This document discusses mobile learning and augmented reality applications. It describes a project called ARLearn that uses augmented reality for cultural heritage field trips. Students use smartphones to navigate locations, take notes, and receive assignments from tutors in real-time. An evaluation of a field trip to Florence found that the application was effective for situated learning, but faced challenges with GPS accuracy and battery life. The document also discusses a similar project called Streetlearn focused on the Amsterdam canal district cultural heritage site.
Presentation shared by authors at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece.
Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html
In the age of Web 2.0 and social media, a constantly ubiquitous online presence is available - the ubiquitous access to information is quickly and easily. The teachers present theories, models and results, and some students "google" at the same time whether that is true what is being said. For the"Homo Interneticus" it is normal to search for facts. Discussions and learning cultures are changing.
What are appropriate didactical teaching-learning scenarios nowadays?
To what extent can Educational Apps/Technology be integrated to strengthen active learning (student engagement) and collaborative learning?
((What are the right conditions?))
The talk gives answers in form of case studies and theses which illustrate changes towards digital didactical designs in universities and schools.
Digital media enable learning in unexpected places online through established boundaries. If this is the case, then we face the challenge to understand teaching, learning and didactics in a new way – instead of a ‘text book learning’ only, that represents receptive, consumer-oriented teaching, we need creativity-focused didactical designs to enhance a meaningful learning experience.
Giftedkids.ie - Gifted Advocacy & Support for Gifted ChildrenGiftedkids.ie
Presentation given as part of the Giftedkids.ie workshop at the Irish Centre for Talented Youth's Gifted Education Conference on March 13th 2010, Dublin City University
This document discusses how Botany Downs Kindergarten in New Zealand has embraced technology integration in early childhood education. It began when teachers observed children texting and taking photos on obsolete cell phones, realizing they needed to incorporate the children's technology skills into learning. They have since integrated iPads, interactive whiteboards, movie-making, blogging and Skype to foster both individual and shared learning. Teachers act as role models by using technology for tasks like meetings and professional development. While starting with basic skills, the kindergarten aims to achieve "redefinition" by using technology for new activities not previously possible.
The document outlines the timeline and process for Indian Hill EVSD in Cincinnati, Ohio to transition to a Bring Your Own Device (BYOD) model. It began in 2009 by establishing a technology committee to investigate viability. After conducting surveys and site visits, a pilot program launched in 2011-2012 with a focus on professional development for teachers. While initial challenges included managing different devices and online distractions, benefits included increased student organization, engagement, and feedback. Lessons learned centered on increased planning and communication to support the transition.
The document provides an overview of a presentation on distributed learning spaces in higher education. The presentation covers trends in learning spaces, a framework for designing learning environments that includes distributed learning spaces and seamless learning. It also explores seven principles of learning space design and different types of learning spaces including physical, blended, virtual, academic, outdoor and mobile spaces. The presentation schedule includes discussing personal learning spaces and the affordances of different learning environments.
Presentation shared by authors at the 2015 EDEN Open Classroom Conference "Open Discovery Space: Transforming schools into innovative learning organisations" held on 18-21 September 2015, in Athens, Greece.
Find out more on #OCCAthens here: http://www.eden-online.org/eden-events/open-classroom-conferences/athens2015.html
In the age of Web 2.0 and social media, a constantly ubiquitous online presence is available - the ubiquitous access to information is quickly and easily. The teachers present theories, models and results, and some students "google" at the same time whether that is true what is being said. For the"Homo Interneticus" it is normal to search for facts. Discussions and learning cultures are changing.
What are appropriate didactical teaching-learning scenarios nowadays?
To what extent can Educational Apps/Technology be integrated to strengthen active learning (student engagement) and collaborative learning?
((What are the right conditions?))
The talk gives answers in form of case studies and theses which illustrate changes towards digital didactical designs in universities and schools.
Digital media enable learning in unexpected places online through established boundaries. If this is the case, then we face the challenge to understand teaching, learning and didactics in a new way – instead of a ‘text book learning’ only, that represents receptive, consumer-oriented teaching, we need creativity-focused didactical designs to enhance a meaningful learning experience.
Giftedkids.ie - Gifted Advocacy & Support for Gifted ChildrenGiftedkids.ie
Presentation given as part of the Giftedkids.ie workshop at the Irish Centre for Talented Youth's Gifted Education Conference on March 13th 2010, Dublin City University
This document discusses how Botany Downs Kindergarten in New Zealand has embraced technology integration in early childhood education. It began when teachers observed children texting and taking photos on obsolete cell phones, realizing they needed to incorporate the children's technology skills into learning. They have since integrated iPads, interactive whiteboards, movie-making, blogging and Skype to foster both individual and shared learning. Teachers act as role models by using technology for tasks like meetings and professional development. While starting with basic skills, the kindergarten aims to achieve "redefinition" by using technology for new activities not previously possible.
