Orchestrating Learning Activities in 3D Virtual Worlds: IMS-LD in Open Wonderland

Proceedings of: 6th European Conference on Technology Enhanced Learning Towards Ubiquitous Learning (EC-TEL 2011). Palermo, Italy, 20-23 September, 2011.Immersive environments such as virtual worlds and virtual reality platforms are being increasingly used for educational purposes. Possibilities of these environments are huge, but also are the technical challenges that have to be overcome in order for these platforms to become more usable. One of the main problems that educators have to face when designing an educational experience for virtual worlds has to do with the orchestration of the learning sequence. In this paper, we present a novel approach to support the deployment and execution of Units of Learning (UoLs), described with an Educational Modeling Language such as IMS-LD [1], into a virtual world, with the aim to facilitate the creation of well defined learning sequences for these platforms.This research has been partially supported by the following projects: The Spanish CDTI project “España Virtual” funded by the Ingenio 2010 programme, subcontracted by Deimos Space; The Spanish project “Learn3: Towards Learning of the Third Kind” (TIN2008-05163/TSI) funded by the Spanish “Plan Nacional de I+D+i” of the Ministry of Research and Innovation; The project “eMadrid: Investigación y desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” (S2009/TIC-1650) funded by the Government of the Region of Madrid.Publicad

Transferring an Outcome-Oriented Learning Architecture to an IT Learning Game

Schmitz, B., Klemke, R., Totschnig, M., Czauderna, A., & Specht, M. (2011). Transferring an Outcome-Oriented Learning Architecture to an IT Learning Game. In C. D. Kloos, D. Gillet, R. M. Crespo Carcía, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning: 6th European Conference on Technology Anhanced Learning, EC-TEL 2011 (pp. 483-488). September, 20-23, 2011, Palermo, Italy. LNCS 6964; Heidelberg, Berlin: Springer.Today’s technology enhanced learning scenarios focus on outcome-oriented delivery of learning processes, contents, and services. Also, learners increasingly demand for innovative and motivating learning scenarios that match their habits of using media. The European project ICOPER researches outcome-oriented learning infrastructures for higher education contexts. The German BMBF-project SpITKom aims at transferring such approaches to basic qualification. Based on a Browser Game, it uses ICOPER’s technical infrastructure which combines learning object metadata repositories, learning outcome repositories, learning design repositories and learner profile repositories. This paper initially depicts the technical infrastructure of an outcome-oriented learning scenario that was developed in the course of ICOPER and then outlines its transformation to the game-based learning approach as realized in the course of SpITKom.ICOPER, SPITKO

Towards the Prediction of User Actions on Exercises with Hints Based on Survey Results

Proceedings of: 6th European Conference of Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011.The actions a user performs on exercises depending on the different hinting techniques applied, can be used to adapt future exercises. In this paper, we propose a survey for users in order to know their different actions depending on different conditions. The analysis of preliminary results for some questions of the model shows that there is a correlation between some survey questions and the real student actions, but there is a case in which there is not such correlation. For the cases where that correlation exists, this correlation leads to think that some prediction of users actions based on survey results is possible.Work partially funded by the Learn3 project TIN2008-05163/TSI within the Spanish “Plan Nacional de I+D+I”, and the Madrid regional community project eMadrid S2009/TIC-1650

M-learning will disrupt educational practices

Proceedings of: 2012 IEEE Global Engineering Education Conference (EDUCON) "Collaborative Learning & New Pedagogic Approaches in Engineering Education", Marrakesh (Morocco), 17-20 April, 2012.n this paper, an overview is given about the research carried out in the area of mobile teaching and learning by Universidad Carlos III de Madrid, a member of the eMadrid Excellence Network. Mobile learning is raising growing expectations and is considered by some authors the next disruptive revolution in education. Cognitive and pedagogical theories supporting this prospect are reviewed. How these theories can be translated into meaningful educational practices is analysed by exploring ways of usage of mobile devices for supporting learning and teaching. Finally, a portfolio of experiments and case studies carried out by the Gradient group of the Universidad Carlos III de Madrid testing the application and effects of mobile learning are reported. These experiments show that the use of these devices is changing educational practices in a fundamental way.The eMadrid Excellence Network is being funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2009/TIC-1650. We wish to acknowledge stimulating discussions with our partners in the context of the network. Partial support has also been received from the Learn3 project (TIN2008-05163) and the EEE project (TIN2011-28308-C03-01)

