- Seneca College received an $84,000 grant from HP to purchase 21 tablet PCs to enhance teaching and learning, allowing them to test the technology's impact.
- Surveys found that the tablets increased student engagement and attendance, improved note-taking skills, and enhanced participation and application of concepts.
- Challenges included potential distractions from websites and slow internet connections, which the college is working to address.
Jean-Claude Bradley presents on the use of smartphones, wikis and games for educational applications at a Drexel University Faculty Showcase on November 12, 2010.
Looking after the Open University's MoodleTim Hunt
A talk Sharon Monie and I gave at #MootGlobal19 in Barcelona about some of the people, processes and tools we use to manage the Open University's Moodle sites.
This document discusses the importance and evolution of technology in classrooms based on survey results and perspectives from students and teachers. The survey found that over 66% of students feel computers are beneficial or essential in classrooms and that both traditional and new learning environments are beneficial. It outlines how technology has advanced from TVs and overhead projectors to current technologies like smart boards. Benefits of technology in classrooms include improved communication, enhanced instructional materials, information sharing, and preparing students for the real world. Teachers also benefit by increasing engagement and confidence with technology integrated lessons.
This document discusses the importance and evolution of technology in classrooms based on survey results and perspectives from students and teachers. The survey found that over 66% of students feel computers are beneficial or essential in classrooms and that both traditional and new learning environments are beneficial. It outlines how technology has advanced from TVs and overhead projectors to current technologies like smart boards and online learning. Benefits discussed include improved communication, enhanced instructional materials, information sharing, and challenges that better prepare students. Teachers also benefit by growing interest and skills when they incorporate technology effectively.
Bridging the Gap from Knowledge to Action: Putting Analytics in the Hands of ...Steven Lonn
Short Paper Presentation at Learning Analytics and Knowledge Conference 2012, May 1. #LAK12
This paper presents current findings from an ongoing design- based research project aimed at developing an early warning system (EWS) for academic mentors in an undergraduate engineering mentoring program. This paper details our progress in mining Learning Management System data and translating these data into an EWS for academic mentors. We focus on the role of mentors and advisors, and elaborate on their importance in learning analytics-based interventions developed for higher education.
Students will complete a survey about their use of technology for learning and communication. The lesson plan includes activities for students to reflect on how technology impacts their education and future careers. Activities include class discussions on digital footprints and using technology in schools, as well as group work to identify challenges of technology use and design their ideal schools. The goal is to prepare students to complete the Speak Up survey about technology in education.
- Seneca College received an $84,000 grant from HP to purchase 21 tablet PCs to enhance teaching and learning, allowing them to test the technology's impact.
- Surveys found that the tablets increased student engagement and attendance, improved note-taking skills, and enhanced participation and application of concepts.
- Challenges included potential distractions from websites and slow internet connections, which the college is working to address.
Jean-Claude Bradley presents on the use of smartphones, wikis and games for educational applications at a Drexel University Faculty Showcase on November 12, 2010.
Looking after the Open University's MoodleTim Hunt
A talk Sharon Monie and I gave at #MootGlobal19 in Barcelona about some of the people, processes and tools we use to manage the Open University's Moodle sites.
This document discusses the importance and evolution of technology in classrooms based on survey results and perspectives from students and teachers. The survey found that over 66% of students feel computers are beneficial or essential in classrooms and that both traditional and new learning environments are beneficial. It outlines how technology has advanced from TVs and overhead projectors to current technologies like smart boards. Benefits of technology in classrooms include improved communication, enhanced instructional materials, information sharing, and preparing students for the real world. Teachers also benefit by increasing engagement and confidence with technology integrated lessons.
This document discusses the importance and evolution of technology in classrooms based on survey results and perspectives from students and teachers. The survey found that over 66% of students feel computers are beneficial or essential in classrooms and that both traditional and new learning environments are beneficial. It outlines how technology has advanced from TVs and overhead projectors to current technologies like smart boards and online learning. Benefits discussed include improved communication, enhanced instructional materials, information sharing, and challenges that better prepare students. Teachers also benefit by growing interest and skills when they incorporate technology effectively.
Bridging the Gap from Knowledge to Action: Putting Analytics in the Hands of ...Steven Lonn
Short Paper Presentation at Learning Analytics and Knowledge Conference 2012, May 1. #LAK12
This paper presents current findings from an ongoing design- based research project aimed at developing an early warning system (EWS) for academic mentors in an undergraduate engineering mentoring program. This paper details our progress in mining Learning Management System data and translating these data into an EWS for academic mentors. We focus on the role of mentors and advisors, and elaborate on their importance in learning analytics-based interventions developed for higher education.
Students will complete a survey about their use of technology for learning and communication. The lesson plan includes activities for students to reflect on how technology impacts their education and future careers. Activities include class discussions on digital footprints and using technology in schools, as well as group work to identify challenges of technology use and design their ideal schools. The goal is to prepare students to complete the Speak Up survey about technology in education.
Winter School defense simulation: Visualizing Activities for Self-reflection ...Sten Govaerts
This document describes research on developing a Student Activity Meter tool to help students self-reflect and help teachers improve awareness of student activities. The tool tracks student interactions with an online learning system and visualizes patterns of activity. Three evaluations with students and teachers found that the visualizations were generally understandable and useful for the objectives of self-monitoring, awareness, and resource recommendation. Based on feedback, improvements will be made and larger evaluations conducted to further validate the tool's usefulness.
Trends in Online Learning: Blended, Flipped and Virtual ClassroomsJulie Evans
This document summarizes key findings from a report by Project Tomorrow on trends in online learning, including virtual, blended, and flipped classrooms. Some of the main findings are:
- Students are increasingly taking online classes for benefits like controlling their own learning and working at their own pace. Around 7-8% of students are enrolled in fully online schools.
- Parents and administrators see benefits like keeping students engaged and providing flexible scheduling. However, interactions between students and teachers is a top concern among administrators.
