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Development of a ubiquitous learning platform based on a real-time help-seeking mechanism

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2011年第6期42卷 992-1002页

作者： Hwang, Gwo-Jen Wu, Chih-Hsiang Tseng, Judy C. R. Huang, Iwen Natl Taiwan Univ Sci & Technol Grad Inst Digital Learning & Educ Taipei 106 Taiwan Natl Univ Tainan Dept Informat & Learning Technol Tainan Taiwan Chung Hua Univ Dept Comp Sci & Informat Engn Hsinchu Taiwan

The popularity of mobile devices has encouraged the advance of ubiquitous learning, in which students are situated in a real-world learning environment with support from the digital world via the use of mobile, wireless communications, or even sensing technologies. Most of the ubiquitous learning systems are implemented with high-cost sensing devices for detecting the locations or behaviours of learners;moreover, these systems mainly focus on providing learning guidance or learning materials, while facilities for supportingmutual help among students are usually ignored. In this study, we propose a context-aware ubiquitous learning platform (CULP) which uses low-cost cell phones with embedded cameras and Internet service to support ubiquitous learning. CULP is able to provide instant support for learners in the ubiquitous learning activity;that is, learners can receive help from the right people via the hints given by the learning system when they encounter problems during their learning activities. The experimental results of a Personal computer-Assembling course show that, with the assistance of the new learning platform, both the learning efficiency and the learning achievement of the students were significantly improved.

关键词： Educational Technology Telecommunications Synchronous Communication Handheld Devices Internet computer system design computer Science Education Instructional Effectiveness Courses Photography

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Redundancy and Replication Help Make Your systems Stress-Free

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JOURNAL OF WEB LIBRARIANSHIP 2011年第3期5卷 253-255页

作者： Mitchell, Erik Wake Forest Univ Z Smith Reynolds Lib Winston Salem NC 27109 USA

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关键词： Human Factors Engineering computer system design Online systems Gateway systems systems Analysis Duplication Database Management systems Information Technology RedundancyUnited StatesUnited States

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FOSTERING 21st CENTURY SKILL DEVELOPMENT BY ENGAGING STUDENTS IN AUTHENTIC GAME design PROJECTS IN A HIGH SCHOOL computer PROGRAMMING CLASS

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JOURNAL OF EDUCATIONAL COMPUTING RESEARCH 2011年第4期44卷 391-408页

作者： Thomas, Michael K. Ge, Xun Greene, Barbara A. Univ Wisconsin Dept Curriculum & Instruct Madison WI 53706 USA Univ Oklahoma Norman OK 73019 USA

This study used technology-rich ethnography (TRE) to examine the use of game development in a high school computer programming class for the development of 21st century skills. High school students created games for elementary school students while obtaining formative feedback from their younger clients. Our experience suggests that in the teaching of computer science in high schools, the development of games that include common game features such as dynamic feedback systems, backstory, levels, cheats, and compelling graphics challenges students and engages them in learning. Incorporating real client feedback is also useful for improving their work and connecting it to the "real" world. This article reports findings from the second year of a research project with a high school computer programming class. The authors argue that such approaches that leverage video games, design, programming, authenticity, and cooperation mobilize multiple 21st century skills that must be nurtured among contemporary young people so that they may grow to be part of a productive citizenry.

关键词： Video Games Ethnography Programming Skill Development computer Science Education Video Technology computer system design Formative Evaluation Elementary School Science High School Students Science Process Skills Cognitive Style Feedback (Response) Science Course Improvement Projects Educational GamesUnited States (Southwest)

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Supporting authors in the development of task-based learning in serious virtual worlds (vol 41, pg 86, 2010)

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2010年第4期41卷 538-538页

作者： Bellotti, Francesco Berta, Riccardo De Gloria, Alessandro Primavera, Ludovica University of Genoa Italy *Correspondence: Francesco Bellotti *Correspondence: Francesco Bellotti ELIOS Lab DIBE University of Genoa Via Opera Pia 11a 16145 Genova Italy. Email: franz@elios.unige.it

