LITERATURE REVIEW OF THE INNOVATIVE LEARNING GLASS / LIGHTBOARD IN HYBRID EDUCATION

This article provides a review of recent literature regarding the use of the innovative Learning Glass-type technologies in different educational settings. Learning Glass “LG” / Lightboard in Hybrid education, a modern educational tool produced in the United States (Western Michigan University, Southeastern University, San Diego State University & Cornell University) which works a two-sided flip board proven to promote learning growth and keeps students of typical and non-typical development engaged. Our purpose is to investigate the potential of this technology to serve as a supplement tool in a range of specifically targeted education settings, including culturally diverse learners, hybrid education and social media involvement. Preliminary evidence indicates the capabilities of LG to help instructors retain their students’ attention in the meta COVID-19 era. Αυτό το άρθρο παρέχει μια ανασκόπηση της πρόσφατης βιβλιογραφίας σχετικά με τη χρήση των καινοτόμων τεχνολογιών τύπου Learning Glass σε διαφορετικά εκπαιδευτικά περιβάλλοντα. Το Γυαλί Μάθησης "LG" / Lightboard στην υβριδική εκπαίδευση, είναι ένα σύγχρονο εκπαιδευτικό εργαλείο που παράγεται και χρησιμοποιείται στις Ηνωμένες Πολιτείες (Πανεπιστήμιο Δυτικού Μίτσιγκαν, Πανεπιστήμιο Southeastern, Πολιτειακό Πανεπιστήμιο του Σαν Ντιέγκο & Πανεπιστήμιο Κορνέλ), λειτουργεί με μια πλακέτα διπλής όψης που αποδεδειγμένα προωθεί τη γνωστική ανάπτυξη και κρατά αφοσιωμένους μαθητές τυπικής και μη τυπικής ανάπτυξης. Σκοπός μας είναι να διερευνήσουμε τις δυνατότητες αυτής της τεχνολογίας και το πώς χρησιμεύει ως συμπληρωματικό εργαλείο σε μια σειρά ειδικών στοχευμένων εκπαιδευτικών πλαισίων, συμπεριλαμβανομένων πολιτιστικά διαφορετικών μαθητών, μέσω της υβριδικής και δια ζώσης εκπαίδευσης και της συμμετοχής στα μέσα κοινωνικής δικτύωσης. Τα πρώτα στοιχεία υποδεικνύουν τις ποικίλες δυνατότητες του LG, το οποίο βοηθά τους εκπαιδευτές να διατηρήσουν την προσοχή των μαθητών τους στην εποχή της μετα COVID-19.  Article visualizations

Design of interactive distance learning equipment.

Distance education focuses on the entitlement of children with limited learning opportunities to schooling experiences that are equivalent to those enjoyed by other students. The means for delivering the curriculum to these learners have been many and varied, but most of these are either unaffordable or deficient in their provision of interactive audio and visual enhancements which are necessary for the pupils' effective understanding of the lesson. The project documented in this report attempts to expand students' access to the curriculum, by providing a cost effective solution to the problems of teaching at a distance. The proposal builds on the cooperative sharing of educational resources within clusters of schools, through which pupils are enabled to study subjects not offered in their own campuses but available in other schools within the cluster. The proposed product employs the concept of a collaborative "electronic blackboard" interface, which allows teachers and remote students to interact with freehand notations on a shared screen. Using audiographics conferencing techniques, remote lessons with live voices and graphic information are transmitted simultaneously to various participating sites. The central focus of the product's design is on the digitiser screen, which accepts handwritten input directly on the display. This provides the user with better eye-hand coordination than was possible in previous systems. The convertibility of the screen from a writing tablet into a computer monitor recognises the students' twin needs for a remote communication device and a computer for other school computing applications. The report covers an extensive analysis of the current status of distance education in Australia, the various technologies used in curriculum delivery, the reactions of users to existing remote learning methods, and the market for distance education and teleconferencing. It documents the various stages of the concept development, and presents the final design in photographs and in line drawings. A study of the commercial viability of the proposal is also included