- Teachers using blended, flipped, and fully online models tend to have more advanced tech skills and participate in online professional development. They also make greater use of digital content and tools in their classrooms.
- Teachers
This document discusses ways that lecturing and teaching can be enriched through virtual and e-learning tools. It provides examples of technologies like Google Docs, Moodle, and mobile devices that allow for collaborative learning. The benefits of e-learning include flexibility in time and place, but learner satisfaction depends on factors like computer anxiety and course quality. Educational games are more effective when supplemented with other materials and allow for active reflection and group play. To be successful, e-learning should start from the learner's perspective and engage them through approachable participation.
Learnersourcing: Improving Learning with Collective Learner ActivityJuho Kim
Slides from my thesis defense: "Learnersourcing: Improving Learning with Collective Learner Activity"
Millions of learners today are watching videos on online platforms, such as Khan Academy, YouTube, Coursera, and edX, to take courses and master new skills. But existing video interfaces are not designed to support learning, with limited interactivity and lack of information about learners' engagement and content. Making these improvements requires deep semantic information about video that even state-of-the-art AI techniques cannot fully extract. I take a data-driven approach to address this challenge, using large-scale learning interaction data to dynamically improve video content and interfaces. Specifically, this thesis introduces learnersourcing, a form of crowdsourcing in which learners collectively contribute novel content for future learners while engaging in a meaningful learning experience themselves. I present learnersourcing applications designed for massive open online course videos and how-to tutorial videos, where learners' collective activities 1) highlight points of confusion or importance in a video, 2) extract a solution structure from a tutorial, and 3) improve the navigation experience for future learners. This thesis demonstrates how learnersourcing can enable more interactive, collaborative, and data-driven learning.
KhmerTalks: Essential of e learning-lastKhmerTalks
The document discusses the importance of learning management systems (LMS) or e-learning platforms. It notes that LMS can help reduce difficulties faced by instructors like low pay and heavy workloads, while increasing access to education. An LMS provides anytime, anywhere access to course content and administration. The document analyzes the needs of instructors and learners, finding that learners want intuitive interfaces while instructors desire robust assessment and course management tools. It highlights features of the Moodle LMS like customized interfaces, quizzes, plagiarism detection, and social functions. The conclusion is that LMS can greatly benefit educational institutions and businesses.
This document summarizes a study on the pedagogical benefits and drawbacks of using multimedia in an English as a Foreign Language classroom equipped with an interactive whiteboard. The study found that multimedia use increased student engagement, motivation, and understanding by appealing to different learning styles. However, it also found that too many multimedia resources or passive use of them by students could lead to cognitive overload and less effective learning. The document concludes that effective integration of multimedia requires controlling the amount of information and actively involving students with resources.
The document summarizes findings from a research project that evaluated the impact of providing students with personally assigned tablets. Key findings include:
1. Students at both schools used the tablets more than expected for schoolwork, especially for Internet research and accessing online resources.
2. The tablets enabled greater access to learning resources at home and school by providing students with 24/7 access to technology and the Internet.
3. Teachers noted that the tablets changed their teaching approaches and increased student engagement, homework completion, and access to information.
Getting all students in the classroom to participate can be difficult. We've got a list of the top tools which you can use to help increase participation - even for the quieter students!
This document discusses using the game-based learning tool Kahoot for classroom assessments and reviews key points about how it works and research on its effectiveness. Kahoot allows teachers to create quizzes that students can participate in using devices, receiving points for speed and accuracy. Studies found Kahoot engaged students, provided immediate feedback, and improved performance for average students by 12%. The document outlines the process for teachers to set up Kahoot accounts and create assignments, and notes positive feedback from students and teachers using the tool. Continuous evaluation of Kahoot's effectiveness is recommended going forward.
Interactive whiteboards are large displays connected to a computer that allow users to control the computer display using a pen, finger, or other device. They are used in many classrooms as replacements for traditional whiteboards or flipcharts. Teachers can record lessons and post them for students to review. This benefits students who learn through repetition or struggle with material. There are different types of interactive whiteboards, including touch-based, pen-based, and portable ultrasonic versions. Effective use of interactive whiteboards in classrooms can improve learning, increase participation, enable collaboration, and provide immediate feedback.
The document discusses the results of the Speak Up 2012 survey conducted by Project Tomorrow. It provides an overview of the organization and its annual Speak Up National Research Project, which collects data through online surveys from K-12 students, teachers, parents, and administrators. Some key findings from the 2012 survey are presented, including growing access to mobile devices and a willingness from parents to allow students to use their own devices in class. There is also interest from students, parents, and administrators in expanding online and blended learning opportunities. The document concludes by questioning whether schools have a shared vision for digital learning.
EU-CONEXUS: Technology, Interaction and Community for online teaching and lea...Peter Windle
This presentation was prepared and delivered as part of an EU-CONEXUS training event for staff across many European Universities. This presentation is designed to discuss learning technologies, classroom interaction tools, unbundling the learning management system and how to deliver an engaging online class. More information on the project: https://www.eu-conexus.eu/en/
Take a look at how Cheadle and Marple prepared to make the switch to Moodlerooms. It will visit what was successful and why, results from student feedback on the project ad what happens next. It will also share insight into how their innovative teaching techniques encourage their students to better engage with their LMS.
RIMES: Embedding Interactive Multimedia Exercises in Lecture VideosJuho Kim
- RIMES: Embedding Interactive Multimedia Exercises in Lecture Videos
- Juho Kim, Elena L. Glassman, Andrés Monroy-Hernández, Meredith Ringel Morris
- Presented at CHI 2015
- We introduce RIMES, a system that allows teachers to embed interactive multimedia exercises within online lecture videos. Students can record audio, video, and ink-based answers, and teachers can review the responses.
