63,229 research outputs found

    Initial evaluation and analysis of post graduate trainees use of a virtual learning environment in initial teacher training

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    This paper describes the initial findings of a longitudinal case study that investigates the use of a virtual learning environment to enhance the placement experience for full time post graduate certificate in education (PGCE) students. Initial teacher training (ITT) involves trainees spending approximately two thirds of their time on the course in schools (away from their peers) across a large regional area. Geographically separated trainees can feel very isolated on placement. The purpose of the VLE was to try to alleviate this sense of isolation by offering a way for trainees to maintain contact and offer mutual support to each other while on placement. A space and place for them to meet and discuss their experiences was provided by the VLE which was maintained as a resource and interactive communications site throughout the year, specifically for them to use. Data from a number of sources using a variety of methods was obtained throughout the duration of the course. This included both qualitative and quantitative methods of data collection. A preliminary analysis of the results is used to offer some insight into how this type of support might be improved for future students, by the construction of minimum pedagogical framework for initial teacher training. Each data set was analysed as a separate entity, looking for themes and patterns. Following this a comparison of the results from all data sets was conducted to determine any emerging patters from across the data. Recommendations for a pedagogical framework based around the use of ICT and VLEs on the PGCE course were then proposed as a way forward for this type of research into teaching and learning for distance based courses

    Digital communities: context for leading learning into the future?

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    In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

    Community space in complex learning communities : lessons learnt

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    Highly complex learning communities where diverse participants collaborate to achieve multiple aims through synergy have the potential to be highly creative and productive. However the diversity and multiple aims can also mean the advantages of a community - share understand, trust and direction - are difficult to achieve, resulting in few if any of the aims being realised. We review two case studies, where the learning community is trying to achieve multiple aims, in order to explore how virtual and physical space are employed to support collaborative learning and enhance synergistic potential. The analysis shows that high levels of diversity have influenced these spaces and trends towards differentiation and holistically designed hybrid, virtual and physical, collaboration space. The characteristics of theses cases are sufficiently general to lead us to draw insights for the building of collaborative space in multi-purpose complex learning communities. These are equably applicable to learning communities which share features such as heterogeneity, multiple locations or a mixture of spaces

    Library 2.015 Conference: An Open Dialog About the Future of Libraries

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    The Library 2.0 Virtual Worldwide Conference series aims to create an open dialog about the future of libraries in the digital age. At Library 2.015, the fifth conference in the series, thousands of participants gathered online to share their knowledge, experience, and ideas on the evolution of libraries and the information profession. This article reports on some highlights of the October 20, 2015, conference. Archived conference presentations remain free, online, and open to all at http://tinyurl.com/Libr2015presentations

    Satellite-enabled educational services specification and requirements analysis based on user feedback

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    Advanced tele-education services provision in remote geographically dispersed user communities (such as agriculture and maritime), based on the specific needs and requirements of such communities, implies significant infrastructural and broadband connectivity requirements for rich media, timely and quality-assured content delivery and interactivity. The solution to broadband access anywhere is provided by satellite-enabled communication infrastructures. This paper aims to present such satellite-based infrastructures that are capable of addressing the core requirements of rich media educational services in remote areas. The paper proceeds to examine a set of services that will realise such satellite-based distance learning systems and to assess the targeted users’ interest in such services. The presented work is undertaken within the framework of the EU-funded Broadband Access Satellite Enabled Education (BASE2) project. Furthermore, requirements analysis, based on the Volere template (Robertson) and on user feedback, is undertaken

    Satellite-enabled interactive education: scenarios and systems architectures

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    There are specific sectors of the economy that can benefit from satellite-based tele-education. Areas, such as maritime and agriculture, share common needs for both broadband connectivity at remote geographical areas that cannot otherwise be covered, and for innovative content for tele-education purposes. Furthermore, each area has special requirements with regard to the type of content to be delivered. In this paper we propose a set of architectural designs and case scenarios that will realise such interactive end-to-end education systems based on satellite communications. Services requirements in this setting are also identified and discussed

    Innovate Magazine / Annual Review 2010-2011

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    https://scholarworks.sjsu.edu/innovate/1001/thumbnail.jp

    Mid-Air Haptics for Control Interfaces

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    Control interfaces and interactions based on touch-less gesture tracking devices have become a prevalent research topic in both industry and academia. Touch-less devices offer a unique interaction immediateness that makes them ideal for applications where direct contact with a physical controller is not desirable. On the other hand, these controllers inherently lack active or passive haptic feedback to inform users about the results of their interaction. Mid-air haptic interfaces, such as those using focused ultrasound waves, can close the feedback loop and provide new tools for the design of touch-less, un-instrumented control interactions. The goal of this workshop is to bring together the growing mid-air haptic research community to identify and discuss future challenges in control interfaces and their application in AR/VR, automotive, music, robotics and teleoperation
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