The future of technology enhanced active learning – a roadmap

The notion of active learning refers to the active involvement of learner in the learning process, capturing ideas of learning-by-doing and the fact that active participation and knowledge construction leads to deeper and more sustained learning. Interactivity, in particular learnercontent interaction, is a central aspect of technology-enhanced active learning. In this roadmap, the pedagogical background is discussed, the essential dimensions of technology-enhanced active learning systems are outlined and the factors that are expected to influence these systems currently and in the future are identified. A central aim is to address this promising field from a best practices perspective, clarifying central issues and formulating an agenda for future developments in the form of a roadmap

Complete LibTech 2013 Print Program

PDF of the complete print program from the 2013 Library Technology Conferenc

Wearable and mobile devices

Information and Communication Technologies, known as ICT, have undergone dramatic changes in the last 25 years. The 1980s was the decade of the Personal Computer (PC), which brought computing into the home and, in an educational setting, into the classroom. The 1990s gave us the World Wide Web (the Web), building on the infrastructure of the Internet, which has revolutionized the availability and delivery of information. In the midst of this information revolution, we are now confronted with a third wave of novel technologies (i.e., mobile and wearable computing), where computing devices already are becoming small enough so that we can carry them around at all times, and, in addition, they have the ability to interact with devices embedded in the environment. The development of wearable technology is perhaps a logical product of the convergence between the miniaturization of microchips (nanotechnology) and an increasing interest in pervasive computing, where mobility is the main objective. The miniaturization of computers is largely due to the decreasing size of semiconductors and switches; molecular manufacturing will allow for “not only molecular-scale switches but also nanoscale motors, pumps, pipes, machinery that could mimic skin” (Page, 2003, p. 2). This shift in the size of computers has obvious implications for the human-computer interaction introducing the next generation of interfaces. Neil Gershenfeld, the director of the Media Lab’s Physics and Media Group, argues, “The world is becoming the interface. Computers as distinguishable devices will disappear as the objects themselves become the means we use to interact with both the physical and the virtual worlds” (Page, 2003, p. 3). Ultimately, this will lead to a move away from desktop user interfaces and toward mobile interfaces and pervasive computing

Evaluating the development of wearable devices, personal data assistants and the use of other mobile devices in further and higher education institutions

This report presents technical evaluation and case studies of the use of wearable and mobile computing mobile devices in further and higher education. The first section provides technical evaluation of the current state of the art in wearable and mobile technologies and reviews several innovative wearable products that have been developed in recent years. The second section examines three scenarios for further and higher education where wearable and mobile devices are currently being used. The three scenarios include: (i) the delivery of lectures over mobile devices, (ii) the augmentation of the physical campus with a virtual and mobile component, and (iii) the use of PDAs and mobile devices in field studies. The first scenario explores the use of web lectures including an evaluation of IBM's Web Lecture Services and 3Com's learning assistant. The second scenario explores models for a campus without walls evaluating the Handsprings to Learning projects at East Carolina University and ActiveCampus at the University of California San Diego . The third scenario explores the use of wearable and mobile devices for field trips examining San Francisco Exploratorium's tool for capturing museum visits and the Cybertracker field computer. The third section of the report explores the uses and purposes for wearable and mobile devices in tertiary education, identifying key trends and issues to be considered when piloting the use of these devices in educational contexts

Open Educational Resources and Practices

In the last few years, Open Educational Resources (OER) have gained much attention. From January 2006 to December 2007 the Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. In this paper we present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and the evaluation of ideas, fostering creativity and teamwork among the learners. Collaborative creation and sharing among learning communities of OER is regarded as an important catalyst of such educational innovations.The OLCOS project also developed free online tutorials for practitioners. The objective of these tutorials is supporting students and teachers in the creation, re-use and sharing of OER. To promote hands-on work, the tutorials advise on questions such as the following: How to search for OER? Which materials may be re-used and modified? How to produce and license own OER? The tutorials will be accessible and, potentially, will evolve beyond the end of the OLCOS project, because they are published on an open and successful Wiki based platform (Wikieducator.org) and can be updated by anybody.Originally published in eLearning Papers, No 7. ISSN 1887-1542. www.elearningpapers.eu

The Evolution of First Person Vision Methods: A Survey

The emergence of new wearable technologies such as action cameras and smart-glasses has increased the interest of computer vision scientists in the First Person perspective. Nowadays, this field is attracting attention and investments of companies aiming to develop commercial devices with First Person Vision recording capabilities. Due to this interest, an increasing demand of methods to process these videos, possibly in real-time, is expected. Current approaches present a particular combinations of different image features and quantitative methods to accomplish specific objectives like object detection, activity recognition, user machine interaction and so on. This paper summarizes the evolution of the state of the art in First Person Vision video analysis between 1997 and 2014, highlighting, among others, most commonly used features, methods, challenges and opportunities within the field.Comment: First Person Vision, Egocentric Vision, Wearable Devices, Smart Glasses, Computer Vision, Video Analytics, Human-machine Interactio

Locating image presentation technology within pedagogic practice

This article presents data gathered through a University for the Creative Arts Learning and Teaching Research Grant (2009-2010); including a study of existing image presentation tools, both digital and non-digital; and analysis of data from four interviews and an online questionnaire. The aim of the research was to look afresh at available technology from the point of view of a lecturer in the visual arts, and to use the information gathered to look more critically at the available technology