterprets pedagogical methods and underlying learning theories. To illustrate this, three research projects conducted at The Open University, UK, focusing on migrants’ learning with mobile apps, are presented and reflected upon. Mobile learning experiences deliberately designed for newcomers to a city can support them in everyday language learning and in their efforts to explore their new environment. The article includes suggestions as to what seems to be missing from current apps for newcomers. It considers relevant issues and future directions for the design of mobile apps and services for this diverse target group

The Impact of Augmented Reality Tools and Techniques on the Imaginative Thinking Routines of the Arts and Design Students, and its Relation to the Accuracy in Learning and Achievement Level

The paper in hand aims to examine and explore the effect of augmented reality tools and techniques on developing imaginative thinking behavior, across arts and design students, as well as its relation to the accuracy in learning and achievement levels. The study was conducted in the faculty of arts and design in Jordan University. This paper manifested the possibilities that augmented reality can offer to education. Not only that but also the suggestions which affect teaching and learning strategies; it also can cater to students’ educational needs and provide solutions, while the learners develop their designs. Such programs define innovation from a different perspective, and considers development as a mean to cope with the changes in the world. In order to achieve the aims and objectives of the study, the researcher developed imaginative thinking and achievement tests. (40) Students took the tests. As the researcher implemented descriptive quasi-experimental design for its appropriateness to the nature of the study. The results of the study demonstrate a statistical analytical significance in imaginative thinking sections, as well as the students’ success in the posttest achievement tests; this process was in favor for the experimental group. The experimental group members enjoyed learning as they received augmented reality techniques and developed designs digitally. Due to the high achievements and high scores of the experimental group, the researcher highly recommends the professors to include such programs in their teaching and learning processes. Key words: augmented reality techniques, imaginative thinking, and achievement level, learning accuracy, arts and interior design students. DOI: 10.7176/JEP/11-31-12 Publication date: November 30th 202

Innovative teaching methods in Engineering

[EN] Engineering and innovation are inseparable concepts [1]. This symbiotic relationship is shown in engineers’ workplaces, in engineering research and development processes but also is present in engineers’ education methods