Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

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

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

An authoring tool to provide group and crowd animation using Natural Language scripts

Virtual environments have become ubiquitous, expanding beyond games into the domains of architecture, engineering, psychology, education, and archaeology. Furthermore, virtual humans can further enhance these environments when they provide compelling and coherent behaviors. In this paper, we present a scripting language based on simple, plain English commands. Our system assists people without game and animation expertise to populate large environments and complex scenarios. To validate our approach, we develop a prototype using Unreal Engine 4 and author a variety of indoor and outdoor agent simulations. Furthermore, we test our prototype with both experienced and inexperienced users, creating scenarios for a residence, mall, psychology scenario, and archaeological site

Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion

Decoding learning: the proof, promise and potential of digital education

With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog

Incorporating Andragogy and Cognitive Theory Of Multimedia Learning Into Self-Paced Training and Development Programs

In the modern higher educational system, technology permeated almost all the provisions of educational processes and transformed individual learning transactions. Empirical evidence reveals students’ skill gaps in the digitized campus and the real-world work environment driven by technology. Technical training is of high value and in high demand in helping students to develop the skills necessary to carry out schoolwork and be prepared for the real-world work environment. The purpose of this study was to investigate the effectiveness of the combined method of Andragogy and Cognitive Theory of Multimedia Learning (CTML) in enhancing learning results and optimizing students’ learning experience in an asynchronous Excel training program designed on Storyline 360. This study utilized a mixed-method design and was conducted in a private religiously affiliated university on the west coast of the U.S. Quantitative data (i.e., control group n=22; Treatment group n=22) were collected through quiz and survey to measure learning results and learning motivation, autonomy, and satisfaction respectively. Qualitative data (n=4) were collected through semi-structured individual interviews to obtain a deeper insight into the different learning experiences between conventional instruction and the Andragogy and CTML-enhanced instruction. The first finding of this study was the effectiveness of the interventional training designed with a combined method of Andragogy and CTML in improving students’ learning outcomes in the post-test (i.e., t (42) = 2.65, p-value = 0.01\u3c0.05, Cohen’s D = 0.80)) and maximizing gained scores (i.e., (t (42) = 2.23, p-value = 0.03), Cohen’s D = 0.67). iii The second finding of the research was that the interventional training designed with a combined method of Andragogy and CTML had a significant effect on improving students’ learning motivation (t (42) = 2.71, p-value = 0.0096 \u3c 0.05, Cohen’s d = 0.82,), but no effect on improving learning autonomy (t (42) = -0.17, p-value = 0.87 \u3e 0.05, Cohen’s d = -0.05,) and learning satisfaction (t (42) = 1.43 p-value = 0.16 \u3e 0.05, Cohen’s d = 0.42). The third finding of this research revealed: (1) learners found both the conventional and the Andragogy and CTML-enhanced training beneficial as it met their current or future needs; (2) learners in both groups were engaged in the micro-learning experience multimedia-based (i.e., simulations and mind maps); (3) Project-based assessment and brief course navigation instructions are preferred in the self-paced training. This study formulated an evidence-based framework to design effective online technical capability-building solutions that are centered on the needs of learners. Educational leaders should enable instructional technologies and define governance and processes to support the integration of the combined andragogy and CTML method. Additional research implementing the andragogy and CTML approach with learners in different educational settings and subject matters would further expand the findings and drive teaching innovations

From collaborative virtual research environment SOA to teaching and learning environment SOA

This paper explores the extension of the CORE VRE SOA to a collaborative virtual teaching and learning environment (CVTLE) SOA. Key points are brought up to date from a number of projects researching and developing a CVTLE and its component services. Issues remain: there are few implementations of the key services needed to demonstrate the CVTLE concept; there are questions about the feasibility of such an enterprise; there are overlapping standards; questions about the source and use of user profile data remain difficult to answer; as does the issue of where and how to coordinate, control, and monitor such a teaching and learning syste

A note on organizational learning and knowledge sharing in the context of communities of practice

Please, cite this publication as: Antonova, A. & Gourova, E. (2006). A note on organizational learning and knowledge sharing in the context of communities of practice. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence Conference. September 12th, Sofia, Bulgaria: TENCompetence. Retrieved June 30th, 2006, from http://dspace.learningnetworks.orgThe knowledge management (KM) literature emphasizes the impact of human factors for successful implementation of KM within the organization. Isolated initiatives for promoting learning organization and team collaboration, without taking consideration of the knowledge sharing limitations and constraints can defeat further development of KM culture. As an effective instrument for knowledge sharing, communities of practice (CoP) are appearing to overcome these constraints and to foster human collaboration.This work has been sponsored by the EU project TENCompetenc