Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

An Analysis of Interactive Learning Environments for Arithmetic and Algebra Through an Integrative Perspective

International audienceThe analysis presented in this article tries to obtain a global view of the field of interactive learning environments (ILE) dedicated to arithmetic and algebra. As preliminaries, a brief overview of evaluation methods focusing on educational software is given and a short description of ten ILEs concerned by the study is provided as a kind of a state-of-the-art. Then the methodology of ILEs analysis developed in the TELMA project is explained consisting in the design and the refinement of an analysis grid and its use on the ten ILEs is mentioned. Next, a first level analysis of results leading to a compiled, analytic and synthetic view of the ILEs available and/or missing functionalities is given. A second level of the analysis is also proposed, with two concise representations of the ILEs, composed of graphical representations of the previous results, leading to a 3D map of ILEs dedicated to arithmetic and algebra. This map provides, as promised, a global view of the field and permits to define five sorts of ILEs according to two criteria: the first one is teacher-oriented and concerns usages enabled by the ILE; the second one is student-oriented and concerns control provided by the ILE to accomplish such usages

An Analysis of Interactive Learning Environments for Arithmetic and Algebra Through an Integrative Perspective

International audienceThe analysis presented in this article tries to obtain a global view of the field of interactive learning environments (ILE) dedicated to arithmetic and algebra. As preliminaries, a brief overview of evaluation methods focusing on educational software is given and a short description of ten ILEs concerned by the study is provided as a kind of a state-of-the-art. Then the methodology of ILEs analysis developed in the TELMA project is explained consisting in the design and the refinement of an analysis grid and its use on the ten ILEs is mentioned. Next, a first level analysis of results leading to a compiled, analytic and synthetic view of the ILEs available and/or missing functionalities is given. A second level of the analysis is also proposed, with two concise representations of the ILEs, composed of graphical representations of the previous results, leading to a 3D map of ILEs dedicated to arithmetic and algebra. This map provides, as promised, a global view of the field and permits to define five sorts of ILEs according to two criteria: the first one is teacher-oriented and concerns usages enabled by the ILE; the second one is student-oriented and concerns control provided by the ILE to accomplish such usages

Conversational ecologies

This project takes a transdisciplinary approach to spatial interactivity, incorporating elements of theoretical discourse, speculative design, narrative worldbuilding, making, scientific experimentation and video. To me it is destructive to segregate bodies of knowledge, or any bodies for that matter, and it denies the synergism that is possible with transdisciplinary work. I combine scientific materiality with imagined alechemies and interweave these throughout the text with borrowed and original philosophical contemplations to more fully grapple with the shifting complexities of Conversational Ecologies. I firmly believe that due to the complex, multisensorial nature of interactivity, the discourse must exist outside of just the written. This discourse can exist simultaneously as fantasy and reality–as long as it engages the senses and encourages people to reconsider their ecological positionalities. This theoretical, textual body acts as both a beginning for these experiments, and as a site to re-incorporate what I learn ‘in the field.