Supporting Teachers' Networked Learning Skills for More Online Engagement

Rajagopal, K., Berlanga, A. J., & Sloep, P. B. (2012). Supporting Teachers' Networked Learning Skills for More Online Engagement. In V. Hodgson, C. Jones, M. de Laat, D. McConnell, T. Ryberg, & P. Sloep (Eds.), Proceedings of the Eighth International Conference on Networked Learning 2012 (pp. 422-428). April, 2-4, 2012, Maastricht, The Netherlands.This article looks into professional networks and their evolution into their current state as blended networks. The eTwinning network, a network of European schools, is described as an example of such a professional network for teachers, where studies from the TellNet project show that many teachers in the online network are isolated. As the eTwinning network wants to evolve into supporting more continuous professional development activities, the current disengagement of members needs to be resolved. Several potential underlying causes for the disengagement are described, as well as an approach to technical support that aims to engage the members in gaining the most from their participation in the network.The work on this publication has been sponsored by the Teachers’ Lifelong Learning Networks (Tellnet) project that is funded by the European Commission's Lifelong Learning Programme. Ref. 505594-LLP-1-2009-1-BE-Ka4-KA4SRM [http://www.tellnet.eun.org

Usage Pattern Recognition in Student Activities

Proceedings of: 6th European Conference of Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011.This paper presents an approach of collecting contextualized attention metadata combined from inside as well as outside a LMS and analyzing them to create feedback about the student activities for the teaching staff. Two types of analyses were run on the collected data: first, key actions were extracted to identify usage patterns and tendencies throughout the whole course and then usage statistics and patterns were identified for some key actions in more detail. Results of both analyses were visualized and presented to the teaching staff for evaluation.The research leading to these results has received funding from the European Community’s Seventh Framework Programme (FP7/2007- 2013) under grant agreement no 231396 (ROLE project). Work was also partially funded by the Learn3 project (TIN2008-05163/TSI), the eMadrid project (S2009/TIC-1650), and the Acción Integrada DE2009-0051

The case for metacognitive reflection:a theory integrative review with implications for medical education

The concepts of metacognitive reflection, reflection, and metacognition are distinct but have undergone shifts in meaning as they migrated into medical education. Conceptual clarity is essential to the construction of the knowledge base of medical education and its educational interventions. We conducted a theoretical integrative review across diverse bodies of literature with the goal of understanding what metacognitive reflection is. We searched PubMed, Embase, CINAHL, PsychInfo, and Web of Science databases, including all peer-reviewed research articles and theoretical papers as well as book chapters that addressed the topic, with no limitations for date, language, or location. A total of 733 articles were identified and 87 were chosen after careful review and application of exclusion criteria. The work of conceptually and empirically delineating metacognitive reflection has begun. Contributions have been made to root metacognitive reflection in the concept of metacognition and moving beyond it to engage in cycles of reflection. Other work has underscored its affective component, transformational nature, and contextual factors. Despite this merging of threads to develop a richer conceptualization, a theory of how metacognitive reflection works is elusive. Debates address whether metacognition drives reflection or vice versa. It has also been suggested that learners evolve along on a continuum from thinking, to task-related reflection, to self-reflection, and finally to metacognitive reflection. Based on prior theory and research, as well as the findings of this review, we propose the following conceptualization: Metacognitive reflection involves heightened internal observation, awareness, monitoring, and regulation of our own knowledge, experiences, and emotions by questioning and examining cognition and emotional processes to continually refine and enhance our perspectives and decisions while thoughtfully accounting for context. We argue that metacognitive reflection brings a shift in perspective and can support valuable reconceptualization for lifelong learning.</p

The case for metacognitive reflection:a theory integrative review with implications for medical education

