9,440 research outputs found
Virtual pedagogical model: development scenarios
info:eu-repo/semantics/publishedVersio
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Scoping a vision for formative e-assessment: a project report for JISC
Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen
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Human-Centered Approaches in Geovisualization Design: Investigating Multiple Methods Through a Long-Term Case Study
Working with three domain specialists we investigate human-centered approaches to geovisualization following an
ISO13407 taxonomy covering context of use, requirements and early stages of design. Our case study, undertaken over three years, draws attention to repeating trends: that generic approaches fail to elicit adequate requirements for geovis application design; that the use of real data is key to understanding needs and possibilities; that trust and knowledge must be built and developed with collaborators. These processes take time but modified human-centred approaches can be effective. A scenario developed through contextual inquiry but supplemented with domain data and graphics is useful to geovis designers. Wireframe, paper and digital prototypes enable successful communication between specialist and geovis domains when incorporating real and interesting data, prompting exploratory behaviour and eliciting previously unconsidered requirements. Paper prototypes are particularly successful at eliciting suggestions, especially for novel visualization. Enabling specialists to explore their data freely with a digital prototype is as effective as using a structured task protocol and is easier to administer. Autoethnography has potential for framing the design process. We conclude that a common understanding of context of use, domain data and visualization possibilities are essential to successful geovis design and develop as this progresses. HC approaches can make a significant contribution here. However, modified approaches, applied with flexibility, are most promising. We advise early, collaborative engagement with data – through simple, transient visual artefacts supported by data sketches and existing designs – before moving to successively more sophisticated data wireframes and data prototypes
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Education in the Wild: Contextual and Location-Based Mobile Learning in Action. A Report from the STELLAR Alpine Rendez-Vous Workshop Series
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Introduction to location-based mobile learning
[About the book]
The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning
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Augmenting the field experience: a student-led comparison of techniques and technologies
In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project
Proceedings of the ECCS 2005 satellite workshop: embracing complexity in design - Paris 17 November 2005
Embracing complexity in design is one of the critical issues and challenges of the 21st century. As the realization grows that design activities and artefacts display properties associated with complex adaptive systems, so grows the need to use complexity concepts and methods to understand these properties and inform the design of better artifacts. It is a great challenge because complexity science represents an epistemological and methodological swift that promises a holistic approach in the understanding and operational support of design. But design is also a major contributor in complexity research. Design science is concerned with problems that are fundamental in the sciences in general and complexity sciences in particular. For instance, design has been perceived and studied as a ubiquitous activity inherent in every human activity, as the art of generating hypotheses, as a type of experiment, or as a creative co-evolutionary process. Design science and its established approaches and practices can be a great source for advancement and innovation in complexity science. These proceedings are the result of a workshop organized as part of the activities of a UK government AHRB/EPSRC funded research cluster called Embracing Complexity in Design (www.complexityanddesign.net) and the European Conference in Complex Systems (complexsystems.lri.fr). Embracing complexity in design is one of the critical issues and challenges of the 21st century. As the realization grows that design activities and artefacts display properties associated with complex adaptive systems, so grows the need to use complexity concepts and methods to understand these properties and inform the design of better artifacts. It is a great challenge because complexity science represents an epistemological and methodological swift that promises a holistic approach in the understanding and operational support of design. But design is also a major contributor in complexity research. Design science is concerned with problems that are fundamental in the sciences in general and complexity sciences in particular. For instance, design has been perceived and studied as a ubiquitous activity inherent in every human activity, as the art of generating hypotheses, as a type of experiment, or as a creative co-evolutionary process. Design science and its established approaches and practices can be a great source for advancement and innovation in complexity science. These proceedings are the result of a workshop organized as part of the activities of a UK government AHRB/EPSRC funded research cluster called Embracing Complexity in Design (www.complexityanddesign.net) and the European Conference in Complex Systems (complexsystems.lri.fr)
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Similarities, challenges and opportunities of wikipedia content and open source projects
Copyright @ 2012 John Wiley & Sons, Ltd.Several years of research and evidence have demonstrated that Open Source Software (OSS) portals often contain a large amount of software projects that simply do not evolve, developed by relatively small communities, struggling to attract a sustained number of contributors. These portals have started to
increasingly act as a storage for abandoned projects, and researchers and practitioners should try and point out how to take advantage of such content. Similarly, other online content portals (like Wikipedia) could be harvested for valuable content. In this paper we argue that, even with differences in the requested expertise, many projects reliant on content and contributions by users undergo a similar evolution, and follow similar patterns: when a project fails to attract contributors, it appears to be not evolving, or abandoned. Far from a negative finding, even those projects could provide valuable content that should be harvested and identified based on common characteristics: by using the attributes of “usefulness” and “modularity” we isolate valuable content in both Wikipedia pages and OSS projects
Characterising Learners in Online Communities Based on Actor-Artefact Relations
Online communities are of huge interest in terms of learning and knowledge creation because of the potential to distribute knowledge among possibly large audience independently from time and place. In this context, various forms of online learning have developed over time ranging from small learning groups to massive open online courses (MOOCs) with thousands of participants.
