The use of animated agents in e‐learning environments: an exploratory, interpretive case study

There is increasing interest in the use of animated agents in e‐learning environments. However, empirical investigations of their use in online education are limited. Our aim is to provide an empirically based framework for the development and evaluation of animated agents in e‐learning environments. Findings suggest a number of challenges, including the multiple dialogue models that animated agents will need to accommodate, the diverse range of roles that pedagogical animated agents can usefully support, the dichotomous relationship that emerges between these roles and that of the lecturer, and student perception of the degree of autonomy that can be afforded to animated agents

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Inclusion Criteria and Instructional Technology Design - Theories and Application to Electronic Learning Platform Development

This study is a literature review of instructional designs in e-learning. According to literature search there are fourdominant areas in e-learning research, these are appropriate technologies, technology acceptance, perception ofquality and instructional designs. Studies abound on causes of dropout in e-learning programs, but little attention hasbeen given to instructional design as one of the probable causes of dropout rate. The main goal of this review is toresearch the theories that guide e-learning instructional designs. The study also clarifies the different terminologiesused for e-learning and traces e-learning its development stages. Out of the thirty four literatures that were reviewedonly ten met the inclusion criteria of instructional designs and a university setting. This review is limited to those tenresearch studies. The discussions are along the theories and methodologies used, findings and unansweredquestions.Keywords: E-learning, Tele-Education, Information Communication Technology(ICT), Instructional design

Service-oriented coordination platform for technology-enhanced learning

It is currently difficult to coordinate learning processes, not only because multiple stakeholders are involved (such as students, teachers, administrative staff, technical staff), but also because these processes are driven by sophisticated rules (such as rules on how to provide learning material, rules on how to assess students’ progress, rules on how to share educational responsibilities). This is one of the reasons for the slow progress in technology-enhanced learning. Consequently, there is a clear demand for technological facilitation of the coordination of learning processes. In this work, we suggest some solution directions that are based on SOA (Service-Oriented Architecture). In particular, we propose a coordination service pattern consistent with SOA and based on requirements that follow from an analysis of both learning processes and potentially useful support technologies. We present the service pattern considering both functional and non-functional issues, and we address policy enforcement as well. Finally, we complement our proposed architecture-level solution directions with an example. The example illustrates our ideas and is also used to identify: (i) a short list of educational IT services; (ii) related non-functional concerns; they will be considered in future work

Adaptive e-Learning Environment Design

Virtual Learning Environments and Adaptive Learning Systems correspond to distance learning solutions that seek to meet the promise of individualized learning.Technological innovation, nevertheless, is not sufficient to ensure high learning outcomes. While the number of distance learning packages multiply in the market, it is important to consider their pedagogical use, instead of focusing on listing and describing their features.Catering for diversity in learners is also not enough for the design of quality solutions that can efficiently support the learning process. It is necessary to acquire knowledge regarding individuals’ different and real learning needs, through a human-centered design process. That is the challenge for designers of e-learning environments and materials.Virtual Learning Environments and Adaptive Learning Systems correspond to distance learning solutions that seek to meet the promise of individualized learning.Technological innovation, nevertheless, is not sufficient to ensure high learning outcomes. While the number of distance learning packages multiply in the market, it is important to consider their pedagogical use, instead of focusing on listing and describing their features.Catering for diversity in learners is also not enough for the design of quality solutions that can efficiently support the learning process. It is necessary to acquire knowledge regarding individuals’ different and real learning needs, through a human-centered design process. That is the challenge for designers of e-learning environments and materials

From mirroring to guiding: A review of the state of art technology for supporting collaborative learning

We review systems that support the management of collaborative interaction, and propose a classification framework built on a simple model of coaching. Our framework distinguishes between mirroring systems, which display basic actions to collaborators, metacognitive tools, which represent the state of interaction via a set of key indicators, and coaching systems, which offer advice based on an interpretation of those indicators. The reviewed systems are further characterized by the type of interaction data they assimilate, the processes they use for deriving higher-level data representations, and the type of feedback they provide to users

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

Adaptive e-Learning Environment Design

Virtual Learning Environments and Adaptive Learning Systems correspond to distance learning solutions that seek to meet the promise of individualized learning. Technological innovation, nevertheless, is not sufficient to ensure high learning outcomes. While the number of distance learning packages multiply in the market, it is important to consider their pedagogical use, instead of focusing on listing and describing their features. Catering for diversity in learners is also not enough for the design of quality solutions that can efficiently support the learning process. It is necessary to acquire knowledge regarding individuals’ different and real learning needs, through a human-centered design process. That is the challenge for designers of e-learning environments and materials.Virtual Learning Environments and Adaptive Learning Systems correspond to distance learning solutions that seek to meet the promise of individualized learning. Technological innovation, nevertheless, is not sufficient to ensure high learning outcomes. While the number of distance learning packages multiply in the market, it is important to consider their pedagogical use, instead of focusing on listing and describing their features. Catering for diversity in learners is also not enough for the design of quality solutions that can efficiently support the learning process. It is necessary to acquire knowledge regarding individuals’ different and real learning needs, through a human-centered design process. That is the challenge for designers of e-learning environments and materials