CELePro: Collaboration in E-Learning ProjectsAnja Lorenz
Presentation at the 2nd eScience Network Conference. Juni 12, 2013 at Max Planck Institute for the Physics of Complex Systems, Dresden. See also the Poster: http://de.slideshare.net/anjalorenz/plakat-escience-celepro
The Self-Directed Professional Development Lives of Online LeadersJulie Evans
This document summarizes key findings from a Project Tomorrow report on online educator leaders and self-directed professional development. It found that 7% of teachers surveyed teach online classes. These online teachers engage in self-directed professional development using online tools like webinars and videos. They want more training on integrating technology into instruction and identifying digital resources. Both online teachers and students use technology to support self-directed learning outside of the classroom.
The document discusses how emerging web technologies can be harnessed to engage students in online learning. Web 2.0 focuses on user-generated content and collaboration, allowing for student-centered learning environments. New technologies complement rather than replace traditional learning. Tools like blogs, wikis, and social networking can encourage collaboration, communication, and project-based learning when incorporated into online course design. Considering individual learning needs, instructors should provide interactive learning opportunities using varied strategies and chunk information appropriately for different devices.
Rubric-based Assessment of Programming Thinking Skills and Comparative Evalua...Hironori Washizaki
Hironori Washizaki, "Rubric-based Assessment of Programming Thinking Skills and Comparative Evaluation of Introductory Programming Environments," 4th International Annual Meeting on STEM Education (IAMSTEM 2021), Keynote, August 12-14, 2021, Keelung, Taiwan and Online
The document discusses Universal Design for Learning (UDL), which aims to meet the needs of all students by removing barriers and providing flexible approaches. It defines Universal Design and outlines its 7 principles. It then discusses the 3 brain networks involved in learning and how UDL addresses these networks through its 3 principles: multiple means of representation, expression, and engagement. Examples are given of how teachers can implement UDL in their classrooms and lessons. Attendees are asked to develop their own UDL lesson plan and bring an example to the next in-service meeting.
Winter School defense simulation: Visualizing Activities for Self-reflection ...Sten Govaerts
This document describes research on developing a Student Activity Meter tool to help students self-reflect and help teachers improve awareness of student activities. The tool tracks student interactions with an online learning system and visualizes patterns of activity. Three evaluations with students and teachers found that the visualizations were generally understandable and useful for the objectives of self-monitoring, awareness, and resource recommendation. Based on feedback, improvements will be made and larger evaluations conducted to further validate the tool's usefulness.
Trends in Online Learning: Blended, Flipped and Virtual ClassroomsJulie Evans
This document summarizes key findings from a report by Project Tomorrow on trends in online learning, including virtual, blended, and flipped classrooms. Some of the main findings are:
- Students are increasingly taking online classes for benefits like controlling their own learning and working at their own pace. Around 7-8% of students are enrolled in fully online schools.
- Parents and administrators see benefits like keeping students engaged and providing flexible scheduling. However, interactions between students and teachers is a top concern among administrators.
- Teachers using blended, flipped, and fully online models tend to have more advanced tech skills and participate in online professional development. They also make greater use of digital content and tools in their classrooms.
- Teachers
This document discusses ways that lecturing and teaching can be enriched through virtual and e-learning tools. It provides examples of technologies like Google Docs, Moodle, and mobile devices that allow for collaborative learning. The benefits of e-learning include flexibility in time and place, but learner satisfaction depends on factors like computer anxiety and course quality. Educational games are more effective when supplemented with other materials and allow for active reflection and group play. To be successful, e-learning should start from the learner's perspective and engage them through approachable participation.
Learnersourcing: Improving Learning with Collective Learner ActivityJuho Kim
Slides from my thesis defense: "Learnersourcing: Improving Learning with Collective Learner Activity"
Millions of learners today are watching videos on online platforms, such as Khan Academy, YouTube, Coursera, and edX, to take courses and master new skills. But existing video interfaces are not designed to support learning, with limited interactivity and lack of information about learners' engagement and content. Making these improvements requires deep semantic information about video that even state-of-the-art AI techniques cannot fully extract. I take a data-driven approach to address this challenge, using large-scale learning interaction data to dynamically improve video content and interfaces. Specifically, this thesis introduces learnersourcing, a form of crowdsourcing in which learners collectively contribute novel content for future learners while engaging in a meaningful learning experience themselves. I present learnersourcing applications designed for massive open online course videos and how-to tutorial videos, where learners' collective activities 1) highlight points of confusion or importance in a video, 2) extract a solution structure from a tutorial, and 3) improve the navigation experience for future learners. This thesis demonstrates how learnersourcing can enable more interactive, collaborative, and data-driven learning.
KhmerTalks: Essential of e learning-lastKhmerTalks
The document discusses the importance of learning management systems (LMS) or e-learning platforms. It notes that LMS can help reduce difficulties faced by instructors like low pay and heavy workloads, while increasing access to education. An LMS provides anytime, anywhere access to course content and administration. The document analyzes the needs of instructors and learners, finding that learners want intuitive interfaces while instructors desire robust assessment and course management tools. It highlights features of the Moodle LMS like customized interfaces, quizzes, plagiarism detection, and social functions. The conclusion is that LMS can greatly benefit educational institutions and businesses.
This document summarizes a study on the pedagogical benefits and drawbacks of using multimedia in an English as a Foreign Language classroom equipped with an interactive whiteboard. The study found that multimedia use increased student engagement, motivation, and understanding by appealing to different learning styles. However, it also found that too many multimedia resources or passive use of them by students could lead to cognitive overload and less effective learning. The document concludes that effective integration of multimedia requires controlling the amount of information and actively involving students with resources.
The document summarizes findings from a research project that evaluated the impact of providing students with personally assigned tablets. Key findings include:
1. Students at both schools used the tablets more than expected for schoolwork, especially for Internet research and accessing online resources.
2. The tablets enabled greater access to learning resources at home and school by providing students with 24/7 access to technology and the Internet.