In order to support learning in those settings an increased understanding of specific characteristics of learners in online communities is necessary. Thus, dedicated means to gather valuable information from data produced in online learning environments have to be developed. This cumulative dissertation includes five publications aiming to make progress in this direction with a particular focus on the advancement of methods to analyse activity and interaction data of learners.
The methodological foundation of the work is (social) network analysis, which provides a well-grounded set of methods for structural analysis of relational data. Network analysis is especially suited since the collected data about actors (in this thesis mostly learners) who create and consume digital content (artefacts) can be modelled as actor-artefact networks. Those actor-artefact networks denote the starting point of all analyses presented in this dissertation, which target different aspects of learning in online communities, in particular the usage of learning resources, emergence of interest profiles, and information exchange between learners.
In the course of this work, stable artefacts that are not assumed to have changing content over time are distinguished from time-evolving dynamic artefacts (typically user generated content). In the case of stable artefacts, affiliations of learners to learning resources in online courses are analysed by identifying mixed clusters of learners and resources using network clustering algorithms. The evolution of these learner-resource clusters over time is investigated in detail leading to discoveries of typical resource access patterns that characterise learners regarding their interests in provided learning materials. The approach is further extended and combined with content analysis techniques to analyse thematic development in discussion forums.
Discussion forums are also the subject of two other studies investigating information exchange between learners in MOOCs. The evolving discussion threads are considered as dynamically evolving artefacts that are used to extract social networks reflecting information exchange between forum users. These networks are analysed to uncover different roles of forum users with respect to their positions in the network. For this task different approaches are described that are capable of modelling structural characteristics of the information exchange network over time and further take discussion topics as additional information into account.Online-Gemeinschaften sind aufgrund der Möglichkeiten Wissen zeit- und ortsunabhängig unter einer großen Menge von Adressaten zu verbreiten von großem Interesse bezüglich Lernens und Wissenskonstruktion. In diesem Kontext haben sich über die Zeit verschiedene Formen des Online-Lernens entwickelt, von kleinen Lerngruppen bis zu “Massive Open Online Courses” (MOOCs) mit tausenden von Teilnehmern.
Um das Lernen in diesen Bereichen zu unterstützen, ist ein besseres Verständnis spezifischer Charakteristiken von Lernenden in Online-Gemeinschaften notwendig. Um nützliche Informationen aus Daten zu gewinnen, die in Online-Umgebungen anfallen, sind dezidierte Methoden wichtig. Diese kumulative Dissertation beinhaltet Publikationen die auf Fortschritte in diesem Bereich abzielen. Ein besonderer Fokus liegt dabei auf der Weiterentwicklung von Methoden zur Analyse von Aktivitäts- und Interaktionsdaten von Lernern in Online-Gemeinschaften.
Das methodische Fundament ist dabei die (Soziale) Netzwerkanalyse, welche fundierte Methoden zur strukturellen Analyse von relationalen Daten bereitstellt. Netzwerkanalyse ist besonders geeignet, da Daten über Akteure (hier meistens Lernende), die digitale Inhalte (Artefakte) erstellen und konsumieren, als Akteur-Artefakt-Netzwerk modelliert werden können. Solche Akteur-Artefakt-Netzwerke sind der Ausgangspunkt aller in dieser Dissertation vorgestellten Analysen, die auf verschiedene Aspekte des Lernens in Online-Gemeinschaften abzielen, insbesondere die Nutzung von Lernressourcen, die Entwicklung von Interessensprofilen und Wissensaustausch zwischen Lernenden.
Im Verlauf dieser Arbeit wird zwischen stabilen Artefakten, die sich über die Zeit nicht verändern und sich über die Zeit entwickelnden dynamischen Artefakten (typischerweise Nutzergenerierte Inhalte) unterschieden. Im Fall von statischen Artefakten werden Affiliationen von Lernenden zu Lernressourcen in Online-Kursen untersucht, indem gemischte Cluster aus Lernenden und Lernressourcen mittels Netzwerk-Clusteringalgorithmen identifiziert werden. Die Evolution dieser Lerner-Ressourcen-Cluster wird eingehend untersucht, woraus Erkenntnisse über typische Ressourcennutzungsmuster gewonnen werden, die die Lernenden in Online-Gemeinschaften bezüglich ihrer Präferenzen zu Lernmaterialien charakterisieren.
Dieser Ansatz wird zudem weiterentwickelt und mit Techniken der Inhaltsanalyse kombiniert, um thematische Entwicklungen in Diskussionsforen zu analysieren.
Diskussionsforen sind auch Gegenstand zweier weiterer Studien, die den Austausch von Informationen zwischen Lernenden in MOOCs zu untersuchen. Die einzelnen Diskussionsstränge werden dabei als dynamische Artefakte angesehen, die dann dazu genutzt werden um soziale Netzwerke zu extrahieren, die den Informationsaustausch zwischen Lernenden abbilden. Diese Netzwerke werden dahingehend analysiert, unterschiedliche Rollen von Forumsnutzern bezüglich ihrer Position in dem Netzwerk zu identifizieren. Dazu werden verschiedene Ansätze vorgestellt, die die strukturellen Charakteristiken des Informationsaustauschnetzwerks über die Zeit darstellen, sowie Diskussionsthemen als zusätzliche Informationen berücksichtigen
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