Government to citizens E-Service Co-Design

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University Londone-Government services are typically developed by internal service providers, often neglecting the service end user. Subsequent delivery of services can be jeopardised without due consideration of the service user, lacking in consideration of their needs and expectations in the design process. However, the service provider when designing e-services for varied users, find it is hard to meet the prospective users’ expectations and needs and involve them in an iterative design processes. To address this issue; a Co-design approach has been applied and focuses on Jordanian Government to Citizens (G2C) e-services. Co-design tools/methods maximize opportunities and provide new possibilities for communicating and collaborating with varied and diverse users. The main aim of this research is to improve the quality and efficiency of G2C e-services by adopting the Co-design approach including its tools/methods to support user participation throughout design process, and how these tools/methods pretend the features of user participation. A novel G2C e-Service Co-Design Framework (G2C-SCOF) is constructed with mechanisms for understanding the stakeholders’ requirements, and granting them an active role throughout design process of G2C e-service design. A wiki-based Co-design prototype (WCP) is developed and introduced as a response to and evaluation of the developed G2C-SCOF. This research also presents results from the case study in Jordan and used to evaluate WCP effectiveness regarding users’ participation role(s) throughout the Co-design process based on standard service design phases. Interestingly, involvement throughout design process as such can be an enriching experience for the users. Offering a channel to uncover their own creativity and provide enjoyment for them as they see their contributions evolve into a viable service. A robust method for uncovering domain concepts is derived that bridges the requirements’ gap between service provider and service user within a G2C e-service design context. A first iteration evaluates the adoption and acceptance of Jordan Government Portal (JGP) based on a model titled Methodology for e-Government Service Adoption and Acceptance Measurement (MEGA-M). MEGA-M is then used to design a survey and subsequently investigate how citizens perceive the quality of the JGP. RepGrid methodology with semi-structured interviews are deployed in the second iteration – with 24 participants from diverse backgrounds contributing to a synthesised cognitive model titled Stakeholder’s requirements map for G2C Service Design’ (SRM-G2C). Finally, a prototype WCP is developed as the third iteration for evaluation purposes. WCP is a platform for facilitating the sharing and expression of ideas and/or assumptions used to improve the effectiveness of G2C e-service design. The conclusions and contributions drawn from this research are expected to benefit researchers, providing insights for future research in the field of e-Government service design, and practitioners, providing a systematic framework for supporting the collaboration among stakeholders in designing G2C e-services

Learner course recommendation in e-learning based on swarm intelligence

Se dan unas recomendaciones en la enseñanza asistida por ordenador (e-learning) basada en la inteligencia colectiva.This paper analyses aspects about the recommendation process in distributedinformation systems. It extracts similarities and differences between recommendations in estores and the recommendations applied to an e-learning environment. It also explains the phenomena of self-organization and cooperative emergence in complex systems coupled with bio-inspired algorithms to improve knowledge discovery and association rules. Finally, the present recommendation is applied to e-learning by proposing recommendation by emergence in a multi.agent system architecture

Communico case study: an e-learning community environment

Communico case study: an e-learning community environment Communico is the name of a virtual community that has been operating since 1998 as part of the academic course “Multimedia Communication”, held by Professor Mario Ricciardi. The purpose of this paper is to present the current edition (2003/2004), developed with a group of 60 students belonging to Cinema and Communication Science Engineering Course. This project is based on and requires a new way of designing didactic courseware and, as follow-up, it establishes specific individual and group socio-identity dynamics

CLIL training guide: creating a CLIL learning community in higher education

The ReCLes.pt CLIL Training Guide presents the theoretical and practical basis for the creation of a CLIL Learning Community of foreign language teachers and subject teachers with the topics organized across four chapters. In Chapter 1, the objectives and structuring of the ten hours of sessions and the learning outcomes are presented with an introduction to CLIL design in higher education (HE), forms of interdisciplinary cooperation/collaboration, and a number of models for classroom management. Chapter 2 provides enriching material to help teachers bett er understand the principles of a CLIL Learning Community and CLIL itself, including interactive and student-centered methodologies, a focus on oral interaction and critical dialogue, suggested activities, and the key points for organizing a successful CLIL module. In Chapter 3, on CLIL materials and resources, sections cover the defi nition and examples of scaff olding and activating prior knowledge as well as the selection and adaptation of scaff olding materials, including the use of electronic media and a terminology-based approach. The proposed terminology-based approach focuses on the collection, description, processing, and systematic representation of concepts and their designations. As such, the use of terminology can become a key construct in CLIL teaching, involving the search, production, use, and dissemination of information. International organizations, networks, and multinational professional communities are involved in these steps within the global communication process, providing real motivation for students participating in the CLIL learning process. The final chapter …Livro Financiado por FCT no âmbito do programa ‘Partilha e Divulgação de Experiências em Inovação Didática no Ensino Superior Português’info:eu-repo/semantics/publishedVersio

IxSketch: A Design Tool for Sketching Interactive Prototypes

As part of this thesis, IxSketch will be developed, a proof of concept tool for prototyping interfaces that aims to bring the strengths of paper prototyping into the digital realm. We aim to do so by providing ways of sketching interactions as well as the traditional interface layout and components