3. Teachers noted that the tablets changed their teaching approaches and increased student engagement, homework completion, and access to information.
Getting all students in the classroom to participate can be difficult. We've got a list of the top tools which you can use to help increase participation - even for the quieter students!
This document discusses using the game-based learning tool Kahoot for classroom assessments and reviews key points about how it works and research on its effectiveness. Kahoot allows teachers to create quizzes that students can participate in using devices, receiving points for speed and accuracy. Studies found Kahoot engaged students, provided immediate feedback, and improved performance for average students by 12%. The document outlines the process for teachers to set up Kahoot accounts and create assignments, and notes positive feedback from students and teachers using the tool. Continuous evaluation of Kahoot's effectiveness is recommended going forward.
Interactive whiteboards are large displays connected to a computer that allow users to control the computer display using a pen, finger, or other device. They are used in many classrooms as replacements for traditional whiteboards or flipcharts. Teachers can record lessons and post them for students to review. This benefits students who learn through repetition or struggle with material. There are different types of interactive whiteboards, including touch-based, pen-based, and portable ultrasonic versions. Effective use of interactive whiteboards in classrooms can improve learning, increase participation, enable collaboration, and provide immediate feedback.
The document discusses the results of the Speak Up 2012 survey conducted by Project Tomorrow. It provides an overview of the organization and its annual Speak Up National Research Project, which collects data through online surveys from K-12 students, teachers, parents, and administrators. Some key findings from the 2012 survey are presented, including growing access to mobile devices and a willingness from parents to allow students to use their own devices in class. There is also interest from students, parents, and administrators in expanding online and blended learning opportunities. The document concludes by questioning whether schools have a shared vision for digital learning.
EU-CONEXUS: Technology, Interaction and Community for online teaching and lea...Peter Windle
This presentation was prepared and delivered as part of an EU-CONEXUS training event for staff across many European Universities. This presentation is designed to discuss learning technologies, classroom interaction tools, unbundling the learning management system and how to deliver an engaging online class. More information on the project: https://www.eu-conexus.eu/en/
Take a look at how Cheadle and Marple prepared to make the switch to Moodlerooms. It will visit what was successful and why, results from student feedback on the project ad what happens next. It will also share insight into how their innovative teaching techniques encourage their students to better engage with their LMS.
RIMES: Embedding Interactive Multimedia Exercises in Lecture VideosJuho Kim
- RIMES: Embedding Interactive Multimedia Exercises in Lecture Videos
- Juho Kim, Elena L. Glassman, Andrés Monroy-Hernández, Meredith Ringel Morris
- Presented at CHI 2015
- We introduce RIMES, a system that allows teachers to embed interactive multimedia exercises within online lecture videos. Students can record audio, video, and ink-based answers, and teachers can review the responses.
CELePro: Collaboration in E-Learning ProjectsAnja Lorenz
Presentation at the 2nd eScience Network Conference. Juni 12, 2013 at Max Planck Institute for the Physics of Complex Systems, Dresden. See also the Poster: http://de.slideshare.net/anjalorenz/plakat-escience-celepro
The Self-Directed Professional Development Lives of Online LeadersJulie Evans
This document summarizes key findings from a Project Tomorrow report on online educator leaders and self-directed professional development. It found that 7% of teachers surveyed teach online classes. These online teachers engage in self-directed professional development using online tools like webinars and videos. They want more training on integrating technology into instruction and identifying digital resources. Both online teachers and students use technology to support self-directed learning outside of the classroom.
The document discusses how emerging web technologies can be harnessed to engage students in online learning. Web 2.0 focuses on user-generated content and collaboration, allowing for student-centered learning environments. New technologies complement rather than replace traditional learning. Tools like blogs, wikis, and social networking can encourage collaboration, communication, and project-based learning when incorporated into online course design. Considering individual learning needs, instructors should provide interactive learning opportunities using varied strategies and chunk information appropriately for different devices.
Rubric-based Assessment of Programming Thinking Skills and Comparative Evalua...Hironori Washizaki
Hironori Washizaki, "Rubric-based Assessment of Programming Thinking Skills and Comparative Evaluation of Introductory Programming Environments," 4th International Annual Meeting on STEM Education (IAMSTEM 2021), Keynote, August 12-14, 2021, Keelung, Taiwan and Online
The document discusses Universal Design for Learning (UDL), which aims to meet the needs of all students by removing barriers and providing flexible approaches. It defines Universal Design and outlines its 7 principles. It then discusses the 3 brain networks involved in learning and how UDL addresses these networks through its 3 principles: multiple means of representation, expression, and engagement. Examples are given of how teachers can implement UDL in their classrooms and lessons. Attendees are asked to develop their own UDL lesson plan and bring an example to the next in-service meeting.
User Experience Design and Usability Testing for Mobile Technology Support in...Renée Schulz
This is the virtual presentation used at EduLearn21.
BLENDED & MOBILE LEARNING
Event: EDULEARN21
Track: Digital & Distance Learning
Session type: VIRTUAL
Abstract: https://iated.org/concrete3/view_abstract.php?paper_id=88226
Proceedings of EDULEARN21 Conference
5th-6th July 2021
ISBN: 978-84-09-31267-2
pages 1056-1066
This document discusses the use of virtual and collaborative virtual environments for education, with a focus on students with special needs. It describes several projects led by Sue Cobb at the University of Nottingham to develop VEs and CVEs using participatory design methods. Evaluation of the projects found that students were engaged with the technologies and they showed potential for supporting collaboration, communication skills, and perspective taking. However, more work is needed to improve realism and robustness for use in classroom settings.
- The practice involves engaging undergraduate students at Aristotle University in real-world open source software projects as part of their practical course assignments. Over 150 students participate yearly.
- The objective is for students to apply formal education concepts by taking part in open source projects, gaining both technical and non-technical skills not acquired in traditional labs.
- Challenges include students choosing inappropriate projects and finding the work too demanding, but the university supports flexibility and freedom for students to choose projects.