Kehollistuneet vuorovaikutuskoreografiat. Kinesteettinen lähestymistapa älykkäiden ympäristöjen suunnitteluun

Research investigates interaction design through application of the concept of choreography. Special attention is paid to assess what kind of influences technological designs have on the user’s body and movements. Choreographic approach to interaction design emphasizes the felt experience of movement as content to interaction design and offers methods for conducting multi-level choreographic analysis. The concept of kinesthesia, which refers to the felt sensation of movement, is regarded as the foundational concept for both understanding and realizing the choreographic analysis. Choreographic method is applied in studying a future vision of intelligent information and communication environments. Intelligent environment refers to development where objects in everyday environments become connected and form a communicating-actuating network that possess abilities to collect information on the environment and of its users, and enables processing of this information for serving the user’s needs. The research data consists of two visions on intelligent environments in video format, introduced by Microsoft. Visions are analyzed through choreographic analysis with intention to investigate interactions between the user, the intelligent environment and the computer system. Micro level choreography analysis focuses on how the user experiences choreographies as movement continuums. Also local level choreographies that address the broader interaction context will be analyzed. Task based analysis focuses on two functions, first, sending and fetching digital information and, second, real time re-modelling of data and visualizations. Phenomenological methodology that enabled embodiment of the choreographies through dancing was applied in the analysis. Dancing aimed at internalizing the choreographies and enabled the analysis of felt sensation of movement. Key finding of the study is that choreographic analysis and hermeneutics of the body work well to be utilized in tandem in conducting a case study research on intelligent ICT environments. Dancing is considered as choreographic practice that provides understanding on the unfolding of interactions in space, time and movement. Furthermore, dancing integrates the designer’s explicit technological information to the design context and highlights the kinesthetic dimension of interaction. Presented methods provide relevant support for defining technological systems in intelligent ICT environments that are grounded in the embodied experience of interaction. I suggest that ‘dancing as choreographic practice’ is to be applied in user-centered design of intelligent information and communication environments.Tutkimus tarkastelee vuorovaikutussuunnittelua koreografian käsitteen kautta. Koreografinen lähestymistapa tarkastelee teknologian kokonaisvaltaista ohjausvaikutusta käyttäjän liikkeeseen teknologian käyttötilanteessa. Koreografinen suunnitteluote korostaa liikkeen kokemuksen huomioimisen tärkeyttä vuorovaikutussuunnittelussa ja tarjoaa menetelmiä monitasoisen vuorovaikutusanalyysin toteuttamiseen. Kinestesian käsite, jolla tarkoitetaan liikkeen kokemista kehossa, nousee yhdeksi koreografisen lähestymistavan keskeisistä käsitteistä. Sovellan koreografista menetelmää tulevaisuuden älykästä informaatio- ja kommunikaatioympäristöä kuvaavan vision tutkimiseen. Älykkäällä ympäristöllä viittaan kehityskulkuun, jossa jokapäiväisissä ympäristöissämme läsnä oleva teknologia verkottuu, kykenee keräämään ja jakamaan tietoa ympäristöstä ja käyttäjistä sekä mahdollistaa tiedon jalostuksen käyttäjän tarpeita palvelevalla tavalla. Aineistona on käytetty Microsoftin teknologiavisioita, joissa esitetyt kuvaukset älykkäistä ympäristöistä sekä esimerkit käyttäjän ja teknologian välisistä liikkeellisistä vuorovaikutuksista nousevat analyysin kohteeksi. Analyysissa keskitytään ensinnäkin käyttäjän toteuttamien mikroliikkeiden jatkumon kokemuksen analyysiin. Toiseksi analysoidaan yksilön kokemusta paikallisen tason koreografioissa. Tällä analyysitasolla huomiota kiinnitetään teknologista vuorovaikutusta laajemman vuorovaikutustapahtuman kontekstiin jolloin mm. sosiaaliset tapahtumat ja tilan vaikutus vuorovaikutukseen tulevat huomioiduksi. Analyysi toteutetaan tehtäväperusteisena ja analyysi käsittää kaksi toimintoa: tiedostojen jakaminen ja vastaanottaminen sekä datan ja visualisointien muokkaus. Toteutin tutkimuksen nojaten fenomenologiseen metodologiaan, joka mahdollisti koreografioiden henkilökohtaisen omaksumisen tanssin eli tutkimuksen kohteena olevien vuorovaikutustapojen kehollisen harjoittamisen kautta. Teknologiavisioissa esitetyn liikemateriaalin perusteella jäsentyi koreografia, jonka tanssiminen mahdollisti liiketiedon sisäistämisen ja vuorovaikutusten kehollisesti koettujen ulottuvuuksien arvioinnin. Tutkimus osoitti koreografisen analyysin ja osittain tanssimalla toteutetun ruumiin hermeneuttisen lähestymistavan soveltuvan hyvin sovellettavaksi yhdessä älykästä ympäristöä käsittelevässä tapaustutkimuksessa. Tutkimuksen johtopäätöksenä koreografisen menetelmän ja vuorovaikutusten kehollisen harjoittamisen todetaan auttavan suunnittelijaa tilassa, ajassa ja liikkeessä tapahtuvien vuorovaikutusten jäsentämisessä, ja arvioimaan miten teknologisen järjestelmän suunnitteluratkaisut vaikuttavat käyttäjän kehoon ja liikkeeseen vuorovaikutustapahtumassa. Esitän ’tanssimista koreografisena käytäntönä’ sovellettavaksi älykkäiden ympäristöjen käyttäjäkeskeisen suunnittelun menetelmänä