The document outlines the timeline and process for Indian Hill EVSD in Cincinnati, Ohio to transition to a Bring Your Own Device (BYOD) model. It began in 2009 by establishing a technology committee to investigate viability. After conducting surveys and site visits, a pilot program launched in 2011-2012 with a focus on professional development for teachers. While initial challenges included managing different devices and online distractions, benefits included increased student organization, engagement, and feedback. Lessons learned centered on increased planning and communication to support the transition.
The document provides an overview of a presentation on distributed learning spaces in higher education. The presentation covers trends in learning spaces, a framework for designing learning environments that includes distributed learning spaces and seamless learning. It also explores seven principles of learning space design and different types of learning spaces including physical, blended, virtual, academic, outdoor and mobile spaces. The presentation schedule includes discussing personal learning spaces and the affordances of different learning environments.
Mobile augmented reality with audio Supporting fieldwork of Cultural Sciences...Fred de Vries
Presentation at the InSuEdu 2012 workshop, SEFM 2012, 1 October 2012, Thessaloniki. In this presentation the use of augmented reality with a smartphone for fieldwork of Cultural Sciences students is discussed based on two pilots in Florence. A tool named ARLearn developed to support different learning in different contexts using the multimedia capabilities and location based service on smartphones. In the pilots assignments were given in spoken messages and students collected notes by recording their own voice and taking pictures of artifacts in Florence. The use of the tool for fieldwork helped students with systematical collection of data for their essay. The educational design and ARLearn toolkit is developed further to enable individual fieldwork students and other educational scenarios.
The document discusses National Geographic's FieldScope platform for citizen science. It introduces FieldScope as a GIS-based platform for exploring citizen science data. Key concepts covered include what citizen science is, how FieldScope works, what geo-reasoning means in the context of decision making about human and environmental systems. The document recommends ways for educators to get students involved with citizen science projects on FieldScope.
The MLC (Mobile Learning Center) is a joint venture between various departments at Miami University to support mobile learning and computing. It aims to unify efforts around mobile technologies, provide resources to faculty/students, and support software development.
Mobile learning can provide personalized, authentic, and situated learning experiences. It allows learning anywhere and anytime through mobile devices. However, mobile learning pedagogies are not well defined and schools often adopt mobile technologies without understanding how to use them effectively.
Research is exploring whether disengagement from inquiry-based learning impacts learning outcomes. The Research Buddy app aims to engage students more fully in the scientific process and experimentation step through a mobile platform. Recommendations for adopting mobile
Mobile learning: Does it make a difference -VITTA Nov 2010Cecilie Murray
This document discusses mobile learning and provides examples of research and implementation. It begins with an overview of what mobile learning is and research findings. It then provides several good practice examples from schools that have implemented mobile learning programs using iPods, iPads, and other mobile devices. The document concludes with recommendations for educational apps and resources for continuing professional learning about mobile learning.
IET Technology Coffee Morning - Location-based learning: education in the WildLiz FitzGerald
Slides presented at the IET Technology Coffee Morning at the Open University.
Abstract and further details available at http://cloudworks.ac.uk/cloudscape/view/2350.
Focus on Fieldwork- Opportunities, problems and solutionsChris McEwan
The document discusses student feedback on using smart devices like netbooks, LiveScribe pens, and iPads for fieldwork. Some key findings include:
- Netbooks were convenient for tasks like tabulating results, backing up work, and presenting findings. However, some students disliked the software and sharing the devices.
- LiveScribe pens made note-taking and synthesizing notes easier by allowing students to easily find quotes.
- iPads made collecting, analyzing, and presenting data more convenient. Students found them easy to use for annotating maps and photos.
- Apps like Dropbox, GPS Log, and Splice were useful tools for fieldwork activities on tablets.
Learning across contexts - Mobile for field and studio workAdel Gordon
Learning across contexts – mobile for fieldwork in Environmental Sciences, was published in a mobile learning best practice guide released by UCISA in January, 2014. It won a highly commended case study award from the Universities and Colleges Information Systems Association (UCISA).
This document discusses learning dashboards and learnscapes. It describes a team that conducts research on technology enhanced learning, music, and human-computer interaction. The team explores collecting learner data through tools like blogs, virtual machines, and learning management systems to provide awareness, self-reflection, and sense making for learners. The document also lists some challenges around user tracking, evaluation, and architectural issues and announcements for upcoming presentations.
