Reflections on the use of Project Wonderland as a mixed-reality environment for teaching and learning

This paper reflects on the lessons learnt from MiRTLE?a collaborative research project to create a ?mixed reality teaching and learning environment? that enables teachers and students participating in real-time mixed and online classes to interact with avatar representations of each other. The key hypothesis of the project is that avatar representations of teachers and students can help create a sense of shared presence, engendering a greater sense of community and improving student engagement in online lessons. This paper explores the technology that underpins such environments by presenting work on the use of a massively multi-user game server, based on Sun?s Project Darkstar and Project Wonderland tools, to create a shared teaching environment, illustrating the process by describing the creation of a virtual classroom. It is planned that the MiRTLE platform will be used in several trial applications ? which are described in the paper. These example applications are then used to explore some of the research issues arising from the use of virtual environments within an education environment. The research discussion initially focuses on the plans to assess this within the MiRTLE project. This includes some of the issues of designing virtual environments for teaching and learning, and how supporting pedagogical and social theories can inform this process

Evaluating the development of wearable devices, personal data assistants and the use of other mobile devices in further and higher education institutions

This report presents technical evaluation and case studies of the use of wearable and mobile computing mobile devices in further and higher education. The first section provides technical evaluation of the current state of the art in wearable and mobile technologies and reviews several innovative wearable products that have been developed in recent years. The second section examines three scenarios for further and higher education where wearable and mobile devices are currently being used. The three scenarios include: (i) the delivery of lectures over mobile devices, (ii) the augmentation of the physical campus with a virtual and mobile component, and (iii) the use of PDAs and mobile devices in field studies. The first scenario explores the use of web lectures including an evaluation of IBM's Web Lecture Services and 3Com's learning assistant. The second scenario explores models for a campus without walls evaluating the Handsprings to Learning projects at East Carolina University and ActiveCampus at the University of California San Diego . The third scenario explores the use of wearable and mobile devices for field trips examining San Francisco Exploratorium's tool for capturing museum visits and the Cybertracker field computer. The third section of the report explores the uses and purposes for wearable and mobile devices in tertiary education, identifying key trends and issues to be considered when piloting the use of these devices in educational contexts

Digital Dissemination Platform of Transportation Engineering Education Materials Founded in Adoption Research

INE/AUTC 14.0

Teaching an aviation course via video conference – comments and observations on the attainment of graduate attributes and learning outcomes

While the author was at the United States Air Force Academy, Colorado Springs; Colorado, the author taught an Introduction to Aviation course at the School of Engineering and Information Technology located at the University of New South Wales at the Australian Defence Force Academy, Canberra. This paper describes the method of teaching this course via video conference. In this instance, teaching via video conference is markedly different to the techniques employed in distance education. This paper will describe the experience of teaching via video conference as well as some of the perceived shortcomings and pitfalls of being a ‘talking head’. The paper also describes some of the techniques developed in order to ameliorate some of the perceived difficulties of teaching via video conference. The results of a student questionnaire and overall learning outcomes will be discussed with reference to University of New South Wales graduate attributes

Desktop video conferencing

This guide aims to provide an introduction to Desktop Video Conferencing (DVC) and forms part of the ESCalate Busy Teacher Educator Guides. You may be familiar with video conferencing, where participants typically book a designated conference room and communicate with another group in a similar room on another site via a large screen display. Desktop video conferencing allows users to video conference from the comfort of their own office, workplace or home via a desktop / laptop Personal Computer. DVC provides live audio and visual communication in real time from a standard PC and allows one to one and multiple user conferences by participants in different physical locations. Some software features a a ‘whiteboard’ on the computer screen for information exchange and the option to show or share documents and websites between the participants

Locating image presentation technology within pedagogic practice

This article presents data gathered through a University for the Creative Arts Learning and Teaching Research Grant (2009-2010); including a study of existing image presentation tools, both digital and non-digital; and analysis of data from four interviews and an online questionnaire. The aim of the research was to look afresh at available technology from the point of view of a lecturer in the visual arts, and to use the information gathered to look more critically at the available technology