This document provides an overview of an introductory mobile learning course. It outlines the course topics, assignments, schedule and resources. The course will explore definitions of mobile learning and issues in integrating mobile technologies into education. It will examine instructional design for mobile learning and applications. Assignments include group presentations on trends/issues and applications, participation in online discussions, and a final paper analyzing a mobile learning resource. The course will be delivered synchronously via weekly Adobe Connect sessions and include breakout activities for discussion.
Hall, R. H., Digennaro, A., Ward, J., Havens, N., Ricca, J. (2003). Usability assessment of a web-based learning system for teaching web development: A progressive scaffolding approach. Under Review. E-Journal of Instructional Science and Technology.
This document summarizes Maximilian Müller's research focusing on engaging user scenarios around interactive public displays. It discusses deploying displays in school settings to showcase educational video content from the JuxtaLearn project. Observations found students engaged more with dynamic and interactive content. Introducing awareness of peer interactions, like through notifications of others' actions, positively increased engagement both with the displays and socially. Future work aims to better understand factors motivating interaction and bridging awareness to actual participation. The document also outlines exploring situated shared music experiences using public displays.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Impact of mobile access on learner interactions in a mooc method and findingsInge de Waard
This presentations zooms in on the impact of mobile access on learner interactions in MOOCs. It briefly touches the rationale, the methodology of the research and it offers a link to the final thesis, as well as to follow up research looking at self-directed learning.
- The document describes research analyzing learner video viewing behaviors in online educational videos using metrics and cluster analysis.
- Learners and videos were clustered based on engagement metrics and popularity metrics. For learners, three clusters preferred linear videos while one cluster engaged equally with linear and interactive videos.
- Two video clusters differentiated high and low interest videos. Viewing patterns were also clustered, with the largest being sequential viewing and another allowing non-sequential viewing using stop/resume and backward jumps.
- Future work includes interviewing learners from each cluster and deploying open source tools to provide more meaningful visualizations and aggregate diverse online content.
This document summarizes a final year defense presentation on leveraging an interactive web-based virtual classroom. The presentation outlines the introduction, aim and objectives, hypothesis, research questions, literature review, proposed model, design and development, testing and evaluation, result analysis, performance analysis, and conclusion. It discusses designing a virtual classroom to allow interactive teaching and learning between teachers and students. Testing showed the classroom was an effective environment for both learning and teaching. The presentation concludes that a virtual classroom can benefit teachers and students and hopes it will support learning and teaching in the future.
ICALT2011-Widgets to support the concept of an Adaptable Learning EnvironmentV_Gkatzidou
The document discusses the WIDE (Widgets for Inclusive Distributed Environments) project which aims to create widgets to make e-learning resources more accessible and inclusive for disabled students. The project uses a participatory design approach involving students and practitioners. Workshops were held to gather widget ideas which were developed using the Wookie platform. An evaluation found the widgets met expectations and highlighted a need for authoring tools to allow non-technical users to create widgets.
Investigating the effectiveness of an ecological approach to learning design ...Dann Mallet
Slides from presentation by Iwona Czaplinski at the recent ASCILITE 2015 conference in Perth, Australia. Iwona reported on the effectiveness of an ecological approach to learning design in one of our large first year engineering mathematics subjects.
The CREW system provides a virtual research environment to support collaborative research events. It allows users to record events, replay and annotate recordings, and conduct faceted searches across recorded content and related resources. The system was developed through a user-centered design process involving three user groups to ensure it meets researchers' needs. Future work will focus on ongoing user requirements gathering, supported evaluation events, and further development based on user feedback.
Sakai & Vula @ UCT
Presentation to eLearning Update held at CPUT, Cape Town, 4 September 2009
Stephen Marquard, stephen.marquard@uct.ac.za, twitter.com/stephenmarquard
CY-BY-SA
A Virtual Assistant For Web-Based Training In Engineering EducationAshley Hernandez
This document describes a virtual assistant to provide feedback for students doing web-based engineering experiments. The virtual assistant is meant to supplement real instructors and assistants by providing feedback to students as they work remotely. It analyzes students' lab reports and provides structural and semantic feedback to help learning. The virtual assistant uses a student model to customize its feedback based on each group's profile and capabilities. Its feedback is meant to work together with feedback from real instructors and assistants to guide students through the experiment and evaluation process.
This document outlines a final project using wikis to teach critical thinking skills. Students will collaborate in groups on a wiki to create a legislative proposal for a recycling program. They will conduct research, write the proposal, review each other's work, and publish their final product. The goals are for students to learn collaboration, knowledge construction, and design of their own learning community through this wiki activity. Teachers will be trained on using specific wiki tools and implementing a problem-based learning model for the project.
Similar a Evaluating the User Experience of Virtual Learning Environments Using Biometric Data: Experimental Setup Description and Preparation (20)
UX in the Transitioning Field of Autonomous Shipping Renée Schulz
If we think about autonomous ships, the most prevalent image might be the self-driving, unmanned vessel that navigates the sea without any human interaction. In reality, the vast majority of projects are far away from this state. While some projects showcase the possibility of an unmanned future, for many vessels a remote and reduced crew will be the reality first before becoming fully autonomous eventually.
User Experience Design is needed as long as users are involved in any stage of the operation process. The focus of design will change with the focus on staff operation.
In the period of transition, any stage of autonomy has to consider being met with a ship that sails in a different state. This means, that even in the case of fully autonomously operating vessels, the human component cannot be disregarded.
Meanwhile, it is important to support the users that are actively working on or off the vessels to ensure safe journeys. An often-forgotten user group is engineers.
JRCS specifically makes it a priority to support the human element, the engineers, onshore managers, bridge crew and any other crew members involved in keeping sea transportation afloat. That means, we support the digital transformation process of the shipping industry, meeting the user needs right where they are. Some processes require earlier stages of transition, while others require and allow for advanced technological support to optimize procedures and safety.