SmartFeet is an online platform where teachers can create educational games for students to play using mobile devices. The games involve completing tasks around real-world locations to bring learning outside the classroom while maintaining connection between teachers and students. City Expedition is a similar program that moves learning beyond the classroom through teacher-student interaction, real-time feedback, and collaboration on real-world problem solving using the everyday environment. Kids' Own Statistics is a statistics learning program where children decide what data to collect in their own environment, then collect, analyze, and share the results with others to learn about data visualization and community well-being indicators.
This document provides information about using GIS (Geographic Information Systems) in geography classrooms. It discusses reasons to use GIS, including being highlighted in geography specifications and teaching important skills. Teachers are encouraged to start with questions they want to answer and see if GIS can help. Examples of using GIS at different key stages and for topics like natural hazards are provided. Free and easy-to-use online GIS tools are described, including Google Earth, Many Eyes, and hurricane data from NOAA. The document encourages asking questions and sharing experiences using GIS in the classroom.
Creating location-based mobile learning experiencesLiz FitzGerald
The document summarizes Dr. Elizabeth FitzGerald's presentation on creating location-based mobile learning experiences. It discusses her research into using geospatial data and mobile devices to enable ad hoc learning in informal settings. It provides examples of projects including a "Tree Walk" study and the development of audio narratives and mobile guides to augment visitor experiences in the field. The presentation also analyzes frameworks for authoring user-generated geolocated content to support serendipitous learning based on location.
Presentation outlining my pioneering use of Smart Technology in outdoor learning. Given at Institute for Outdoor Learning North West Conference January 2016
The workshop will discuss using smartphones in outdoor learning. The presenter, James Hodges, will share his experience using smartphones to enhance outdoor education. He has found that smartphones can engage students, enhance learning, and increase the impact of outdoor courses through activities like environmental data collection, social media, and video reviews. Students have provided positive feedback on using a citizen science app called COBWEB to identify plants and monitor the environment.
This document discusses using smartphones to teach mathematics in a contextualized, collaborative, and constructivist manner. It presents issues with traditional math education and proposes using a new "Mobimath" smartphone toolkit to engage students in real-world math activities outside the classroom. An in-school trial with 20 students and 5 geometry-focused activities is described. Emerging themes from student feedback highlight improved problem-solving skills and attitudes towards math from using smartphones for collaborative, applied learning experiences.
Learning in the wild: designing for location-based experiencesLiz FitzGerald
This document discusses designing location-based learning experiences using mobile technologies. It presents three case studies: 1) augmenting visitor experiences at heritage sites using different mobile technologies, finding that simplicity is important; 2) comparing people-led and technology-led audio tours of a historical event, finding social interaction enhanced learning; and 3) Situ8, an app for user-generated location-based media creation and sharing to support informal learning about places. The document advocates designing for context, balancing authoritative and user-generated content, and addresses challenges of in-the-wild research and location-based mobile learning.
The document discusses how digital technologies can enhance teaching and learning. It describes today's students as "digital natives" who are accustomed to having technology available anywhere and anytime. The use of devices like tablets and netbooks in schools through initiatives like 1:1 computing programs is increasing. Technologies allow students to access information, create and collaborate more, moving beyond just consuming information. Teachers are encouraged to take risks, try new technologies, and let students personalize their learning. Examples are given of how Google Earth can be used in geography classes to engage students and bring real-world contexts into lessons. Overall, the document advocates for the strategic use of ICT to motivate students and support skills-based, student-centered learning.
The document discusses mobile learning and educational apps. It provides research on the benefits of mobile learning, such as increased student engagement, motivation, and literacy. Mobile devices can enhance learning in core subjects and support collaboration. The document also shares examples of mobile learning projects and reviews of educational apps. It emphasizes that curriculum should drive the use of technology and provides tips for developing an effective implementation strategy for mobile devices in schools.
2012 06 18 (upm) emadrid pscott ouuk learning post personal computer worldeMadrid network
The document discusses the future of higher education in a post-personal computer world. It argues that higher education will be in a world that is open, social, filled with high-quality interactive and semantic learning services, and available at a competitive price of free. It highlights the need for online assessment, mentoring, social support, and high-quality content to support learning in this new environment.
Recognizing Lifelong Learning Competences: A Report of Two Cases - Edmundo TovareMadrid network
The document discusses two European projects - STEMSOFT and TEASPILS - that aim to develop micro-credentials for lifelong learning. STEMSOFT focuses on developing soft skills for STEM professionals through open online courses, while TEASPILS uses IoT planters to teach environmental awareness. Both projects map learning outcomes to competencies frameworks and plan to pilot short courses to certify skills acquisition through micro-credentials. The document also outlines the European policy context around micro-credentials and lifelong learning, and how the projects aim to address skills gaps through flexible, targeted training opportunities.
