Toward a Semiotic Framework for Using Technology in Mathematics Education: The Case of Learning 3D Geometry

This paper proposes and examines a semiotic framework to inform the use of technology in mathematics education. Semiotics asserts that all cognition is irreducibly triadic, of the nature of a sign, fallible, and thoroughly immersed in a continuing process of interpretation (Halton, 1992). Mathematical meaning-making or meaningful knowledge construction is a continuing process of interpretation within multiple semiotic resources including typological, topological, and social-actional resources. Based on this semiotic framework, an application named VRMath has been developed to facilitate the learning of 3D geometry. VRMath utilises innovative virtual reality (VR) technology and integrates many semiotic resources to form a virtual reality learning environment (VRLE) as well as a mathematical microworld (Edwards, 1995) for learning 3D geometry. The semiotic framework and VRMath are both now being evaluated and will be re-examined continuously

Exploring the Potential of 3D Visualization Techniques for Usage in Collaborative Design

Best practice for collaborative design demands good interaction between its collaborators. The capacity to share common knowledge about design models at hand is a basic requirement. With current advancing technologies gathering collective knowledge is more straightforward, as the dialog between experts can be supported better. The potential for 3D visualization techniques to become the right support tool for collaborative design is explored. Special attention is put on the possible usage for remote collaboration. The opportunities for current state-of-the-art visualization techniques from stereoscopic vision to holographic displays are researched. A classification of the various systems is explored with respect to their tangible usage for augmented reality. Appropriate interaction methods can be selected based on the usage scenario

The LAB@FUTURE Project - Moving Towards the Future of E-Learning

This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer-generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused subjects namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future