With the establishment of more automated processes, the transition is not only in the direction of reduced crew, but also a transition from offshore to onshore crew. The modes of interaction with a remote vessel, even though an interaction still exists, are vastly different from its original state. The feeling of the situation, the smells and feelings of tangible touch is missing. The way crew members interpret and understand situations changes. Attending onshore crew must now rely on the situation interpretation by sensors and data analyses in exchange for a safer and less shift work-oriented workspace.
JRCS is actively working together with their customers, closely listening to our users’ needs while supporting their digital transformation journey at all stages. For on- and off-shore users, navigation support, on vessel operations in the engine room, monitoring solutions and even remote operation. In addition, our own digital transformation has inspired us also to extend the DX transition for autonomy to the level of systems engineering and creation, always working on standardization and exchange between innovators for a better and safer world for seafarers.
About the Author: Dr. Renée Schulz is the Lead UX Architect of the Digital Innovation Lab at JRCS Co. Ltd.
HCI and AI for Maritime Systems: JRCS @ Sea Japan 2022Renée Schulz
The presentation we did about or ongoing projects at the Digital Innovation Lab @ JRCS Co. Ltd to improve digital maritime systems. For safer navigation and crew support.
SHI2019 Immersion and Perspective Taking in Healthcare Technology: Supporting...Renée Schulz
Presentation for the paper at SHI2019/ EHiN2019 in Oslo.
Full paper: https://www.researchgate.net/publication/337324074_Immersion_and_Perspective_Taking_in_Healthcare_Technology_Supporting_Healthcare_Professionals_with_Daily_Tasks_and_Clinical_Procedures
[Poster] Towards a Game-Design Framework for Evidence-based Clinical Procedur...Renée Schulz
This is the poster for the paper publication "Towards a Game-Design Framework for Evidence-based Clinical Procedure Libraries" at SeGAH2019 conference, Kyoto, Japan.
Mind the Steps: Electronical Clinical Procedure Library in Health Education a...Renée Schulz
This document summarizes a presentation on integrating electronic clinical procedure libraries (eCPLs) into health education. It discusses 1) the context and use of eCPLs like VAR Healthcare in clinical settings, 2) a collaboration between universities in Norway and Japan to study eCPL integration, and 3) approaches to incorporating eCPLs into active learning methods like problem-based learning, experiential learning, simulation, and role-playing. The goal is to seamlessly integrate evidence-based clinical procedures from eCPLs into health education and bridge the gap between education and practice.
Euraxess ERD2018 Presentation on a JSPS Usability & eHealth Project Renée Schulz
In this presentation, three aspects were asked to be presented. "Pitch your research", "Career Path and Expectations", and "Relation to Europe".
This was my presentation on my JSPS postdoctoral project, which just started in the beginning of September 2018, my career path and and experiences.
If you have questions about my project, JSPS or any related issues, you can contact me on my twitter @Sciencefication. I am happy to help out.
Other related links can be found here:
ResearchGate: https://www.researchgate.net/profile/Renee_Schulz2
This Project on RG: https://www.researchgate.net/project/Usability-and-Procedure-Learnability-of-Evidence-based-Interactive-Clinical-Systems
LinkedIn: https://www.linkedin.com/in/ren%C3%A9e-schulz-a6391099/
Xing: https://www.xing.com/profile/Renee_Schulz2/cv
1) Create a new module in Canvas with the previous modules as prerequisites to ensure only students who completed all modules can access it.
2) Create a Google Form to collect student names and email addresses. Install the Form Publisher add-on.
3) Design a Google Doc certificate template using markers from the form.
Listening to Teachers’ Needs: Human-centred Design for Mobile Technologies in...Renée Schulz
This is the presentation for my PhD defense given on the 21st March 2018. The full dissertation should be available in AURA soon (University of Agder/ Universitetet i Agder), Norway.
The Use of Computer Games in EducationRenée Schulz
This presentation was given as trial lecture as part of my PhD defense. It addresses teacher-students as well as computer science students who are interested in integrating computer games into education.
Mobile Teaching Tool for Outdoor Sports Education (D-Tel 2016)Renée Schulz
Presentation held at D-TEL 2016: Symposium on Advances in Digital Technologies for University Teaching and Learning.
How can emerging digital technology enhance co-creation of knowledge? (8-9. December 2016, Kristiansand, Norway)
Renée Schulz provides an update for May 2016, including:
1) Presenting at two conferences in April on mobile teaching tools and teaching students to learn.
2) Conducting focus groups and field research in Uganda in May to test scenarios.
3) A paper was submitted in June and accepted for publication in July.
4) A journal paper is in progress with a June deadline.
5) Plans were made for research exchange at Osaka University from June to August, including an embassy appointment and canceled housing.
Differences and Tricks learned from NovoEd to Canvas.net Renée Schulz
1. The document discusses differences between the learning management systems NovoEd and Canvas, including issues with course structure, customizing the navigation bar, peer review, creating groups, certificates, quizzes, and other small things.
2. Workarounds are presented for peer review using discussions, creating a navigation bar using the redirect tool, and dealing with Likert scale questions in quizzes.
3. Limitations in Canvas are outlined for creating groups, certificates and badges, and some quiz features, and workarounds or issues with those are described.
High-Level Context Information for Tasks in TeachingRenée Schulz
This document discusses using gamification to motivate users to provide high-level context information for tasks in teaching. It proposes using elements from digital games like surprises, rules, goals and feedback to encourage initial and repeated input of data. A concept is presented where users' data input progresses a status bar, similar to a monster-pet game. A prototype was created with three visualization options: a rule-based status bar, a monster pet game, and a textual popup. Based on potential for intrinsic motivation and fit with the serious learning context, the status bar approach was found to best balance encouraging data input with avoiding potential stress from a full game interface.
