From conditioning to learning communities: Implications of fifty years of research in e‐learning interaction design

This paper will consider e‐learning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which it is used. We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative e‐learning systems and activities, and discuss their implications. It will include approaches that are, essentially, behaviourist (Skinner and Gagné), cognitivist (Pask, Piaget and Papert), situated (Lave, Wenger and Seely‐Brown), socio‐constructivist (Vygotsky), socio‐cultural (Nardi and Engestrom) and community‐based (Wenger and Preece). Emerging from this review is the argument that effective e‐learning usually requires, or involves, high‐quality educational discourse, that leads to, at the least, improved knowledge, and at the best, conceptual development and improved understanding. To achieve this I argue that we need to adopt a more holistic approach to design that synthesizes features of the included approaches, leading to a framework that emphasizes the relationships between cognitive changes, dialogue processes and the communities, or contexts for e‐learning

Security and Online learning: to protect or prohibit

The rapid development of online learning is opening up many new learning opportunities. Yet, with this increased potential come a myriad of risks. Usable security systems are essential as poor usability in security can result in excluding intended users while allowing sensitive data to be released to unacceptable recipients. This chapter presents findings concerned with usability for two security issues: authentication mechanisms and privacy. Usability issues such as memorability, feedback, guidance, context of use and concepts of information ownership are reviewed within various environments. This chapter also reviews the roots of these usability difficulties in the culture clash between the non-user-oriented perspective of security and the information exchange culture of the education domain. Finally an account is provided of how future systems can be developed which maintain security and yet are still usable

AMMP-EXTN: A User Privacy and Collaboration Control Framework for a Multi-User Collaboratory Virtual Reality System

In this thesis, we propose a new design of privacy and session control for improving a collaborative molecular modeling CVR system AMMP-VIS [1]. The design mainly addresses the issue of competing user interests and privacy protection coordination. Based on our investigation of AMMP-VIS, we propose a four-level access control structure for collaborative sessions and dynamic action priority specification for manipulations on shared molecular models. Our design allows a single user to participate in multiple simultaneous sessions. Moreover, a messaging system with text chatting and system broadcasting functionality is included. A 2D user interface [2] for easy command invocation is developed in Python. Two other key aspects of system implementation, the collaboration Central deployment and the 2D GUI for control are also discussed. Finally, we describe our system evaluation plan which is based on an improved cognitive walkthrough and heuristic evaluation as well as statistical usage data

Designing novel applications inspired by emerging media technologies

The field of Human-Computer Interaction provides a number of useful tools and methods for obtaining information on end-users and their usage context to inform the design of computer systems, yet relatively little is known on how to go about designing for a completely novel application where there is no user base, no existing practice of use available at the start. The success of the currently available HCI methodology that focuses on understanding users’ needs and establishing requirements is well-deserved in making computing applications usable in terms of fitting them to end-users’ usage contexts. However, too much emphasis on identifying user needs tends to stifle other more exploratory design activities where new types of applications are invented in order to discover or create new activities currently not practiced. In this paper, we argue that a great starting point of novel application design is not the problem space (trying to rigorously define the user requirements) but the solution space (trying to leverage emerging computational technologies and growing design knowledge for various interaction platforms), and we build a foundation for a pragmatic design methodology supported by the authors’ extensive experience in designing novel applications inspired by emerging media technologies

Digital information support for concept design

This paper outlines the issues in effective utilisation of digital resources in conceptual design. Access to appropriate information acts as stimuli and can lead to better substantiated concepts. This paper addresses the issues of presenting such information in a digital form for effective use, exploring digital libraries and groupware as relevant literature areas, and argues that improved integration of these two technologies is necessary to better support the concept generation task. The development of the LauLima learning environment and digital library is consequently outlined. Despite its attempts to integrate the designers' working space and digital resources, continuing issues in library utilisation and migration of information to design concepts are highlighted through a class study. In light of this, new models of interaction to increase information use are explored

‘Living’ theory: a pedagogical framework for process support in networked learning