Serious virtual worlds (SVWs) represent a great opportunity for learning and should embed a lot of high-quality contextualised information so that the player can take the most from his or her exploration of the environment. This requires defining new methodologies and tools for effective production. We have investigated this issue in implementing a couple of SVWs and abstracted a conceptual framework relying on the task-based learning pedagogical theory. The model defines games set in realistic SVWs enriched with embedded educational tasks. Tasks are simple trial activities that embody units of knowledge. The player can discover them in his or her SVW exploration and interact with them in order to construct meaning, build lasting memories and deepen understanding of the featured item(s). The model involves pedagogical task annotation—which allows decoupling the tasks, which can be reused in different VWs from the definition of their delivery strategy in the context of a specific VW, which is specified by the VW designer and automatically managed by the run-time engine. This approach simplifies the authoring work. The visual Creative Toolkit (CT) we have developed is being used for producing contents for the 15 reconstructed cultural cities that will be featured in the first version of the Travel in Europe VW. The paper described the overall framework and the details of the CT. It also presented an implemented example, briefly discussing the methodology we have followed for developing cultural heritage content.

关键词： Foreign Countries Cultural Background Educational Games Learning Theories Models Urban Areas Educational Technology computer Assisted Instruction Electronic Learning Instructional design Virtual Classrooms computer Software Programming computer system design computer Simulation Simulated Environment Travel Instructional DevelopmentEurope

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From content to practice: Sharing educational practice in edu-sharing

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2010年第6期41卷 936-951页

作者： Klebl, Michael Kraemer, Bernd J. Zobel, Annett Fernuniv Inst Educ Sci & Media Res D-58084 Hagen Germany Fernuniv Chair Data Proc Technol D-58084 Hagen Germany

For technology-enhanced learning, the idea of learning objects transfers the technologies of content management, methods of software engineering and principles of open access to educational resources. This paper reports on CampusContent, a research project and competence centre for e-learning at FernUniversitat in Hagen that designed and developed an integrated portal to a repository network named edu-sharing. This portal facilitates sharing, joint development and reuse of learning material and pedagogical knowledge. CampusContent focused on essential challenges concerning use and utility of learning objects and developed principles, methods and tools that support educators in the process of contextualising learning objects within educational settings. Our model offers three levels of contextualisation: configurable objects, learning scenarios and an integrated work environment for educators.

关键词： Foreign Countries Electronic Learning Educational Practices Educational Technology Educational Resources Research Projects computer Software computer system design Web Sites computer Uses in Education Program Descriptions Shared Resources and ServicesGermanyGermany

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Are open educational resources systematic or systemic change agents for teaching practice?

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2010年第6期41卷 952-962页

作者： Lane, Andy McAndrew, Patrick Open Univ Fac Math Comp & Technol Milton Keynes MK7 6AA Bucks England Open Univ Inst Educ Technol Milton Keynes MK7 6AA Bucks England

Open educational resources (OER) raise many similar issues for education to those that have surrounded Learning Objects (LO). However the greater use and availability of digital technologies and open licensing seems to be enabling OER to have wider acceptance into individual and institutional teaching practice. While the need for appropriate design in teaching and learning on the part of educators, which was the primary driver of developments in LO, remains, the very openness of OER is changing the relationships between educators, learners and content (resources) and is becoming a primary agent of change. Experience in OpenLearn, a major initiative to provide OER from The Open University, indicates that some of these changes can be planned for while others will emerge as releasing content openly imposes evolutionary pressures that accelerate change and work around barriers. Development can then be driven by learner expectations of the technology and needs for informal life-long learning that in turn impact on how content is being designed and openly presented. It is argued that this represents a shift from a teacher-centric, systematic model of change in teaching practices as embodied in earlier ideas about LO to a learner-centric, systemic model of change as embodied in OER.

关键词： Foreign Countries Open Universities Change Agents Educational Technology Educational Resources Teaching Methods Educational Practices Change Strategies Educational Trends Influence of Technology Intellectual Property computer system design Instructional design College Environment Program Descriptions Shared Resources and ServicesUnited KingdomUnited Kingdom

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Implementing infrastructures for managing learning objects

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2010年第6期41卷 873-882页

作者： Klemke, Roland Ternier, Stefaan Kalz, Marco Specht, Marcus Center for Learning Sciences and Technologies (CELSTEC) Open Universiteit Nederland The Netherlands *Correspondence: Roland Klemke *Correspondence: Roland Klemke Center for Learning Sciences and Technologies (CELSTEC) Open Universiteit Nederland PO Box 2960 6401 DL Heerlen The Netherlands. Email: roland.klemke@ou.nl

Making learning objects available is critical to reuse learning resources. Making content transparently available and providing added value to different stakeholders is among the goals of the European Commission's eContentplus programme. This paper analyses standards and protocols relevant for making learning objects accessible in distributed data provider networks. Types of metadata associated with learning objects and methods for metadata generation are discussed. Experiences from European projects highlight problems in implementing infrastructures and mapping metadata types into common application profiles. The use of learning contents and its associated metadata in different scenarios is described and concluded with lessons learned and pitfalls to avoid.