Mobile augmented reality with audio Supporting fieldwork of Cultural Sciences...Fred de Vries
Presentation at the InSuEdu 2012 workshop, SEFM 2012, 1 October 2012, Thessaloniki. In this presentation the use of augmented reality with a smartphone for fieldwork of Cultural Sciences students is discussed based on two pilots in Florence. A tool named ARLearn developed to support different learning in different contexts using the multimedia capabilities and location based service on smartphones. In the pilots assignments were given in spoken messages and students collected notes by recording their own voice and taking pictures of artifacts in Florence. The use of the tool for fieldwork helped students with systematical collection of data for their essay. The educational design and ARLearn toolkit is developed further to enable individual fieldwork students and other educational scenarios.
The document discusses National Geographic's FieldScope platform for citizen science. It introduces FieldScope as a GIS-based platform for exploring citizen science data. Key concepts covered include what citizen science is, how FieldScope works, what geo-reasoning means in the context of decision making about human and environmental systems. The document recommends ways for educators to get students involved with citizen science projects on FieldScope.
The MLC (Mobile Learning Center) is a joint venture between various departments at Miami University to support mobile learning and computing. It aims to unify efforts around mobile technologies, provide resources to faculty/students, and support software development.
Mobile learning can provide personalized, authentic, and situated learning experiences. It allows learning anywhere and anytime through mobile devices. However, mobile learning pedagogies are not well defined and schools often adopt mobile technologies without understanding how to use them effectively.
Research is exploring whether disengagement from inquiry-based learning impacts learning outcomes. The Research Buddy app aims to engage students more fully in the scientific process and experimentation step through a mobile platform. Recommendations for adopting mobile
Mobile learning: Does it make a difference -VITTA Nov 2010Cecilie Murray
This document discusses mobile learning and provides examples of research and implementation. It begins with an overview of what mobile learning is and research findings. It then provides several good practice examples from schools that have implemented mobile learning programs using iPods, iPads, and other mobile devices. The document concludes with recommendations for educational apps and resources for continuing professional learning about mobile learning.
IET Technology Coffee Morning - Location-based learning: education in the WildLiz FitzGerald
Slides presented at the IET Technology Coffee Morning at the Open University.
Abstract and further details available at http://cloudworks.ac.uk/cloudscape/view/2350.
Focus on Fieldwork- Opportunities, problems and solutionsChris McEwan
The document discusses student feedback on using smart devices like netbooks, LiveScribe pens, and iPads for fieldwork. Some key findings include:
- Netbooks were convenient for tasks like tabulating results, backing up work, and presenting findings. However, some students disliked the software and sharing the devices.
- LiveScribe pens made note-taking and synthesizing notes easier by allowing students to easily find quotes.
- iPads made collecting, analyzing, and presenting data more convenient. Students found them easy to use for annotating maps and photos.
- Apps like Dropbox, GPS Log, and Splice were useful tools for fieldwork activities on tablets.
Learning across contexts - Mobile for field and studio workAdel Gordon
Learning across contexts – mobile for fieldwork in Environmental Sciences, was published in a mobile learning best practice guide released by UCISA in January, 2014. It won a highly commended case study award from the Universities and Colleges Information Systems Association (UCISA).
This document discusses learning dashboards and learnscapes. It describes a team that conducts research on technology enhanced learning, music, and human-computer interaction. The team explores collecting learner data through tools like blogs, virtual machines, and learning management systems to provide awareness, self-reflection, and sense making for learners. The document also lists some challenges around user tracking, evaluation, and architectural issues and announcements for upcoming presentations.
SmartFeet is an online platform where teachers can create educational games for students to play using mobile devices. The games involve completing tasks around real-world locations to bring learning outside the classroom while maintaining connection between teachers and students. City Expedition is a similar program that moves learning beyond the classroom through teacher-student interaction, real-time feedback, and collaboration on real-world problem solving using the everyday environment. Kids' Own Statistics is a statistics learning program where children decide what data to collect in their own environment, then collect, analyze, and share the results with others to learn about data visualization and community well-being indicators.
This document provides information about using GIS (Geographic Information Systems) in geography classrooms. It discusses reasons to use GIS, including being highlighted in geography specifications and teaching important skills. Teachers are encouraged to start with questions they want to answer and see if GIS can help. Examples of using GIS at different key stages and for topics like natural hazards are provided. Free and easy-to-use online GIS tools are described, including Google Earth, Many Eyes, and hurricane data from NOAA. The document encourages asking questions and sharing experiences using GIS in the classroom.