This paper focuses on the broad outcome of an action research project in which practical theory was developed in the field of networked learning through case‐study analysis of learners’ experiences and critical evaluation of educational practice. It begins by briefly discussing the pedagogical approach adopted for the case‐study course and the action research methodology. It then identifies key dimensions of four interconnected developmental processes—orientation, communication, socialisation and organisation—that were associated with ‘learning to learn’ in the course’s networked environment, and offers a flavour of participants’ experiences in relation to these processes. A number of key evaluation issues that arose are highlighted. Finally, the paper presents the broad conceptual framework for the design and facilitation of process support in networked learning that was derived from this research. The framework proposes a strong, explicit focus on support for process as well as domain learning, and progression from tighter to looser design and facilitation structures for process‐focused (as well as domain‐focused) learning tasks

Exploring The Impact Of Configuration And Mode Of Input On Group Dynamics In Computing

Objectives: Large displays and new technologies for interacting with computers offer a rich area for the development of new tools to facilitate collaborative concept mapping activities. In this thesis, WiiConcept is described as a tool designed to allow the use of multiple WiiRemotes for the collaborative creation of concept maps, with and without gestures. Subsequent investigation of participants' use of the system considers the effect of single and multiple input streams when using the software with and without gestures and the impact upon group concept mapping process outcomes and interactions when using a large display. Methods: Data is presented from an exploratory study of twenty two students who have used the tool. Half of the pairs used two WiiRemotes, while the remainder used one WiiRemote. All pairs created one map without gestures and one map with gestures. Data about their maps, interactions and responses to the tool were collected. Results: Analysis of coded transcripts indicates that one-controller afforded higher levels of interaction, with the use of gestures also increasing the number of interactions seen. Additionally, the result indicated that there were significantly more interactions of the 'shows solidarity', 'gives orientation', and 'gives opinion' categories (defined by the Bales' interaction processes assessment), when using one-controller as opposed to two. Furthermore, there were more interactions for the 'shows solidarity', 'tension release', 'gives orientation' and 'shows tension' categories when using gestures as opposed to the non-use of gestures. Additionally, there were no significant differences in the perceived dominance of individuals, as measured on the social dominance scales, for the amount of interaction displayed, however, there was a significant main effect of group conversational control score on the 'gives orientation' construct, with a higher number of interactions for low, mixed and high scores of this type when dyads had one-controller as opposed to two-controllers. There was also a significant interaction effect of group conversational control score on the 'shows solidarity' construct with a higher number of interactions for all scores of this type when dyads had one-controller as opposed to two-controllers. The results also indicate that for the WiiConcept there was no difference between number of controllers in the detail in the maps, and that all users found the tool to be useful for the collaborative creation of concept maps. At the same time, engaging in disagreement was related to the amount of nodes created with disagreement leading to more nodes being created. Conclusions: Use of one-controller afforded higher levels of interaction, with gestures also increasing the number of interactions seen. If a particular type of interaction is associated with more nodes, there might also be some argument for only using one-controller with gestures enabled to promote cognitive conflict within groups. All participants responded that the tool was relatively easy to use and engaging, which suggests that this tool could be integrated into collaborative concept mapping activities, allowing for greater collaborative knowledge building and sharing of knowledge, due to the increased levels of interaction for one-controller. As research has shown concept mapping can be useful for promoting the understanding of complex ideas, therefore the adoption of the WiiConcept tool as part of a small group learning activity may lead to deeper levels of understanding. Additionally, the use of gestures suggests that this mode of input does not affect the amount of words, nodes, and edges created in a concept map. Further research, over a longer period of time, may see improvement with this form of interaction, with increased mastery of gestural movement leading to greater detail of conceptual mapping

Tools for modelling support and construction of optimization applications

We argue the case for an open systems approach towards modelling and application support. We discuss how the 'usability' and 'skills' analysis naturally leads to a viable strategy for integrating application construction with modelling tools and optimizers. The role of the implementation environment is also seen to be critical in that it is retained as a building block within the resulting system