What learners want from educational spaces? A framework for assessing impact of architectural decisions in virtual worlds

In this paper we provide a revised presentation of our investigation of how architectural digital design elements of virtual worlds affect learning experiences. The paper provides an initial reflection on learners’ requirements for 3D virtual worlds. Emphasis is given on determining a typology of learning requirements affecting the design of 3D Virtual Learning Environments (VLE). In particular, the research study focused on 3D virtual educational facilities and their impact on learning experience in comparison to real life in-class experiences, by introducing optimum 3D virtual world features in spaces, and turning them into learning places. Emphasis is given on how a range of learning objectives affect design efforts in virtual worlds intended for supporting learning activities. Examples of how virtual worlds may transform learning experiences include information retention, participation and enjoyment. The paper considers design elements that have a causal effect to such learning objectives and considers what design recommendations could be used to enhance the student’s overall learning experience in 3D VLEs. The paper investigates the impact of architectural design guidelines in relation to several features including space shape, size dimensions and height, interior lighting and open walls, colours, textures, floor, wall and ceiling design, architecture style, window design, seating arrangements, and building entrance

The role of architectural design in virtual worlds for educational purposes

This paper discusses the investigation of how architectural digital design elements of virtual worlds affect learning experiences. In particular, the research study focused on 3D virtual educational facilities and their impact on learning experience in comparison to real life in-class experiences. Emphasis is given on how a range of learning objectives affect design efforts in virtual worlds intended for supporting learning activities. Examples of how virtual worlds may transform learning experiences include information retention, participation and enjoyment. The paper considers design elements that have a causal effect to such learning objectives and considers what design recommendations could be used to enhance the student’s overall learning experience in 3D VLEs

Using Optical Head-Mounted Devices (OHMD) for provision of feedback in education

This paper discusses the investigation of using Optical Head-Mounted Devices (OHMD) for provision of feedback in education. In particular it discusses an investigation in the use of Google Glass in real time training and mentoring. First the papers discusses an application created for the device for provision of feedback on student presentation. Next the paper presents, the research conducted with an experiment involving ninety-two participants testing the application in a real life scenario

Assessing the role of optical head-mounted displays in education: an investigation of Google Glass in creating learning portfolios and providing feedback

Technology Enhanced Learning is a field that has seen impressive developments over the past few years. Educators have experimented with the use of web technologies, introduced innovative e-learning approaches, extended the role of virtual learning environments and introduced learning analytics. The authors’ research aims to investigate how ubiquitous computing and augmented reality can further support students in a range of learning activities. In particular, this paper discusses a research study in the role of Optical Head-Mounted Displays (OHMD) in education. Emphasis is given on how the technology can enhance learning through the provision of additional support via augmented reality. The paper describes how OHMD, and more specifically Google Glass has been used by students in a Higher Education Institution as part of their assessment. The research aim is twofold as it considers (i) the role of OHMD in supporting students during the creation of learning portfolios which can be used for formative and summative assessment, and (ii) the impact OHMD technology has in providing alternative ways of feedback. The scope of the research is to assess the suitability of the technology, the benefits that can be introduced in educational contexts as well as the perceived value of the technology from the learners’ point of view. The first part of the study described in the paper describes how learners have used OHMD to construct a portfolio of learning evidence through cooperative evaluation of their work. In particular the study involved students using Google Glass to take snaps of their work, while recording a video diary of their contribution towards group coursework. Users reflected on the experience in terms of ease of use, simplicity and usefulness. They also evaluated the effectiveness of using OHMD during specific tasks including reading, writing and browsing. The second part of the study is focused on providing feedback by using OHMD to attach vignettes on pictures of presentations. The technology is used for commenting on presentation content and delivery, while it is investigated as an alternative for providing feedback on practical activities. The paper also provides a detailed discussion of preliminary findings from the pilot with 92 participants studying at first and final years of a University degree

A High Stability Optical Shadow Sensor with Applications for Precision Accelerometers

Gravimeters are devices which measure changes in the value of the gravitational acceleration, \textit{g}. This information is used to infer changes in density under the ground allowing the detection of subsurface voids; mineral, oil and gas reserves; and even the detection of the precursors of volcanic eruptions. A micro-electro mechanical system (MEMS) gravimeter has been fabricated completely in silicon allowing the possibility of cost e-effective, lightweight and small gravimeters. To obtain a measurement of gravity, a highly stable displacement measurement of the MEMS is required. This requires the development of a portable electronics system that has a displacement sensitivity of $\leq 2.5$ nm over a period of a day or more. The portable electronics system presented here has a displacement sensitivity $\leq 10$ nm$/\sqrt{\textrm{Hz}}$ ($\leq 0.6$ nm at $1000$ s). The battery power system used a modulated LED for measurements and required temperature control of the system to $\pm$ 2 mK, monitoring of the tilt to $\pm$ 2 $\mu$radians, the storage of measured data and the transmission of the data to an external server.Comment: 8 Pages, 12 figures, 5 equations, currently submitted and under review at IEEE Sensors SIE