Physically Interacting With Four Dimensions

Thesis (Ph.D.) - Indiana University, Computer Sciences, 2009People have long been fascinated with understanding the fourth dimension. While making pictures of 4D objects by projecting them to 3D can help reveal basic geometric features, 3D graphics images by themselves are of limited value. For example, just as 2D shadows of 3D curves may have lines crossing one another in the shadow, 3D graphics projections of smooth 4D topological surfaces can be interrupted where one surface intersects another. The research presented here creates physically realistic models for simple interactions with objects and materials in a virtual 4D world. We provide methods for the construction, multimodal exploration, and interactive manipulation of a wide variety of 4D objects. One basic achievement of this research is to exploit the free motion of a computer-based haptic probe to support a continuous motion that follows the \emph{local continuity\/} of a 4D surface, allowing collision-free exploration in the 3D projection. In 3D, this interactive probe follows the full local continuity of the surface as though we were in fact \emph{physically touching\/} the actual static 4D object. Our next contribution is to support dynamic 4D objects that can move, deform, and collide with other objects as well as with themselves. By combining graphics, haptics, and collision-sensing physical modeling, we can thus enhance our 4D visualization experience. Since we cannot actually place interaction devices in 4D, we develop fluid methods for interacting with a 4D object in its 3D shadow image using adapted reduced-dimension 3D tools for manipulating objects embedded in 4D. By physically modeling the correct properties of 4D surfaces, their bending forces, and their collisions in the 3D interactive or haptic controller interface, we can support full-featured physical exploration of 4D mathematical objects in a manner that is otherwise far beyond the real-world experience accessible to human beings

Context-Aware Mobile Augmented Reality Visualization in Construction Engineering Education