The concepts of metacognitive reflection, reflection, and metacognition are distinct but have undergone shifts in meaning as they migrated into medical education. Conceptual clarity is essential to the construction of the knowledge base of medical education and its educational interventions. We conducted a theoretical integrative review across diverse bodies of literature with the goal of understanding what metacognitive reflection is. We searched PubMed, Embase, CINAHL, PsychInfo, and Web of Science databases, including all peer-reviewed research articles and theoretical papers as well as book chapters that addressed the topic, with no limitations for date, language, or location. A total of 733 articles were identified and 87 were chosen after careful review and application of exclusion criteria. The work of conceptually and empirically delineating metacognitive reflection has begun. Contributions have been made to root metacognitive reflection in the concept of metacognition and moving beyond it to engage in cycles of reflection. Other work has underscored its affective component, transformational nature, and contextual factors. Despite this merging of threads to develop a richer conceptualization, a theory of how metacognitive reflection works is elusive. Debates address whether metacognition drives reflection or vice versa. It has also been suggested that learners evolve along on a continuum from thinking, to task-related reflection, to self-reflection, and finally to metacognitive reflection. Based on prior theory and research, as well as the findings of this review, we propose the following conceptualization: Metacognitive reflection involves heightened internal observation, awareness, monitoring, and regulation of our own knowledge, experiences, and emotions by questioning and examining cognition and emotional processes to continually refine and enhance our perspectives and decisions while thoughtfully accounting for context. We argue that metacognitive reflection brings a shift in perspective and can support valuable reconceptualization for lifelong learning.</p

Pervasive computing reference architecture from a software engineering perspective (PervCompRA-SE)

Pervasive computing (PervComp) is one of the most challenging research topics nowadays. Its complexity exceeds the outdated main frame and client-server computation models. Its systems are highly volatile, mobile, and resource-limited ones that stream a lot of data from different sensors. In spite of these challenges, it entails, by default, a lengthy list of desired quality features like context sensitivity, adaptable behavior, concurrency, service omnipresence, and invisibility. Fortunately, the device manufacturers improved the enabling technology, such as sensors, network bandwidth, and batteries to pave the road for pervasive systems with high capabilities. On the other hand, this domain area has gained an enormous amount of attention from researchers ever since it was first introduced in the early 90s of the last century. Yet, they are still classified as visionary systems that are expected to be woven into people’s daily lives. At present, PervComp systems still have no unified architecture, have limited scope of context-sensitivity and adaptability, and many essential quality features are insufficiently addressed in PervComp architectures. The reference architecture (RA) that we called (PervCompRA-SE) in this research, provides solutions for these problems by providing a comprehensive and innovative pair of business and technical architectural reference models. Both models were based on deep analytical activities and were evaluated using different qualitative and quantitative methods. In this thesis we surveyed a wide range of research projects in PervComp in various subdomain areas to specify our methodological approach and identify the quality features in the PervComp domain that are most commonly found in these areas. It presented a novice approach that utilizes theories from sociology, psychology, and process engineering. The thesis analyzed the business and architectural problems in two separate chapters covering the business reference architecture (BRA) and the technical reference architecture (TRA). The solutions for these problems were introduced also in the BRA and TRA chapters. We devised an associated comprehensive ontology with semantic meanings and measurement scales. Both the BRA and TRA were validated throughout the course of research work and evaluated as whole using traceability, benchmark, survey, and simulation methods. The thesis introduces a new reference architecture in the PervComp domain which was developed using a novel requirements engineering method. It also introduces a novel statistical method for tradeoff analysis and conflict resolution between the requirements. The adaptation of the activity theory, human perception theory and process re-engineering methods to develop the BRA and the TRA proved to be very successful. Our approach to reuse the ontological dictionary to monitor the system performance was also innovative. Finally, the thesis evaluation methods represent a role model for researchers on how to use both qualitative and quantitative methods to evaluate a reference architecture. Our results show that the requirements engineering process along with the trade-off analysis were very important to deliver the PervCompRA-SE. We discovered that the invisibility feature, which was one of the envisioned quality features for the PervComp, is demolished and that the qualitative evaluation methods were just as important as the quantitative evaluation methods in order to recognize the overall quality of the RA by machines as well as by human beings