Creating location-based mobile learning experiencesLiz FitzGerald
The document summarizes Dr. Elizabeth FitzGerald's presentation on creating location-based mobile learning experiences. It discusses her research into using geospatial data and mobile devices to enable ad hoc learning in informal settings. It provides examples of projects including a "Tree Walk" study and the development of audio narratives and mobile guides to augment visitor experiences in the field. The presentation also analyzes frameworks for authoring user-generated geolocated content to support serendipitous learning based on location.
Presentation outlining my pioneering use of Smart Technology in outdoor learning. Given at Institute for Outdoor Learning North West Conference January 2016
The workshop will discuss using smartphones in outdoor learning. The presenter, James Hodges, will share his experience using smartphones to enhance outdoor education. He has found that smartphones can engage students, enhance learning, and increase the impact of outdoor courses through activities like environmental data collection, social media, and video reviews. Students have provided positive feedback on using a citizen science app called COBWEB to identify plants and monitor the environment.
This document discusses using smartphones to teach mathematics in a contextualized, collaborative, and constructivist manner. It presents issues with traditional math education and proposes using a new "Mobimath" smartphone toolkit to engage students in real-world math activities outside the classroom. An in-school trial with 20 students and 5 geometry-focused activities is described. Emerging themes from student feedback highlight improved problem-solving skills and attitudes towards math from using smartphones for collaborative, applied learning experiences.
Learning in the wild: designing for location-based experiencesLiz FitzGerald
This document discusses designing location-based learning experiences using mobile technologies. It presents three case studies: 1) augmenting visitor experiences at heritage sites using different mobile technologies, finding that simplicity is important; 2) comparing people-led and technology-led audio tours of a historical event, finding social interaction enhanced learning; and 3) Situ8, an app for user-generated location-based media creation and sharing to support informal learning about places. The document advocates designing for context, balancing authoritative and user-generated content, and addresses challenges of in-the-wild research and location-based mobile learning.
The document discusses how digital technologies can enhance teaching and learning. It describes today's students as "digital natives" who are accustomed to having technology available anywhere and anytime. The use of devices like tablets and netbooks in schools through initiatives like 1:1 computing programs is increasing. Technologies allow students to access information, create and collaborate more, moving beyond just consuming information. Teachers are encouraged to take risks, try new technologies, and let students personalize their learning. Examples are given of how Google Earth can be used in geography classes to engage students and bring real-world contexts into lessons. Overall, the document advocates for the strategic use of ICT to motivate students and support skills-based, student-centered learning.
The document discusses mobile learning and educational apps. It provides research on the benefits of mobile learning, such as increased student engagement, motivation, and literacy. Mobile devices can enhance learning in core subjects and support collaboration. The document also shares examples of mobile learning projects and reviews of educational apps. It emphasizes that curriculum should drive the use of technology and provides tips for developing an effective implementation strategy for mobile devices in schools.
2012 06 18 (upm) emadrid pscott ouuk learning post personal computer worldeMadrid network
The document discusses the future of higher education in a post-personal computer world. It argues that higher education will be in a world that is open, social, filled with high-quality interactive and semantic learning services, and available at a competitive price of free. It highlights the need for online assessment, mentoring, social support, and high-quality content to support learning in this new environment.
Similar a 2012 06 19 (upm) emadrid fdevries ounl mobile learning opportunities pitfalls (20)
Recognizing Lifelong Learning Competences: A Report of Two Cases - Edmundo TovareMadrid network
The document discusses two European projects - STEMSOFT and TEASPILS - that aim to develop micro-credentials for lifelong learning. STEMSOFT focuses on developing soft skills for STEM professionals through open online courses, while TEASPILS uses IoT planters to teach environmental awareness. Both projects map learning outcomes to competencies frameworks and plan to pilot short courses to certify skills acquisition through micro-credentials. The document also outlines the European policy context around micro-credentials and lifelong learning, and how the projects aim to address skills gaps through flexible, targeted training opportunities.
Recognition of learning: Status, experiences and challenges - Carlos Delgado ...eMadrid network
1. The document discusses recognition of learning, experiences, and challenges. It describes an eMadrid Network special session on this topic with presentations from various universities.
2. The UC3M presentation focuses on recognizing the value of recognition in education. It discusses formats for recognition like badges and credentials and uses cases at UC3M involving competitions, gamification, and digital credentials.
3. Recognizing learning is important for motivation and signaling achievement. Recognition elements should be integrated into instructional design similar to activities and assessments.
Bootstrapping serious games to assess learning through analytics - Baltasar F...eMadrid network
This document summarizes research on using serious games to assess learning through analytics. It discusses how games can be validated using pre-post tests to ensure effectiveness and provide training data for machine learning models. Interaction data from validated games can then train models to predict learning from gameplay without exams. The researchers developed tools like a game analytics tracker, validation tool, and analysis tool to facilitate collecting interaction data, validating games, and analyzing results. Their authoring tool integrates these analytics capabilities. Future work will integrate machine learning models into the validation tool to directly provide assessment scores based on interaction data. The goal is to close the assessment loop for serious games.
