15,619 research outputs found
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Trajectories of learning across museums and classrooms
This paper explores the use of social and mobile technologies on school field trips as means of enhancing the visitor experience. It employs the notion of a âtrajectoryâ (Ludvigsen et al. 2010; Pierroux et al., 2010; Littleton & Kerawalla, 2012) as appropriate means of connecting learners temporal experiences with informal and formal learning contexts. The focus of the analysis is on a groupâs trajectory with an aim to examine the meanings made and represented in multimodal âensemblesâ and further, to explore whether artefacts and tools encountered or used inform studentsâ ensembles and assist them in making connections across the settings. This paper aims to contribute to contemporary discourse on technology-enhanced museum learning by exploring aspects of the visitor experience, such as meaning making across and between contexts
System upgrade: realising the vision for UK education
A report summarising the findings of the TEL programme in the wider context of technology-enhanced learning and offering recommendations for future strategy in the area was launched on 13th June at the House of Lords to a group of policymakers, technologists and practitioners chaired by Lord Knight.
The report â a major outcome of the programme â is written by TEL director Professor Richard Noss and a team of experts in various fields of technology-enhanced learning. The report features the programmeâs 12 recommendations for using technology-enhanced learning to upgrade UK education
Daily Stress Recognition from Mobile Phone Data, Weather Conditions and Individual Traits
Research has proven that stress reduces quality of life and causes many
diseases. For this reason, several researchers devised stress detection systems
based on physiological parameters. However, these systems require that
obtrusive sensors are continuously carried by the user. In our paper, we
propose an alternative approach providing evidence that daily stress can be
reliably recognized based on behavioral metrics, derived from the user's mobile
phone activity and from additional indicators, such as the weather conditions
(data pertaining to transitory properties of the environment) and the
personality traits (data concerning permanent dispositions of individuals). Our
multifactorial statistical model, which is person-independent, obtains the
accuracy score of 72.28% for a 2-class daily stress recognition problem. The
model is efficient to implement for most of multimedia applications due to
highly reduced low-dimensional feature space (32d). Moreover, we identify and
discuss the indicators which have strong predictive power.Comment: ACM Multimedia 2014, November 3-7, 2014, Orlando, Florida, US
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Mobile Learning Revolution: Implications for Language Pedagogy
Mobile technologies including cell phones and tablets are a pervasive feature of everyday life with potential impact on teaching and learning. âMobile pedagogyâ may seem like a contradiction in terms, since mobile learning often takes place physically beyond the teacher's reach, outside the walls of the classroom. While pedagogy implies careful planning, mobility exposes learners to the unexpected. A thoughtful pedagogical response to this reality involves new conceptualizations of what is to be learned and new activity designs. This approach recognizes that learners may act in more self-determined ways beyond the classroom walls, where online interactions and mobile encounters influence their target language communication needs and interests. The chapter sets out a range of opportunities for out-of-class mobile language learning that give learners an active role and promote communication. It then considers the implications of these developments for language content and curricula and the evolving roles and competences of teachers
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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
Typical Phone Use Habits: Intense Use Does Not Predict Negative Well-Being
Not all smartphone owners use their device in the same way. In this work, we
uncover broad, latent patterns of mobile phone use behavior. We conducted a
study where, via a dedicated logging app, we collected daily mobile phone
activity data from a sample of 340 participants for a period of four weeks.
Through an unsupervised learning approach and a methodologically rigorous
analysis, we reveal five generic phone use profiles which describe at least 10%
of the participants each: limited use, business use, power use, and
personality- & externally induced problematic use. We provide evidence that
intense mobile phone use alone does not predict negative well-being. Instead,
our approach automatically revealed two groups with tendencies for lower
well-being, which are characterized by nightly phone use sessions.Comment: 10 pages, 6 figures, conference pape
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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
Fast Deep Matting for Portrait Animation on Mobile Phone
Image matting plays an important role in image and video editing. However,
the formulation of image matting is inherently ill-posed. Traditional methods
usually employ interaction to deal with the image matting problem with trimaps
and strokes, and cannot run on the mobile phone in real-time. In this paper, we
propose a real-time automatic deep matting approach for mobile devices. By
leveraging the densely connected blocks and the dilated convolution, a light
full convolutional network is designed to predict a coarse binary mask for
portrait images. And a feathering block, which is edge-preserving and matting
adaptive, is further developed to learn the guided filter and transform the
binary mask into alpha matte. Finally, an automatic portrait animation system
based on fast deep matting is built on mobile devices, which does not need any
interaction and can realize real-time matting with 15 fps. The experiments show
that the proposed approach achieves comparable results with the
state-of-the-art matting solvers.Comment: ACM Multimedia Conference (MM) 2017 camera-read
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