关键词： Foreign Countries Metadata Educational Resources computer Networks Shared Resources and Services International Organizations computer Software computer system design Program Descriptions Information ManagementEurope

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Conversational agents in virtual worlds: Bridging disciplines

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2010年第1期41卷 123-140页

作者： Veletsianos, George Heller, Robert Overmyer, Scott Procter, Mike Univ Texas Austin Dept Curriculum & Instruct Instruct Technol Program Austin TX 78712 USA

This paper examines the effective deployment of conversational agents in virtual worlds from the perspective of researchers/practitioners in cognitive psychology, computing science, learning technologies and engineering. From a cognitive perspective, the major challenge lies in the coordination and management of the various channels of information associated with conversation/communication and integrating this information with the virtual space of the environment and the belief space of the user. From computing science, the requirements include conversational competency, use of nonverbal cues, animation consistent with affective states, believability, domain competency and user adaptability. From a learning technologies perspective, the challenge is to maximise the considerable affordances provided by conversational avatars in virtual worlds balanced against ecologically valid investigations regarding utility. Finally, the engineering perspective focuses on the technical competency required to implement effective and functional agents, and the associated costs to enable student access. Taken together, the four perspectives draw attention to the quality of the agent-user interaction, how theory, practice and research are closely intertwined, and the multidisciplinary nature of this area with opportunities for cross fertilisation and collaboration.

关键词： Cues Engineering Cognitive Psychology Internet Interdisciplinary Approach computer Science Credibility Theory Practice Relationship Interpersonal Communication Educational Technology Electronic Learning computer Uses in Education Instructional design computer Mediated Communication Virtual Classrooms computer Software Programming computer system design computer Simulation Simulated Environment computer Interfaces Animation Nonverbal Communication

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When cloud computing meets with Semantic Web: A new design for e-portfolio systems in the social media era

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2010年第6期41卷 1018-1028页

作者： Kim, Paul Ng, Chen Kee Lim, Gloria Stanford Univ Sch Educ Stanford CA 94305 USA

The need, use, benefit and potential of e-portfolios have been analysed and discussed by a substantial body of researchers in the education community. However, the development and implementation approaches of e-portfolios to date have faced with various challenges and limitations. This paper presents a new approach of an e-portfolio system design based on Private-Public (PrPl) data index system, which integrates cloud computing applications and storages with Semantic Web architecture, making semantic web-based visualisation and advanced intelligent search possible. It also discusses how the distinctive attributes of the PrPl-based digital asset management system can serve as a large-scale robust e-portfolio system that can address issues with scalability, sustainability, adoptability and interoperability. With such a new distinctive design, a large-scale deployment at a state or national level becomes possible at a very cost-effective manner and also such large-scale deployment with intelligent digital asset management and search features create numerous opportunities in education.

关键词： Portfolios (Background Materials) Information Management computer Software Internet computer system design Information Technology computer Uses in Education Information Storage Online Searching

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Exploring the learning mechanism of web-based question-answering systems and their design

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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY 2010年第4期41卷 624-631页

作者： Yin Zhang Ocean Univ China Dept Educ Qingdao 266003 Peoples R China

In recent years, a number of models concerning question-answering (QA) systems have been put forward. But many of them stress technology and neglect the research of QA itself. In this paper, we analyse the essence of QA and discuss the relationship between technology and QA. On that basis, we propose that when designing web-based QA systems, more attention should be paid to the learning mechanism involved in the QA process than to technology. Some new ideas on the design of QA systems are also put forward in order to promote the rapid development of web-based QA systems.

关键词： Educational Technology Internet Learning Processes Instructional design computer system design Questioning Techniques

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