Meta-review of recognition of learning in LMS and MOOCs - Ruth CoboseMadrid network
The meta-review examines 10 studies that provide overviews of recognition of learning techniques in learning management systems (LMSs) and massive open online courses (MOOCs). The studies were published between 2017-2021 and included reviews, experiences, and challenges. Most focused on MOOCs and used badges for recognition. Results showed techniques like gamification and badges positively impact motivation and engagement. Limitations included short study periods and small samples. Future work could study applications over longer periods, combine data types, and consider diverse stakeholders and environments.
The document announces that Abdallah Yusuf Al-Zoubi, Manuel Castro, Fadi Shahroury and Elio Sancristobal received the Best Paper Award in the category of Innovation Engineering Education from the IEEE Global Engineering Education Conference held from May 11-14, 2023 at the American University of Kuwait in Salmiya, Kuwait for their paper titled "Impact of Remate Labs in Preparing Students for Work 4.0: The Story at Princess Sumaya University for Technology."
Seminario eMadrid_Curso MOOC_Antonio de Nebrija_Apología del saber.pptx.pdfeMadrid network
Este documento resume un curso MOOC sobre Antonio de Nebrija diseñado por la Universidad Nebrija. El curso conmemora el 500 aniversario de Nebrija y tiene como objetivo divulgar su figura y legado. Consiste en 6 módulos y 30 horas de contenido sobre la vida y obra de Nebrija, así como sobre temas como la pedagogía, la gramática del español y la literatura. El curso tuvo una gran participación con 1.540 inscritos de 62 nacionalidades y recibió buenas valoraciones.
This document discusses digital education initiatives at Politehnica University of Timisoara. It describes creating open educational resources (OERs) through collaboration between students and faculty. Students research topics and use multimedia tools to create OERs that are peer-reviewed and published with Creative Commons licenses for reuse. The document also outlines virtual mobility programs that improve students' digital skills through international collaboration projects using virtual reality tools and blogging.
The document discusses challenges in establishing digital credentials for learning achievements that were investigated by the DiBiHo research project. It identifies key challenges such as technical interoperability, credential revocation, and privacy-enhancing cryptography. A proof of concept was created to test proposed solutions for these challenges. The presentation will discuss the identified challenges, proposed approaches, and remaining open questions regarding digital credentials.
The document discusses the evolution of MOOC certification and credentialing from stage 1 of course certificates to stage 4 of accredited learning pathways. It outlines Federica's experience with early partnerships providing certification via Coursera and edX courses. Federica has since developed an in-house system awarding certificates and badges for its own courses. The document also covers recent European trends in microcredentials and Federica's key partnerships in Italy providing certification for public sector training.
The document discusses European Digital Credentials for Learning, which aims to empower citizens to own credentials that can be easily shared across Europe. The initiative seeks to reduce market fragmentation, create an EU skills data space, and remove barriers to credential recognition. The infrastructure will include standards, services, and software to allow credentials to be issued, stored, verified, and shared digitally. This framework aims to capture all types of learning and be interoperable, multilingual, and applicable across one's career. It is a central part of the EU's agenda to support lifelong learning and labor mobility.
2022_12_16 «“La informática en la educación escolar en Europa”, informe Euryd...eMadrid network
El informe resume la enseñanza de la informática en los sistemas educativos europeos, incluyendo cuándo se introduce la asignatura, cómo se distribuye a lo largo de las etapas educativas, los contenidos abordados y la preparación del profesorado. Algunos de los hallazgos clave son que la mayoría de países comienzan la informática en primaria o secundaria, cubren sobre todo algoritmos y programación, y existe escasez de profesores especializados en la asignatura.
2022_12_16 «Informatics – A Fundamental Discipline for the 21st Century»eMadrid network
The document provides an overview of efforts to establish informatics as a fundamental discipline in school education across Europe. It discusses the Informatics for All coalition which developed an Informatics Reference Framework for School to advocate for including informatics in curriculums. The framework defines 11 core topics and was informed by broad consultation. The status of informatics in schools across Europe is then analyzed according to this framework, finding most systems integrate it into other subjects rather than as a standalone discipline. Informatics is positioned as a new fundamental competence and language for all students akin to mathematics and languages.