The Use of Game World Task Concepts in Higher EducationRenée Schulz
corresponding paper can be found:
Schulz R., Prinz A., Isabwe G.M.N. (2016) The Use of Game World Tasks Concepts in Higher Education. In: Marsh T., Ma M., Oliveira M., Baalsrud Hauge J., Göbel S. (eds) Serious Games. JCSG 2016. Lecture Notes in Computer Science, vol 9894. Springer, Cham
Abstract: "The link between tasks presented in games and tasks used in higher education might have more in common than we think. Analysing how tasks work in games and applying those structures to higher education teaching can enable teachers to develop more creative, situated and exciting tasks for their students. In addition, it can improve communication and feedback. Analysis shows that tasks are an area where elements of gamification work. This article looks into the possibility of reproducing the flexibility and key components of game tasks in actual tasks in higher education. We look at the challenges and limitations and ways to solve them. Therefore, we analyse the concept of quest-logs in games, look into the structure and its connections to the game world."
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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
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 ...
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Evaluating the User Experience of Virtual Learning Environments Using Biometric Data: Experimental Setup Description and Preparation
1. Evaluating the User Experience of Virtual
Learning Environments Using Biometric Data
Experimental Setup Description and Preparation
Renée Schulz
Osaka University
renee.schulz@ist.osaka-u.ac.jp
Ghislain Maurice Norbert Isabwe
University of Agder
maurice.isabwe@uia.no
2. About the Project
• Collaboration between Norway and Japan
• Funded by JSPS through Forskningsrådet
2
• Main project: Usability and procedure learnability in Clinical Procedure Libraries
(ECPLs)
• Link to ResearchGate: https://www.researchgate.net/project/Usability-and-
Procedure-Learnability-of-Evidence-based-Interactive-Clinical-Systems
• This project: based at University of Agder; Department of ICT: Biometric Sensor
Data to evaluate the Usability of Learning Systems/ How to design for
improvement of learning and teaching quality
3. Introduction: Teachers‘ Motivation and Design
• LMS/VLE are used by: students and teachers
• Teachers are users AND designers
• Two seperate kinds of motivation and motivation showstoppers
• How do they evaluate their own design?
3
3 defining factors for teachers‘ motivation:
Human factors (most often related to skills, attitudes, opinions and
confidence)
Intrinsic values (including satisfaction, level of interest, joy and
entertainment)
Requirements towards the tool itself (including usability, interactivity
level, monitor progress, specialization, adaptability, and learning
requirements)[1]
4. Introduction: HCD and Design for Teachers
• Human-centred Design for VLEs (as usbale interactive systems)
4
[ISO 9141 – 210]
5. Introduction: HCD and Design for Teachers
• Human-centred Design for VLEs (as usbale interactive systems)
5
[ISO 9141 – 210]
This research project
mostly operates on
testing and evaluation
based on the existing
system and different
teachers‘ designs
6. Introduction: Task Design and Engagement Theories
• Learning task design
• Zone of Proximal Development (ZPD)
• Flow Zone
• Visual-, structural-, content-, system-
…design
6
7. Introduction
• Task Design
• Gamification and (game) task design
• Intrinsic and extrinsic motivation
7
Graphics used and produced for [2]
8. The Subject of Research:
• The VLEs: Canvas and MUELE
8
UiA Canvas Dashbord
Free Canvas Instructure Dashbord
Login page of MUELE
12. 12
This slide is used to display similarities to Canvas
and the general structure of MUELE.
13. Research Questions
( 1 ) How emotionally satisfying is the navigation in a VLE?
( 2 ) How engaging are the students’ interactions using the
forum tool in a VLE?
( 3 ) What is the relationship between the visual attention
patterns and engagement in the learning materials?
13
14. Methods and Setup
• Action Research in 3 different courses in 2 Universities
• to change and improve the educational design quickly and directly
14
15. Methods and Setup
• Action Research in 3 different courses in 2 Universities
• to change and improve the educational design quickly and directly
15
16. 16
Methods and Setup: Usability Laboratory
[One of the usability laboratories at University of Agder.]
17. 17
Tools and Setup: platform iMotions
https://imotions.wistia.com/medias/20mqvyk8lo
18. Tools and Setup
• Shimmmer3 GSR+ (Galvanic Skin Response)
• Optical Pulse Sensing Probe (Finger)
• Optical pulse sensors (Earlobe)
• GSR+ Electrodes (x2)
• Biophysical 9" leads (x2)
• 1x Wrist Strap
• Applications
• GSR+ can be used for:
• Affective Computing and Cognitive Factors Research
• Stress Detection and Analysis
• Emotional Engagement
• Psychological Arousal (Mental Effort, Excitement, Shock)
• Relaxation Training and Psychotherapy
18[http://www.shimmersensing.com/products/shimmer3-wireless-gsr-sensor]
19. • The galvanic skin response (GSR, which falls under the umbrella term of
electrodermal activity, or EDA) refers to changes in sweat gland activity that are
reflective of the intensity of our emotional state, otherwise known as emotional
arousal.
• … measuring of the continuous variations in the electrical characteristics of
the skin, i.e. for instance the conductance, caused by the variation of the human
body sweating.
19[https://www.brainsigns.com/en/science/s2/technologies/gsr]
Tools and Setup
20. Tools and Setup
Tobii Nano Eye Tracker allows for further analysis on:
“Advanced analytic tools for screen-based multimedia”
• Stimuli (images, videos, websites, games, software interfaces and 3D environments
• Individual and aggregate gaze replays
• Static and dynamic areas of interest (AOIs), manual and semi-automated options
• Automated metrics such as time to first fixation, time spent, ratio, revisits, fixation count, mouse
clicks, key-strokes etc.
