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Evaluating LAB@FUTURE, a collaborative e-learning Laboratory experiments platform
This paper presents Lab@Future, an advanced e-learning platform that uses novel Information and Communication Technologies to support and expand laboratory teaching practices. For this purpose, Lab@Future uses real and computer generated objects that are interfaced using mechatronic systems, augmented reality, mobile technologies and 3D multi user environments. The main aim is to develop and demonstrate technological support for practical experiments in the following focused disciplines namely: Fluid Dynamics - Science subject in Germany, Geometry - Mathematics subject in Austria, History and Environmental Awareness – Arts and Humanities subjects in Greece and Slovenia. In order to pedagogically enhance the design and functional aspects of this e-learning technology, we are investigating the dialogical operationalisation of learning theories so as to leverage our understanding of teaching and learning practices in the targeted context of deployment. To be able to evaluate the lab@future system in its entire complexity an evaluation methodology including several phases has been developed, performing formative as well as summative evaluations
WASH in Schools Empowers Girls' Education: Proceedings of the Menstrual Hygiene Management in Schools Virtual Conference 2013
This publication brings together the key elements of the 16 presentations made at the Second Annual Virtual MHM in WinS Conference at UNICEF Headquarters in New York City on 21 November 2013. Building on recommendations from the MHM 2012 virtual conference, the 2013 conference focused on the research tools and instruments being used to explore MHM barriers and practices and to evaluate the interventions being trialed or implemented in various contexts
Integrating Technology With Student-Centered Learning
Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications
From Social Simulation to Integrative System Design
As the recent financial crisis showed, today there is a strong need to gain
"ecological perspective" of all relevant interactions in
socio-economic-techno-environmental systems. For this, we suggested to set-up a
network of Centers for integrative systems design, which shall be able to run
all potentially relevant scenarios, identify causality chains, explore feedback
and cascading effects for a number of model variants, and determine the
reliability of their implications (given the validity of the underlying
models). They will be able to detect possible negative side effect of policy
decisions, before they occur. The Centers belonging to this network of
Integrative Systems Design Centers would be focused on a particular field, but
they would be part of an attempt to eventually cover all relevant areas of
society and economy and integrate them within a "Living Earth Simulator". The
results of all research activities of such Centers would be turned into
informative input for political Decision Arenas. For example, Crisis
Observatories (for financial instabilities, shortages of resources,
environmental change, conflict, spreading of diseases, etc.) would be connected
with such Decision Arenas for the purpose of visualization, in order to make
complex interdependencies understandable to scientists, decision-makers, and
the general public.Comment: 34 pages, Visioneer White Paper, see http://www.visioneer.ethz.c
A conceptual architecture for interactive educational multimedia
Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching.
A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction
A taxonomy for interactive educational multimedia
Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction
Managing evolution and change in web-based teaching and learning environments
The state of the art in information technology and educational technologies is evolving constantly.
Courses taught are subject to constant change from organisational and subject-specific reasons. Evolution
and change affect educators and developers of computer-based teaching and learning environments alike –
both often being unprepared to respond effectively. A large number of educational systems are designed
and developed without change and evolution in mind. We will present our approach to the design and
maintenance of these systems in rapidly evolving environments and illustrate the consequences of evolution
and change for these systems and for the educators and developers responsible for their implementation and
deployment. We discuss various factors of change, illustrated by a Web-based virtual course, with the
objective of raising an awareness of this issue of evolution and change in computer-supported teaching and
learning environments. This discussion leads towards the establishment of a development and management
framework for teaching and learning systems
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