2022_11_11 «AI and ML methods for Multimodal Learning Analytics»eMadrid network
This document discusses using multimodal data and machine learning methods for analyzing learning across multiple contexts. It describes several studies that collected eye tracking, physiological, video, and other data from participants in contexts like playing Pacman, self-assessment tests, debugging programs, educational games, and collaborative concept mapping. Machine learning models were developed to predict outcomes like test scores, effort, and performance using features from the multimodal data. The document discusses the value of collecting multimodal data, developing explainable AI pipelines, and generalizing models across different learning contexts and tasks. It concludes by considering opportunities for using online learning system logs and designing more similar learning contexts.
2022_11_11 «The promise and challenges of Multimodal Learning Analytics»eMadrid network
1. The document discusses three conceptualizations of multimodal learning analytics (MMLA): MMLA to automate human tasks, augment teaching and learning practices, and as a research methodology.
2. It examines what modalities of data are used in MMLA, including video/audio data, eye tracking data, physiological sensors, and location sensing. Machine learning has been applied to MMLA tasks like classifying collaboration.
3. Challenges of MMLA include connecting findings to learning theory, addressing ethics concerns like privacy and surveillance, and determining what behaviors are considered good or bad in education. Students have mixed reactions to being analyzed by MMLA.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
3. Facts:
- 20.000 students
- 60 Mio budget
- 15 study centers
CELSTEC
- 120 fte, 7 Mio budget
2
Tuesday, June 19, 12
4. Facts:
- 20.000 students
- 60 Mio budget
- 15 study centers
CELSTEC
- 120 fte, 7 Mio budget
2
Tuesday, June 19, 12
5. Research Lines and topics
#1 Mobile and ubiquitous learning content
Ubiquitous access to learning support and distributed multi-format learning
content.
– Mobile Video and Audio Content (Youtube EDU, iTunes U), Cloud-
based learning content, Mobile data collection and aggregation,
eBooks and tablet content.
#2 Orchestration of seamless learning support
Instructional design of nomadic and seamless learning support.
– Ubiquitous LMS access, Mixed Reality Games, Excursions and Field
Trip systems, Mobile Augmented Reality, Mobile Learning Games,
Object and location-based service access.
#3 Situated learning experiences
Connect the Learning and the real World, context-aware learning systems,
sensor-based learning support.
– Experience sampling apps, Sensor-based learning apps, Situated and
ambient displays, Context-aware social media, Tangible and smart-
objects for learning
3
Tuesday, June 19, 12
6. Mobile Learning Applications Domains
• eHealth and healthcare
EMURGENCY: performance support and notification system,
Handover procedures, Reference apps for daily practice
• Law and Management education
OpenScout, OUNL iPad pilots, UNHCR mobile simulated games
• Architecture and creative industries
MACE location-based content and social media, Cloud-based
cooperation methods in design and architecture
• Cultural Heritage
Mixed reality field trips with Cultural Sciences
• Logistics
SALOMO: Situation Awareness and Mobile data collection
• Language learning
ELENA, PhD projects
• Teacher education and networking
mobile social networking apps
4
Tuesday, June 19, 12
7. Service and research portfolio
• How to innovate?
Innovation workshops for mobile media and learning in the OUNL Learning
Innovation Laboratory, Desirability and technology acceptance studies of
innovative solutions, Open innovation policy, open source frameworks
• How to learn best?
Educational and instructional design for blended and ubiquitous learning
Evaluation of increased awareness, efficiency, effectiveness.
• How to implement your mobile learning support?
Prototyping mobiles cross-platform and with embedded technologies.
Mashup and visualisation technologies for integrated solutions.
Customized mobile solutions integrating legacy software.
• What is my return on investment?
Piloting and evaluation of new solutions, following standardized methods.
Usability and acceptance studies (mobile eye-tracking).
• How to optimize your existing processes for mobile?
Content engineering and automation for mobile and multi-platform delivery.
Multi-platform access to legacy systems integrated with daily practices.
5
Tuesday, June 19, 12
8. tion Lab
g In nova
Le arnin
6
Tuesday, June 19, 12
10. Milgram, P. and Kishino, A. F. (1994) Taxonomy of Mixed Reality Visual Displays
IEICE Transactions on Information and Systems, E77-D(12), pp. 1321-1329.
•Real environment •Virtual environment
•enriched with virtual objects •enriched with virtual objects
8
Tuesday, June 19, 12
14. ARLearn Architecture
– Serious game engine
• Score
• Progress
• Team play
– Android and streetview
clients
– excursions possible
– notification framework
– Rich media: video, audio,
multiplechoice questions, ...