• Static and dynamic heatmaps
• Raw data including X,Y coordinates of eye position,
• pupil size, and distance to the screen
• Automated gaze mapping on websites, both on screen and mobile phones for fast and automatic
analysis
20
[https://www.tobiipro.com/de/produkte/tobii-pro-nano/]
22. Tools and Setup
• Affectiva AFFDEX
„facial coding: understand users’ unfiltered responses & a
wide range of emotional responses “
• Measures 7 emotions and 20 facial expressions; filter by
demo and survey data.
• Seamlessly integrates with your survey and research
methodology; works with any panel provider.
• Easy to use SaaS solution; all you need is a standard webcam
and internet connectivity.
• Norms to benchmark the effectiveness of your content by
geography, product category, media length and repeat view
22
[https://www.affectiva.com/product/affdex-for-market-research/]
23. Tools and Setup
Why Eye Tracking?
• Diagnosis of problem areas
• A/B testing: quntifiable data to prove better permorming areas
• Benchmarking of experiences up against competition
• Measure non-verbalized emotions and Feelings
• Understand visual attention and cognitive states
23
[iMotions UX Brochure]
24. User Testing Tasks
( 1 ) Login to VLE
( 2 ) Find the course “Learning Environment Studies”
( 3 ) Find the learning module for the current week
( 4 ) Carry out the learning task for this week
( 5 ) Do the assignment for this week and submit your answer through the VLE
( 6 ) Go to Discussion Forum
( 7 ) Contribute to the discussion forum on the topic “Designing VLE”
( 8 ) Contribute to the discussion forum on the topic “How to survive pressure during the exam period”
( 9 ) Send an individual message through the VLE to ask a teacher how you could have access to the results of this user testing.
( 10 )Logout.
24
Camera setup
iMotions data collection
GSR
Eye tracking
time
25. Points of Observation
• Navigation
• Learner-Content Interaction
• Emotional Responses
25
( a ) How many times do students click a wrong inter-
face element(s) for navigating to a particular part
of the course? What are common misconceptions
in the navigation menu?
( b ) How easy/hard is it to find specific content? We are
looking for the success/error rate and time spent by
the user to carry out the user tasks during the test-
ing.
26. User Testing Tasks: Expected critical Navigation points
( 1 ) Login to VLE
( 2 ) Find the course “Learning Environment Studies”
( 3 ) Find the learning module for the current week
( 4 ) Carry out the learning task for this week
( 5 ) Do the assignment for this week and submit your answer through the VLE
( 6 ) Go to Discussion Forum
( 7 ) Contribute to the discussion forum on the topic “Designing VLE”
( 8 ) Contribute to the discussion forum on the topic “How to survive pressure during the exam period”
( 9 ) Send an individual message through the VLE to ask a teacher how you could have access to the results of this user testing.
( 10 )Logout.
26
Camera setup
iMotions data collection
GSR
Eye tracking
time
27. Points of Observation
• Navigation
• Learner-Content Interaction
• Emotional Responses
27
( a ) How engaged is the learner while browsing through
the learning material?
( b ) Can we detect any added value for graphics and
videos in terms of emotional or attention-based
feedback?
( c ) How do students scan the learning content page and
then go to the assignments (what is their path)?
( d ) Who/how many read through the entire page con-
tent and who/how many just skim read the content?
28. User Testing Tasks: Expected criticl Learner-content points
( 1 ) Login to VLE
( 2 ) Find the course “Learning Environment Studies”
( 3 ) Find the learning module for the current week
( 4 ) Carry out the learning task for this week
( 5 ) Do the assignment for this week and submit your answer through the VLE
( 6 ) Go to Discussion Forum
( 7 ) Contribute to the discussion forum on the topic “Designing VLE”
( 8 ) Contribute to the discussion forum on the topic “How to survive pressure during the exam period”
( 9 ) Send an individual message through the VLE to ask a teacher how you could have access to the results of this user testing.
( 10 )Logout.
28
Camera setup
iMotions data collection
GSR
Eye tracking
time
29. Points of Observation
• Navigation
• Learner-Content Interaction
• Emotional Responses
29
( a ) What are common emotional responses while
working on the assignments,
( b ) while looking at pics/graphics/video,
( c ) reading text,
( d ) communicating using the internal mailing tool,
( e ) and using the forum?
30. User Testing Tasks: Expected critical Emotional Response points
( 1 ) Login to VLE
( 2 ) Find the course “Learning Environment Studies”
( 3 ) Find the learning module for the current week
( 4 ) Carry out the learning task for this week
( 5 ) Do the assignment for this week and submit your answer through the VLE
( 6 ) Go to Discussion Forum
( 7 ) Contribute to the discussion forum on the topic “Designing VLE”
( 8 ) Contribute to the discussion forum on the topic “How to survive pressure during the exam period”
( 9 ) Send an individual message through the VLE to ask a teacher how you could have access to the results of this user testing.
( 10 )Logout.
30
Camera setup
iMotions data collection
GSR
Eye tracking
time
?
Few expected points, but mainly:
„where are they really?“
31. Points of Observation
• Navigation
• Learner-Content Interaction
• Emotional Responses
• + Anomalies and unexpected user behavior(s), meaning critical errors and frustration points (pain
points)
31
( a ) What are common emotional responses while
working on the assignments,
( b ) while looking at pics/graphics/video,
( c ) reading text,
( d ) communicating using the internal mailing tool,
( e ) and using the forum?
34. Summary and Conclusion
34
Planning of hypotheses
Planning for „Acting“ and „Observation“ phases
„Research“ design, questionnaire, user testing, setup..
35. Summary and Conclusion
35Planned setup in courses, implemented changes
+ realistic test environment that fits the observation tasks
43. References
[1] Schulz, R., Isabwe, G. M., & Reichert, F. (2015, September). Investigating teachers’ motivation to use ICT
tools in higher education. In 2015 Internet Technologies and Applications (ITA) (pp. 62-67). IEEE.
[2] Schulz, R. P. (2017). Listening to Teachers’ Needs: Human-centred Design for Mobile Technology in Higher
Education. Doctoral dissertations at University of Agder.
43