360° videos in education – A systematic literature review on application areas and future potentials

As a teaching and learning medium, 360° videos offer new teaching-learning experiences. Through the possibility of immersion, individual 360° panoramic images, multi-perspective viewing options and interaction possibilities, they extend the advantages of conventional video technology. To understand the potential of using 360° video technology for educational processes, a systematic literature review analyzed previous scientific articles (N = 44) about the interdisciplinary use of 360° videos according to PRISMA guidelines. In the systematic literature selection, particular emphasis was placed on the conceptual distinction between virtual reality and 360° videos. By the authors, 360° videos are understood as a specific video format that has characteristics of virtual reality but is to be distinguished from virtual reality by the necessary real recording situation without programmed virtual environments. The results show a use of 360° videos mainly for three teaching-learning purposes: presentation and observation of teaching–learning content, immersive and interactive theory–practice mediation, and external and self-reflection. Combined with the added value of conventional video technology and other immersive technology such as virtual reality, five added value categories for its use as a teaching–learning medium were identified: To increase learning motivation and interest, to learn in authentic and realistic learning scenarios, for immersive and interactive learning experiences, for multi-perspective observation opportunities and for individual learning. These consisted primarily of positive motivational effects for authentic or immersive learning experiences

Pengenalan Teknologi Augmented Reality sebagai Media Pembelajaran Anak Usia Dini di RA Babul Ulum Desa Pulau Panggung Kecamatan Abung Tinggi Kabupaten Lampung Utara

In this millennial era, there are many school institutions that use modern technology in carrying out learning, to support and make learning more interesting. One example of modern technology that can be used is Augmented Reality technology. Unfortunately the use of Augmented Reality technology is not as easy as imagined, because there are obstacles such as the lack of teacher education about various learning media that support the learning process and also especially on the location factor of RA Babul Ulum which is in rural areas so that it has not been touched by learning media that smells technology. To support learning using the AR system at RA Babul Ulum, Pulau Panggung village, North Lampung, a community grant team from the State University of Malang funded by PNBP carried out a community service program in the form of counseling and providing teaching aids in the form of an LCD projector and also several Augmented Reality (AR) cards.). With the methods of observation, lectures, demonstrations, discussions and practice with direct trials resulted in: teachers RA Babul Ulum understand and master the application of Augmented Reality technology; RA Babul Ulum received new teaching materials in the form of Augmented Reality cards; The use of this learning media causes students to understand better and not get bored easily when the learning process takes place

Augmented Reality Trends in Teaching English Tenses: The Case of Non-English Education Students

The purpose of this study was to examine a classroom action research about using augmented reality media to improve non-English students’ tenses mastery. The study was carried out in two cycles and each cycle consists of four stages, including plan, action, observation, and reflection. The participants of the study were a class of students of economic education study program, faculty of teacher training and education at a public university in Jambi who were taking English subject. The data of the study were taken from a test and observations in collecting the data. The results of the data analysis indicated that there was an increase from the first cycle to the second cycle. Moreover, the research results showed that: 1) augmented reality created a good atmosphere in the teaching and learning activities; 2) augmented reality made the students understand the use of tenses easily; and 3) the students became more active and attractive in the teaching and learning activities. It can be concluded that the use of augmented reality can improve students' tenses mastery

Motion Planning Among Dynamic, Decision-Making Agents with Deep Reinforcement Learning

Robots that navigate among pedestrians use collision avoidance algorithms to enable safe and efficient operation. Recent works present deep reinforcement learning as a framework to model the complex interactions and cooperation. However, they are implemented using key assumptions about other agents' behavior that deviate from reality as the number of agents in the environment increases. This work extends our previous approach to develop an algorithm that learns collision avoidance among a variety of types of dynamic agents without assuming they follow any particular behavior rules. This work also introduces a strategy using LSTM that enables the algorithm to use observations of an arbitrary number of other agents, instead of previous methods that have a fixed observation size. The proposed algorithm outperforms our previous approach in simulation as the number of agents increases, and the algorithm is demonstrated on a fully autonomous robotic vehicle traveling at human walking speed, without the use of a 3D Lidar

Inter-organisational projects in french innovation clusters: the construction of collaboration

Having received considerable attention from central government and local authorities, French innovation clusters (the so-called ‘pôles de compétitivité') are beginning to be studied by academic researchers and evaluated by consultants. The core of their activity consists of collaborative projects, which are characterised by specific management and HR practices located at the junction of different cultures and employment statuses. Almost four years after they were launched, what can we say about the dynamic of these collaborative projects? What is the reality of such collaboration when it involves multiple partnerships bringing together employees from different occupational cultures and HRM systems? The aim of this longitudinal research, which is based on observation of two collaborative projects in one of the most largest clusters in France,is to discuss management and HR issues in such a setting. A literature review highlights the need to open up the ‘black box' of collaboration within projects and encourages examination of both manager's coordination efforts and the actors' motivation to cooperate, as well as the role played by HRM practices. Thus observation of the conduct of the projects over two years reveals that collaboration, far from being a given within these projects, is the product of a process of social construction that might be fostered by better managerial support.innovation cluster ; collaborative project ; coordination ; cooperation ; learning ; competences

Implementation of 21st Century Learning in Elementary School

This study describes the perceptions and implementation of 21st century learning in elementary schools. This study uses a descriptive qualitative research method. This research is in the form of field research, namely research conducted in real life to find out the specifics and reality of what happened during society at one time—data collection techniques used in this study using observation, interviews, and documentation. The sample used in this study was 25 people, consisting of 5 school principals and 20 madrasah teachers from three provinces, namely Banten, Jakarta and West Java. The results of teacher perceptions of 21st century learning in elementary schools show that as many as 5 people or 20% of respondents said they knew 21st century learning from internet sources, 7 people or 28% said they knew 21st century learning from teacher training, 8 people or 32% knew about learning 21st century from seminars or workshops, 4 people or 16% of respondents from discussions with colleagues, and 1 person or 4% obtained from scientific journals. While implementing 21st century learning in elementary schools is included in the very good category, this can be seen from 96% of teachers who have implemented 21st century learning. Good perceptions of the learning skills possessed by respondents are continuous with the selection of learning models they use, such as problem-based learning, discovery learning, project-based learning, cooperative learning, and direct learning