– location based assignments
and triggers Media
11
Tuesday, June 19, 12
15. ARLearn Case studies
Florence case Amsterdam case Hostage case
Game Scavenger game Adventure game Decision game
design
Delivery augmented reality augmented virtuality augmented reality
Channel
Pedagogic situated learning expository learning learning through
approach decision taking
12
Tuesday, June 19, 12
17. Tutor (assignment/
information)
• For everyone
• For a specific person / learner
Tuesday, June 19, 12
18. Tutor (assignment/
information)
• For everyone
• For a specific person / learner
Tuesday, June 19, 12
19. Students make notes
• replay / editing during
fieldwork
• research data for their essay
Tuesday, June 19, 12
20. Students make notes
• replay / editing during
fieldwork
• research data for their essay
Tuesday, June 19, 12
21. Results - students
• Event driven:
• walk to a position
• make notes (text, audio, photo)
• manual interventions by tutor
16
Tuesday, June 19, 12
22. Results - students
• Navigate vs. Exploration
• Application designed for explotaration
• Navigation can be used to find your way besides
paper map.
• accuracy of GPS-signal!
• Students appreciated recording their notes and
checking them afterward via the web.
• Quality of essays of ARlearn students was higher
than non-ARlearn students.
17
Tuesday, June 19, 12
23. Results - tutor
• Multitasking
• tutor can monitor different students real-time
• checking continuously the online portfolio to check
the progress and answer of students
• Intervene sometimes with instruction or extra
assignments
• Assignments were sometimes too complex, tasks
need to be split in smaller ones in future
implementations.
18
Tuesday, June 19, 12
24. Lessons Learned
• Choose a location for fieldwork with proper GPS
reception
• High buildings, narrow streets :(
• Reserve time for users to make themselves
acquainted with the smartphone
• Battery life ~ GPS/network operations
• Balance between automatic start and manual start
of audiofragments.
19
Tuesday, June 19, 12
25. Research
Find out how much ‘ human intervention ‘ from an
expert / tutor is needed during the fieldwork?
Ask questions during the fieldwork... is this
needed?
Review of student’s work during their fieldwork;
tutor can require additional activities
Perspective:
Students can run the game on their own in
Florence when it suits them during a study-year
20
Tuesday, June 19, 12
26. Streetlearn: Amsterdam culturale
heritage
• cultural heritage case :
Amsterdamse grachtengordel
• Unesco site with 100% google streetview coverage
• storyboard based on real historic event:
smuggling marihuana from Libanon in early 1970s
• Player takes role of Ada Jobse, a police officer
21
Tuesday, June 19, 12
29. UNHCR Hostage Training
• Hostage taking situation:
train employees to handle a hostage taking situation
• Simulate stress through notification framework: many
things to handle, little time available
• New events come in:
employees need to react in time
• multitask: make it easy for 2 instructors to simulate a
hostage taking situation with 18 trainees.
• Different roles with customized content:
staff welfare, head of office, security official
24
Tuesday, June 19, 12
33. Roles / teams
Head of Office - Security Officer - Staff Welfare
a role is performed by a small group with smartphone.
advance organizer for real drill
take decissions / collaborate
27
Tuesday, June 19, 12
34. Results
Game played in Entebbe: 9 devices, 3 runs, 3 roles
drop of internet, due to electrical cuts
moderated game: learners shared info and
collaborated
REALISM
more scenario’s in other
domains to be developed
28
Tuesday, June 19, 12
35. 1.context is complex and always.
2. engineering challenges need to
focus..... then technology ...
3. ... can enhance learning to be more
dynamic, flexible, personal, social,
connected ... put in context.
29
Tuesday, June 19, 12
36. 11th
World
Conference
on
Mobile
and
Contextual
Learning
mLearn
2012
-‐
MOBILE
LEARNING
IN
CONTEXT
Helsinki,
Finland
-‐16-‐18
October
2012
SelecGon
of
the
Conference
Topics
2012
• Mobile
learning
across
formal
and
informal
n
mlear
se9ngs
/
k.com • Ubiquitous
and
ambient
learning
and
faceboo
Kp://
technology
V isit:
h • Theories,
models
and
ethics
for
mobile
and
contextual
learning
• Open
and
distance
educaAon
with
mobile
devices
• Interoperability
and
standards
for
mobile
learning
• Challenges
for
mobile
learning
in
developing
countries
• Mobile
learning
strategies
in
schools,
higher
insAtuAons,
industry,
and
organizaAons
• AdapAve,
virtual
or
collaboraAve
environments
for
mobile
learning
• Augmented
reality
for
learning
• InnovaAve
approaches
to
learning
of
current
and
emerging
mobile
technologies
• Mobile
learning
across
cultures
• Mobile
language
learning
Tuesday, June 19, 12
37. Thank you
• fred.devries@ou.nl
• +31455762860
• Skype: fjdevries
• Twitter: freddevries
• LinkedIn: freddevries
www.openu.nl
Lear ning
Mo bile
Top ic on
31
Tuesday, June 19, 12