The Abertay Code Bar – unlocking access to university-generated computer games intellectual poperty

Progress report on a digital platform and dual licensing model developed to unlock access to a University repository of new and legacy computer games based Intellectual Property (IP) assets for educational and commercial use. The digital creative industries have been identified by a number of governments as a priority area in delivering sustainable economic growth. Code Bar is an innovation that allows digital products to be commercially successful beyond the end of the Dare competition or coursework submission. To be selected for Code Bar, game products must be well designed for both player and market; technically robust (i.e. operating consistently and reliably on a single/multiple platforms), and be free from ambiguity around 3rd party IP. We describe various technical, pedagogic and legal challenges in developing the digital platform, licensing model and packaging of computer games products for release through the platform. The model is extendable beyond computer games to other software products

Interactive Real-Time Embedded Systems Education Infused with Applied Internet Telephony

The transition from traditional circuit-switched phone systems to modern packet-based Internet telephony networks demands tools to support Voice over Internet Protocol (VoIP) development. In this paper, we introduce the XinuPhone, an integrated hardware/software approach for educating users about VoIP technology on a real-time embedded platform. We propose modular course topics for design-oriented, hands-on laboratory exercises: filter design, timing, serial communications, interrupts and resource budgeting, network transmission, and system benchmarking. Our open-source software platform encourages development and testing of new CODECs alongside existing standards, unlike similar commercial solutions. Furthermore, the supporting hardware features inexpensive, readily available components designed specifically for educational and research users on a limited budget. The XinuPhone is especially good for experimenting with design trade-offs as well as interactions between real-time software and hardware components

EU–originated MOOCs, with focus on multi- and single-institution platforms

No abstract available

Design Creativity: Future Directions for Integrated Visualisation

The Architecture, Engineering and Construction (AEC) sectors are facing unprecedented challenges, not just with increased complexity of projects per se, but design-related integration. This requires stakeholders to radically re-think their existing business models (and thinking that underpins them), but also the technological challenges and skills required to deliver these projects. Whilst opponents will no doubt cite that this is nothing new as the sector as a whole has always had to respond to change; the counter to this is that design ‘creativity’ is now much more dependent on integration from day one. Given this, collaborative processes embedded in Building Information Modelling (BIM) models have been proffered as a panacea solution to embrace this change and deliver streamlined integration. The veracity of design teams’ “project data” is increasingly becoming paramount - not only for the coordination of design, processes, engineering services, fabrication, construction, and maintenance; but more importantly, facilitate ‘true’ project integration and interchange – the actualisation of which will require firm consensus and commitment. This Special Issue envisions some of these issues, challenges and opportunities (from a future landscape perspective), by highlighting a raft of concomitant factors, which include: technological challenges, design visualisation and integration, future digital tools, new and anticipated operating environments, and training requirements needed to deliver these aspirations. A fundamental part of this Special Issue’s ‘call’ was to capture best practice in order to demonstrate how design, visualisation and delivery processes (and technologies) affect the finished product viz: design outcome, design procedures, production methodologies and construction implementation. In this respect, the use of virtual environments are now particularly effective at supporting the design and delivery processes. In summary therefore, this Special Issue presents nine papers from leading scholars, industry and contemporaries. These papers provide an eclectic (but cognate) representation of AEC design visualisation and integration; which not only uncovers new insight and understanding of these challenges and solutions, but also provides new theoretical and practice signposts for future research

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

The Identified Informal Learner: Recognizing Assessed Learning in the Open

Badged open courses (BOCs) were piloted on the OpenLearn platform by the Open University (OU) in the UK in 2013. These are free online course upon the completion of which, digital badges are awarded. Based on the evaluation of their impact, they now form a key strand to the OU’s free learning provision, embracing Open Educational Practices at their core. The first permanent suite of BOCs was launched on OpenLearn in 2015 and evaluated for impact, both from an outreach and a business perspective. The application of a branded open digital badge, with associated assessment and feedback has provided a mechanism to motivate and reward informal learners whilst also generating a higher than expected click-through to make an enquiry about becoming a formal student

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

Designing experiments using digital fabrication in structural dynamics

In engineering, traditional approaches aimed at teaching concepts of dynamics to engineering students include the study of a dense yet sequential theoretical development of proofs and exercises. Structural dynamics are seldom taught experimentally in laboratories since these facilities should be provided with expensive equipment such as wave generators, data-acquisition systems, and heavily wired deployments with sensors. In this paper, the design of an experimental experience in the classroom based upon digital fabrication and modeling tools related to structural dynamics is presented. In particular, all experimental deployments are conceived with low-cost, open-source equipment. The hardware includes Arduino-based open-source electronics whereas the software is based upon object-oriented open-source codes for the development of physical simulations. The set of experiments and the physical simulations are reproducible and scalable in classroom-based environments.Peer ReviewedPostprint (author's final draft