Teaching functional patterns through robotic applications

We present our approach to teaching functional programming to First Year Computer Science stu- dents at Middlesex University through projects in robotics. A holistic approach is taken to the cur- riculum, emphasising the connections between different subject areas. A key part of the students’ learning is through practical projects that draw upon and integrate the taught material. To support these, we developed the Middlesex Robotic plaTfOrm (MIRTO), an open-source platform built using Raspberry Pi, Arduino, HUB-ee wheels and running Racket (a LISP dialect). In this paper we present the motivations for our choices and explain how a number of concepts of functional programming may be employed when programming robotic applications. We present some students’ work with robotics projects: we consider the use of robotics projects to have been a success, both for their value in reinforcing students’ understanding of programming concepts and for their value in motivating the students

Time matters less when outcomes differ: uni-modal versus cross-modal comparisons in intertemporal choice

Uni-modal intertemporal decisions involve comparing options of the same type (e.g. apples now versus apples later), and cross-modal decisions involve comparing options of different types (e.g. a car now versus a vacation later). As we explain, existing models of intertemporal choice do not allow time preference to depend on whether the comparisons to be made are uni-modal or cross-modal. We test this restriction in an experiment using the delayed-compensation method, a new extension of the standard method of eliciting intertemporal preferences that allows for assessment of time preference for non-monetary and discrete outcomes, as well as for both cross-modal and uni-modal comparisons. Participants were much more averse to delay for uni-modal than cross-modal decisions. We provide two potential explanations for this effect: one drawing on multi-attribute choice, the other drawing on construal level theory

A critical reflection on the development of the Participatory Autism Research Collective (PARC)

Purpose The Participatory Autism Research Collective (PARC) was initially set up with the purpose of bringing autistic people, including scholars and activists (but not exclusively), together with early career researchers and practitioners who work with autistic people, with the aim being to build a community where those who wished to see more significant involvement of autistic people in autism research could share knowledge and expertise. Approach This article explores the development of the PARC network, reflecting upon its activities and ethos within current Higher Education (HE) practices and structures. Findings In supporting autistic individuals in their attempts to establish themselves within academic systems that may not always be considerate or accommodating, the existence of PARC creates a structure with which autistic people can influence social change. PARC serves as a network of support, strengthening the presence of autistic scholars in academia. It also provides a structure through which autistic people are able to demonstrate helpful practices with which to engage more broadly. Value The PARC network is the first autistic-led venture of its kind in the UK to have a sustained impact. PARC is growing to become an important element in the field of autism studies both by supporting the emerging autistic academics and by promoting ethical and participatory research methods and practices

A genome-wide association study identifies a susceptibility locus for biliary atresia on 2p16.1 within the gene EFEMP1

Biliary atresia (BA) is a rare pediatric cholangiopathy characterized by fibrosclerosing obliteration of the extrahepatic bile ducts, leading to cholestasis, fibrosis, cirrhosis, and eventual liver failure. The etiology of BA remains unknown, although environmental, inflammatory, infectious, and genetic risk factors have been proposed. We performed a genome-wide association study (GWAS) in a European-American cohort of 343 isolated BA patients and 1716 controls to identify genetic loci associated with BA. A second GWAS was performed in an independent European-American cohort of 156 patients with BA and other extrahepatic anomalies and 212 controls to confirm the identified candidate BA-associated SNPs. Meta-analysis revealed three genome-wide significant BA-associated SNPs on 2p16.1 (rs10865291, rs6761893, and rs727878; P < 5 ×10-8), located within the fifth intron of the EFEMP1 gene, which encodes a secreted extracellular protein implicated in extracellular matrix remodeling, cell proliferation, and organogenesis. RNA expression analysis showed an increase in EFEMP1 transcripts from human liver specimens isolated from patients with either BA or other cholestatic diseases when compared to normal control liver samples. Immunohistochemistry demonstrated that EFEMP1 is expressed in cholangiocytes and vascular smooth muscle cells in liver specimens from patients with BA and other cholestatic diseases, but it is absent from cholangiocytes in normal control liver samples. Efemp1 transcripts had higher expression in cholangiocytes and portal fibroblasts as compared with other cell types in normal rat liver. The identification of a novel BA-associated locus, and implication of EFEMP1 as a new BA candidate susceptibility gene, could provide new insights to understanding the mechanisms underlying this severe pediatric disorder

Creating smarter teaching and training environments: innovative set-up for collaborative hybrid learning

This paper brings together previous work from a number of research projects and teaching initiatives in an effort to introduce good practice in setting up supportive environments for collaborative learning. The paper discusses prior use of social media in learning support, the role of dashboards for learning analytics in Global Software Development training, the use of optical head-mounted displays for feedback and the use of NodeXl visualization in managing distributed teams. The scope of the paper is to provide a structured approach in organizing the creation of smarter teaching and training environments and explore ways to coordinate learning scenarios with the use of various techniques. The paper also discusses challenges from integrating multiple innovative features in educational contexts. Finally the paper attempts to investigate the use of smart laboratories in establishing additional learning support and gather primary data from blended and hybrid learning pilot studies