Recent studies suggest that the number of students pursuing science, technology, engineering, and mathematics (STEM) degrees has been generally decreasing. An extensive body of research cites the lack of motivation and engagement in the learning process as a major underlying reason of this decline. It has been discussed that if properly implemented, instructional technology can enhance student engagement and the quality of learning. Therefore, the main goal of this research is to implement and assess effectiveness of augmented reality (AR)-based pedagogical tools on student learning. For this purpose, two sets of experiments were designed and implemented in two different construction and civil engineering undergraduate level courses at the University of Central Florida (UCF). The first experiment was designed to systematically assess the effectiveness of a context-aware mobile AR tool (CAM-ART) in real classroom-scale environment. This tool was used to enhance traditional lecture-based instruction and information delivery by augmenting the contents of an ordinary textbook using computer-generated three-dimensional (3D) objects and other virtual multimedia (e.g. sound, video, graphs). The experiment conducted on two separate control and test groups and pre- and post- performance data as well as student perception of using CAM-ART was collected through several feedback questionnaires. In the second experiment, a building design and assembly task competition was designed and conducted using a mobile AR platform. The pedagogical value of mobile AR-based instruction and information delivery to student learning in a large-scale classroom setting was also assessed and investigated. Similar to the first experiment, students in this experiment were divided into two control and test groups. Students\u27 performance data as well as their feedback, suggestions, and workload were systematically collected and analyzed. Data analysis showed that the mobile AR framework had a measurable and positive impact on students\u27 learning. In particular, it was found that students in the test group (who used the AR tool) performed slightly better with respect to certain measures and spent more time on collaboration, communication, and exchanging ideas in both experiments. Overall, students ranked the effectiveness of the AR tool very high and stated that it has a good potential to reform traditional teaching methods

Digital course materials: a case study of the Apple iPad in the academic environment

The newness of the iPad device creates a phenomenon unique and unstudied in the academic environment. By merging the innovations of electronic text, e-reader, and multi-modal functionality, the iPad tablet device can act as an e-reader providing digital course materials as well as a range of other supplementary academic applications. This qualitative research study was designed to explore the how the use of a multi-modal tablet device affects the academic environment. It is the writers\u27 assumption that an increased understanding will aid in the appropriate use of a tablet device to enhance learning. The pilot program in this study included three master\u27s level courses at a regionally accredited college. Data was collected from students through a student survey and focus group interviews and from the faculty through individual interviews. The data collected was coded and organized according to the research questions. Analysis of the findings was organized by way of the study\u27s conceptual framework: (a) usability, (b) disparity between faculty and student perceptions, (c) personal and academic use of a multi-modal device, (d) impact on learning, (e) substitution of printed course materials with digital course materials, and (f) diffusion of innovation. Through this research, it was concluded that the majority of students in this study perceived electronic course materials on an iPad in iAnnotate to be as good as or better than printed course materials, the multi-modal functionality of the Apple iPad augmented personal study and classroom learning, and the personal use positively contributed to academic use of the device. Also, faculty observing students in this study found the iPad had negligible effect on student participation, comprehension, or academic writing. Finally, both students and faculty preferred and recommended digital course materials for students on a tablet device. Recommendations are offered for iPad program administrators, faculty and course developers, course content developers, and for future research. Over the centuries, major shifts in literary technology have circled around usability, durability and ease of reproduction. The successful merging of these factors could diffuse this e-reader innovation and create the next advance in literary technology

Building E-education platform for design-oriented learning

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2004.Includes bibliographical references (p. 149-155).Design-oriented learning requires tools that support creative processes and student-to-student and student-to-faculty interactions. While most present E-Education systems perform as the asynchronous distribution channel for teaching material, they usually offer little support for project based design processes. This research maps out the key learning events in design classes at MIT's Department of Mechanical Engineering, and proposes guidelines for building E-Education systems to support the unique characteristics of design-oriented learning. Two creative learning processes are identified and two independent, yet tightly related, software systems are implemented and evaluated. The first application, the Peer Review and Engineering Process (PREP), is a web system that helps instructors and students conduct and manage peer review evaluation of design concepts. The second is a real time application called InkBoard that leverages the Tablet PC and Ink medium to provide real-time collaborative sketching over TCP/IP networks. A new streaming network protocol for transferring Ink objects is proposed and implemented. A comparative study against other ink-enabled protocols is also presented.by Hai Ning.Ph.D

IV. Effective Exhibits and Courtroom Technology

Have you perfected your process of trial preparation into an art of war? Are you getting all you can out of the opportunities witnesses and opposing counsel let slip during trial? Do your juries leave the courtroom wanting to reach the verdict that you've clearly stated you want? Join our panel of seasoned trial lawyers for an engaging day of learning and tactics exchange and take your courtroom presentation skills to the next level of excellence