10,817 research outputs found

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

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    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

    Conversational agent for supporting learners on a MOOC on programming with Java

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    One important problem in MOOCs is the lack of personalized support from teachers. Conversational agents arise as one possible solution to assist MOOC learners and help them to study. For example, conversational agents can help review key concepts of the MOOC by asking questions to the learners and providing examples. JavaPAL, a voice-based conversational agent for supporting learners on a MOOC on programming with Java offered on edX. This paper evaluates JavaPAL from different perspectives. First, the usability of JavaPAL is analyzed, obtaining a score of 74.41 according to a System Usability Scale (SUS). Second, learners’ performance is compared when answering questions directly through JavaPAL and through the equivalent web interface on edX, getting similar results in terms of performance. Finally, interviews with JavaPAL users reveal that this conversational agent can be helpful as a complementary tool for the MOOC due to its portability and flexibility compared to accessing the MOOC contents through the web interface.This work was supported in part by the FEDER/Ministerio de Ciencia, Innovación y Universidades-Agencia Estatal de Investigación, through the Smartlet and H2O Learning projects under Grant TIN2017-85179-C3-1-R and PID2020-112584RB-C31, and in part by the Madrid Regional Government through the e-Madrid-CM Project under Grant S2018/TCS-4307 and under the Multiannual Agreement with UC3M in the line of Excellence of University Professors (EPUC3M21), and in the context of the V PRICIT (Regional Programme of Research and Technological Innovation), a project which is co-funded by the European Structural Funds (FSE and FEDER). Partial support has also been received from the European Commission through Erasmus+ Capacity Building in the Field of Higher Education projects, more specifically through projects LALA, InnovaT, and PROF-XXI (586120-EPP-1-2017-1-ES-EPPKA2-CBHE-JP), (598758-EPP-1-2018-1-AT-EPPKA2-CBHE-JP), (609767-EPP-1-2019-1-ES-EPPKA2-CBHE-JP). This publication reflects the views only of the authors and funders cannot be held responsible for any use which may be made of the information contained therein

    mLearning, development and delivery : creating opportunity and enterprise within the HE in FE context

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    This research project was funded by ESCalate in 2006-7 to support Somerset College in developing the curriculum, as well as widening participation via the use of mobile communications technologies such as mp3 players and mobile phones. The Project represents a highly topical and timely engagement with the opportunities for learning provided by the burgeoning use of mobile computing/ communications devices. Activities bring together colleagues from Teacher Education and Multimedia Computing in an innovative approach to designing for and delivering the curriculum. The Project addresses pedagogic issues and also vitally involves current and future learners, providing them with a new context for skills development and entrepreneurship. Anticipated outcomes include informed development of new HE modules and professional CPD activities which address the skills and context of this emerging approach to delivering the curriculum. The Project also intends to trial and evaluate the use of mobile technologies to support a blended learning approach to programme delivery and the development of a FD module which could be delivered via a mobile computing device. An interim report and a final project report are available as Word and PDF file

    Dynamic interactive learning systems

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    Bringing AI into the Classroom: Designing Smart Personal Assistants as Learning Tutors

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    Despite a growing body of research about the design and use of Smart Personal Assistants like Amazon’s Alexa, little is known about their ability to be learning tutors. New emerging ecosystems empower educators to develop their own agents without deep technical knowledge. The objective of our study is to find and validate a general set of design principles that educators can use to design their own agents. Using a design science research approach, we present requirements from students and educators as well as IS and education theory. Next, we formulate design principles and evaluate them with a focus group before we instantiate our artifact in an everyday learning environment. The findings of this short paper indicate that the design principles and corresponding artifact are able to significantly improve learning outcomes. The completed work aims to develop a nascent design theory for designing Smart Personal Assistants as learning tutors

    2008-2009

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    Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1020/thumbnail.jp

    2011-2012

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    Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1023/thumbnail.jp

    Towards Empowering Educators to Create their own Smart Personal Assistants

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    Despite a growing body of research about the design and use of Smart Personal Assistants such as Amazon’s Alexa or Google’s Assistant, little is known about their ability to help educators offering individual support in large-scale learning environments. Smart Personal Assistant ecosystems empower educators to develop their own agents without deep technological knowledge. The objective of this paper is to design and validate a method that helps educators to create Smart Personal Assistants as learning tutors. Using a design science research approach, we first gather requirements from students and educators as well as from information systems and education theory. Next, we create an alpha version of our method and evaluate it with a focus group before we instantiate our artifact in an everyday learning environment. The findings indicate that our method is able to empower educators to design Smart Personal Assistants that significantly improve students’ learning success

    2007-2008

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    Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1019/thumbnail.jp

    Master of Science Degree Programs 1998

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