Integrating Real and Virtual Learning Spaces

Undoubtedly, the widespread introduction of Learning Management Systems over the past few years has had significant impact on online learning by enabling lecturers to easily upload and disseminate learning resources, as well as providing the potential for new forms of online interaction. However, LMSs have had significantly less impact upon the sorts of interactions that can occur in class: both lecturer-student and student-student. This article considers ways in which campus based students can benefit from the integration of real life and virtual interactions. It reflects upon lessons learned from the use of a prototype Learning Management System and explores ways in which virtual and real spaces may combined to address specific academic needs. This is illustrated in two scenarios that outline ways in which virtual learning spaces may be integrated with face-to-face teaching within a campus based context. A third scenario offers a glimpse of future integration of real and virtual learning spaces which allow students to develop and share learning resources. Finally, a set of common principles underpinning the development and support of these methodologies are outlined

Enhancing design learning using groupware

Project work is increasingly used to help engineering students integrate, apply and expand on knowledge gained from theoretical classes in their curriculum and expose students to 'real world' tasks [1]. To help facilitate this process, the department of Design, Manufacture and Engineering Management at the University of Strathclyde has developed a web±based groupware product called LauLima to help students store, share, structure and apply information when they are working in design teams. This paper describes a distributed design project class in which LauLima has been deployed in accordance with a Design Knowledge Framework that describes how design knowledge is generated and acquired in industry, suggesting modes of design teaching and learning. Alterations to the presentation, delivery and format of the class are discussed, and primarily relate to embedding a more rigorous form of project-based learning. The key educational changes introduced to the project were: the linking of information concepts to support the design process; a multidisciplinary team approach to coaching; and a distinction between formal and informal resource collections. The result was a marked improvement in student learning and ideation

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

A framework for design engineering education in a global context

This paper presents a framework for teaching design engineering in a global context using innovative technologies to enable distributed teams to work together effectively across international and cultural boundaries. The DIDET Framework represents the findings of a 5-year project conducted by the University of Strathclyde, Stanford University and Olin College which enhanced student learning opportunities by enabling them to partake in global, team based design engineering projects, directly experiencing different cultural contexts and accessing a variety of digital information sources via a range of innovative technology. The use of innovative technology enabled the formalization of design knowledge within international student teams as did the methods that were developed for students to store, share and reuse information. Coaching methods were used by teaching staff to support distributed teams and evaluation work on relevant classes was carried out regularly to allow ongoing improvement of learning and teaching and show improvements in student learning. Major findings of the 5 year project include the requirement to overcome technological, pedagogical and cultural issues for successful eLearning implementations. The DIDET Framework encapsulates all the conclusions relating to design engineering in a global context. Each of the principles for effective distributed design learning is shown along with relevant findings and suggested metrics. The findings detailed in the paper were reached through a series of interventions in design engineering education at the collaborating institutions. Evaluation was carried out on an ongoing basis and fed back into project development, both on the pedagogical and the technological approaches

Collaborative visualization and virtual reality in construction projects

In the Colombian construction industry it is recognized as a general practice that di!erent designers deliver 2D drawings to the project construction team -- Some 3D modeling applications are used but only with commercial intentions, thus wasting visualization tools that facilitate the understanding of the project, that allow the coordination of plans between di!erent specialists, and that can prevent errors with high impact on costs in the construction phase of the project -- As a continuation of the project "immersive virtual reality for construction" developed by EAFIT University, the present work intends to demonstrate how a collaborative virtual environment can be helpful in order to improve visualization of construction projects and achieve the interaction of di!erent specialties, evaluating the impact of collaborative work in the design process of the same -- The end result of this research is an application created using freely available tools and a use case scenario on how this application can be used to perform review meetings by di!erent specialist in real time -- Initial test on the system has been made with civil engineering students showing that this virtual reality tool ease the burden of performing reviews where traditionally plans and sharing the same geographical space were neede

Learning Spaces

Edited by Diana G. Oblinger. Includes a chapter by former College at Brockport Faculty member Joan K. Lippincott: Linking the Information Commons to learning. Space, whether physical or virtual, can have a significant impact on learning. Learning Spaces focuses on how learner expectations influence such spaces, the principles and activities that facilitate learning, and the role of technology from the perspective of those who create learning environments: faculty, learning technologists, librarians, and administrators. Information technology has brought unique capabilities to learning spaces, whether stimulating greater interaction through the use of collaborative tools, videoconferencing with international experts, or opening virtual worlds for exploration. This e-book represents an ongoing exploration as we bring together space, technology, and pedagogy to ensure learner success.https://digitalcommons.brockport.edu/bookshelf/1077/thumbnail.jp

Context awareness for collaborative learning with uncertainty management

Postprint (published version

Dynamic-PDA-Use for learning: an undergraduate student

The paper reports on a one-year case study of Personal Digital Assistant (PDA) use for learning by an undergraduate student in the Department of Mechanical Engineering at a university in Hong Kong. Data was collected through student e-journals and artifacts, observations, in-depth and retrospective interviews. In the data analysis, both categorization and contextualization strategies were adopted to provide a well-rounded account of the inquiry. The research results are presented and discussed. The paper proposes the concept of dynamic-PDA-use for learning, and suggests that understanding and adopting this concept in learning will help improve PDA educational practices, and allow dynamic and flexible PDA use for varied learning activities.postprin

Understanding collaborative workspaces:spatial affordances & time constraints

Abstract. This thesis presents a generic solution for indoor positioning and movement monitoring, positioning data collection and analysis with the aim of improving the interior design of collaborative workspaces. Since the nature of the work and the work attitude of employees varies in different workspaces, no general workspace layout can be applied to all situations. Tailoring workspaces according to the exact needs and requirements of the employees can improve collaboration and productivity. Here, an indoor positioning system based on Bluetooth Low Energy technology was designed and implemented in a pilot area (an IT company), and the position of the employees was monitored during a two months period. The pilot area consisted of an open workplace with workstations for nine employees and two sets of coffee tables, four meeting rooms, two coffee rooms and a soundproof phone booth. Thirteen remixes (BLE signal receivers) provided full coverage over the pilot area, while light durable BLE beacons, which were carried by employees acted as BLE signal broadcasters. The RSSIs of the broadcasted signals from the beacons were recorded by each remix within the range of the signal and the gathered data was stored in a database. The gathered RSSI data was normalized to decrease the effect of workspace obstacles on the signal strength. To predict the position of beacons based on the recorded RSSIs, a few approaches were tested, and the most accurate one was chosen, which provided an above 95% accuracy in predicting the position of each beacon every 3 minutes. This approach was a combination of fingerprinting with a Machine Learning-based Random Forest Classifier. The obtained position results were then used to extract various information about the usage pattern of different workspace areas to accurately access the current layout and the needs of the employees