110,268 research outputs found

    Learning knowledge management concepts via the use of a scenario building tool on an e-learning platform

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    Author name used in this publication: Teresa B. Y. LiewAuthor name used in this publication: Patrick S. W. FongAuthor name used in this publication: Adela LauRefereed conference paper2009-2010 > Academic research: refereed > Refereed conference paperAccepted ManuscriptPublishe

    Learning Knowledge Management Concepts via the Use of a Scenario Building Tool on an E-Learning Platform

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    Problem-based learning: enhancing students learning of building information modelling

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    Building Information Modelling (BIM) is an innovative collaborative process underpinned by digital technologies introduced to improve project performance in the Architecture, Engineering and Construction (AEC) industry. Growth in industry demands has necessitated BIM inclusion into the Higher Education (HE) curricula as both a pedagogic and practical objective to prepare and develop aspiring Built Environment (BE) professionals with the required competence for contemporary practice. However, comprehension of BIM concepts and developing the skill set required for its application can be overwhelming for students and crucial to mitigating this challenge is the adoption of appropriate learner-centred strategies. Problem-based Learning (PBL) is becoming a widespread strategy to address such concern. This paper evaluates the impact of PBL strategy on students accelerated learning of BIM based on a case study of an undergraduate BIM module. Findings from the study show PBL benefits on students’ knowledge acquisition (cognitive and affective) of BIM concept and development of transferable skills (academic and disciplinary) equipping them with capabilities to become BIM competent and workplace ready for the AEC industry

    Reflections on the use of Project Wonderland as a mixed-reality environment for teaching and learning

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    This paper reflects on the lessons learnt from MiRTLE?a collaborative research project to create a ?mixed reality teaching and learning environment? that enables teachers and students participating in real-time mixed and online classes to interact with avatar representations of each other. The key hypothesis of the project is that avatar representations of teachers and students can help create a sense of shared presence, engendering a greater sense of community and improving student engagement in online lessons. This paper explores the technology that underpins such environments by presenting work on the use of a massively multi-user game server, based on Sun?s Project Darkstar and Project Wonderland tools, to create a shared teaching environment, illustrating the process by describing the creation of a virtual classroom. It is planned that the MiRTLE platform will be used in several trial applications ? which are described in the paper. These example applications are then used to explore some of the research issues arising from the use of virtual environments within an education environment. The research discussion initially focuses on the plans to assess this within the MiRTLE project. This includes some of the issues of designing virtual environments for teaching and learning, and how supporting pedagogical and social theories can inform this process

    Digital communities: context for leading learning into the future?

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    In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

    The use and evaluation of a simulation game to teach professional practice skills to undergraduate Architecture students

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    Architects are currently grappling to exploit new forms of communication made possible with developments in internet communication. At the same time, the construction industry is in a state of flux as novel project management systems are being introduced. Students need to understand the first principles of project management within the context of our changing environment. One of the best ways for students to learn about the legalities of the construction process is through role play and simulation, but there is a Catch 22. Unless students have a basic understanding of project management, the contractual process can be confusing and intimidating. Even fifth and sixth year architecture student are reluctant to ask practitioners questions, for fear of appearing ignorant. This paper describes the use of a web-based simulation game to deliver the Management, Practice and Law syllabus to Architecture Students. The web-based game allows students to critically observe the transformation of designs into buildings through the exploration of the contract management process. A questionnaire survey was used to assess the efficacy of the simulation game as a learning tool, and in particular the effectiveness of the web-based simulation in facilitating the development of professional practice skills in undergraduate Architecture students. The initial results of the assessment indicate that the simulation game is both a useful and complementary adjunct to traditional teaching and learning methods, as observed through the evaluation of outcomes, and helpful in developing generic professional practice skills of undergraduate students. Further game development will require more formal evaluation over a series of uses

    Game-based learning or game-based teaching?

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    Emerging technologies for learning report - Article exploring games based learning and its potential for edcuatio

    Reputation Agent: Prompting Fair Reviews in Gig Markets

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    Our study presents a new tool, Reputation Agent, to promote fairer reviews from requesters (employers or customers) on gig markets. Unfair reviews, created when requesters consider factors outside of a worker's control, are known to plague gig workers and can result in lost job opportunities and even termination from the marketplace. Our tool leverages machine learning to implement an intelligent interface that: (1) uses deep learning to automatically detect when an individual has included unfair factors into her review (factors outside the worker's control per the policies of the market); and (2) prompts the individual to reconsider her review if she has incorporated unfair factors. To study the effectiveness of Reputation Agent, we conducted a controlled experiment over different gig markets. Our experiment illustrates that across markets, Reputation Agent, in contrast with traditional approaches, motivates requesters to review gig workers' performance more fairly. We discuss how tools that bring more transparency to employers about the policies of a gig market can help build empathy thus resulting in reasoned discussions around potential injustices towards workers generated by these interfaces. Our vision is that with tools that promote truth and transparency we can bring fairer treatment to gig workers.Comment: 12 pages, 5 figures, The Web Conference 2020, ACM WWW 202

    Teaching and learning in virtual worlds: is it worth the effort?

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    Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort
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