Evaluating the usage of interactive digital contents in a distance learning art project

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Learning with Video in Hypermedia

The potential for education of the motion picture was early recognized by many, but technological and use constraints have limited, or perhaps just postponed, the fulfilment of this vision. Significant technological advances and the new tendencies for media convergence and integration are transforming video into a dominant medium, suggesting new ways to support learning activities. The purpose of this paper is to contribute to the understanding of the effective use of video in education, in particular by discussing the role of hypervideo in learning environments. Our approach is based on human cognition concepts, the way media relates to learning, and hypervideo characteristics. These concepts and ideas are being developed and experimented in the context of the Unibase project on interactive and multimedia distance learnin

Video Augmentation in Education: in-context support for learners through prerequisite graphs

The field of education is experiencing a massive digitisation process that has been ongoing for the past decade. The role played by distance learning and Video-Based Learning, which is even more reinforced by the pandemic crisis, has become an established reality. However, the typical features of video consumption, such as sequential viewing and viewing time proportional to duration, often lead to sub-optimal conditions for the use of video lessons in the process of acquisition, retrieval and consolidation of learning contents. Video augmentation can prove to be an effective support to learners, allowing a more flexible exploration of contents, a better understanding of concepts and relationships between concepts and an optimization of time required for video consumption at different stages of the learning process. This thesis focuses therefore on the study of methods for: 1) enhancing video capabilities through video augmentation features; 2) extracting concept and relationships from video materials; 3) developing intelligent user interfaces based on the knowledge extracted. The main research goal is to understand to what extent video augmentation can improve the learning experience. This research goal inspired the design of EDURELL Framework, within which two applications were developed to enable the testing of augmented methods and their provision. The novelty of this work lies in using the knowledge within the video, without exploiting external materials, to exploit its educational potential. The enhancement of the user interface takes place through various support features among which in particular a map that progressively highlights the prerequisite relationships between the concepts as they are explained, i.e., following the advancement of the video. The proposed approach has been designed following a user-centered iterative approach and the results in terms of effect and impact on video comprehension and learning experience make a contribution to the research in this field

From cognitive landscapes to digital hyperscapes

The widespread diffusion of e-Learning in organizations has encouraged the discovery of more effective ways for conveying digital information to learners, for instance, via the commonly called Learning Management Systems (LMS). A problem that we have identified is that cognitive variables and pedagogical processes are rarely taken into consideration and sometimes are confused with the mere use by learners of “diversified” hypermedia resources. Within the context of widespread dissemination of multimedia content that has followed the emergence of massive information resources, we discuss the need for more powerful and effective learner-centered tools capable of handling all kinds of design configurations and learning objects.(undefined

Four phases of video streaming: A case study of medical teaching

This article examines video streaming in teaching situations with varying degrees of student activation ranging from lectures to team-based learning. The article is a case study of the implementation of video streaming at the Department of Medicine, Aarhus University. The aim of the article is to develop a model of video streaming in student-centered teaching. The research question is what characterizes the phases of video streaming in relation to student-centered teaching? The article develops a model with four phases of video streaming based on the case study and the literature on learning design. The article argues that both educators, e-moderators and students play a role in making video streaming a useful teaching technology. There are advantages to embedding the technology in a social educational context in relation to roles and phases of teaching. In collaboration with educators, instructional developers must learn to see the possibilities of video streaming from the perspective of the instructional process.Denne artikel undersøger videostreaming i forskellige undervisningssituationer med varierende grader af studenteraktivering lige fra forelæsninger til team-baseret læring. Artiklen er et casestudie om implementering af video-streaming på Medicin, Aarhus Universitet. Artiklens mål er at udvikle en model af videostreaming i studenter-centreret undervisning. Forskningsspørgsmålet er: Hvad kendetegner faser i video-streaming i forhold til studentercentreret undervisning? Artiklen udvikler en model med fire faser af videostreaming baseret på et empirisk casestudie og teori om læringsdesign. Artiklen argumenterer for at både undervisere, e-moderatorer og studerende spiller en rolle i forhold til at gøre video-streaming til en nyttig undervisningsteknologi. Selvom universitetsundervisere relativt nemt kan udvikle videoer med sin smartphone eller ved hjælp af et digitalt videokamera, er der fordele ved at indlejre teknologien i en social uddannelsessammenhæng i forhold til roller og faser i undervisningsforløb. Undervisningsudviklere skal i samarbejde med undervisere lære at se mulighederne i video-streaming ud fra et undervisningsforløb

Learning Activities with Semantic. Hypermedia in Higher Education

The increasing use of information and communication technologies (ICT) in diverse professional and personal contexts calls for new knowledge, and a set of abilities, competences and attitudes, for an active and participative citizenship. In this context it is acknowledged that universities have an important role innovating in the educational use of digital media to promote an inclusive digital literacy. The educational potential of digital technologies and resources has been recognized by both researchers and practitioners. Multiple pedagogical models and research approaches have already contributed to put in evidence the importance of adapting instructional and learning practices and processes to concrete contexts and educational goals. Still, academic and scientific communities believe further investments in ICT research is needed in higher education. This study focuses on educational models that may contribute to support digital technology uses, where these can have cognitive and educational relevance when compared to analogical technologies. A teaching and learning model, centered in the active role of the students in the exploration, production, presentation and discussion of interactive multimedia materials, was developed and applied using the internet and exploring emergent semantic hypermedia formats. The research approach focused on the definition of design principles for developing class activities that were applied in three different iterations in undergraduate courses from two institutions, namely the University of Texas at Austin, USA and the University of Lisbon, Portugal. The analysis of this study made possible to evaluate the potential and efficacy of the model proposed and the authoring tool chosen in the support of metacognitive skills and attitudes related to information structuring and management, storytelling and communication, using computers and the internet

Professional learning & development : from innovative research to innovative interventions. Book of abstracts of the EARLI SIG14 2020 Conference

Special interest group 14 of the European Association for Research of Learning and Instruction (EARLI) brings together researchers who study work and education as contexts for professional learning. "From innovative research to innovative interventions" was the theme selected for the SIG14 2020 Conference in Barcelona. The conference was canceled due to the COVID-19 situation; however, the abstracts of all contributions are here presented, hoping that it can facilitate networking among researcher

European Distance and E-Learning Network (EDEN). Conference Proceedings

Erasmus+ Programme of the European UnionThe powerful combination of the information age and the consequent disruption caused by these unstable environments provides the impetus to look afresh and identify new models and approaches for education (e.g. OERs, MOOCs, PLEs, Learning Analytics etc.). For learners this has taken a fantastic leap into aggregating, curating and co-curating and co-producing outside the boundaries of formal learning environments – the networked learner is sharing voluntarily and for free, spontaneously with billions of people.Supported by Erasmus+ Programme of the European Unioninfo:eu-repo/semantics/publishedVersio