66,525 research outputs found
An Interactive Zoo Guide: A Case Study of Collaborative Learning
Real Industry Projects and team work can have a great impact on student
learning but providing these activities requires significant commitment from
academics. It requires several years planning implementing to create a
collaborative learning environment that mimics the real world ICT (Information
and Communication Technology) industry workplace. In this project, staff from
all the three faculties, namely the Faculty of Health, Engineering and Science,
Faculty of Arts, Education and Human Development, and Faculty of Business and
Law in higher education work together to establish a detailed project
management plan and to develop the unit guidelines for participating students.
The proposed project brings together students from business, multimedia and
computer science degrees studying their three project-based units within each
faculty to work on a relatively large IT project with our industry partner,
Melbourne Zoo. This paper presents one multimedia software project accomplished
by one of the multi-discipline student project teams. The project was called
'Interactive ZooOz Guide' and developed on a GPS-enabled PDA device in 2007.
The developed program allows its users to navigate through the Zoo via an
interactive map and provides multimedia information of animals on hotspots at
the 'Big Cats' section of the Zoo so that it enriches user experience at the
Zoo. A recent development in zoo applications is also reviewed. This paper is
also intended to encourage academia to break boundaries to enhance students'
learning beyond classroom.Comment: 11 Page
Reviews
Technologyābased Learning Environments: Psychological and Educational Foundations edited by S. Vosniadou, E. De Corte and H. Mandl, volume 137 in NATO ASI Series F (Computer and Systems Sciences), Berlin, SpringerāVerlag, ISBN: 0ā387ā58253ā3, 1994
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Learning design approaches for personalised and non-personalised e-learling systems
Recognizing the powerful role that technology plays in the lives of people, researchers are increasingly focusing on the most effective uses of technology to support learning and teaching. Technology enhanced learning (TEL) has the potential to support and transform studentsā learning and allows them to choose when, where and how to learn. This paper describes two different approaches for the design of personalised and non-personalised online learning
environments, which have been developed to investigate whether personalised e-learning is more efficient than non-personalised e-learning, and discuss some of the studentās experiences and assessment test results based on experiments conducted so far
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