Augmented Reality has been used for developing systems with learning purposes. In this paper, we present an Augmented Reality system for learning the interior of the human body. We have tested the system with children of the Summer School of the Technical University of Valencia. In this test we have analysed if the use of a Head-Mounted Display or a typical monitor influence in the experience of the children. Results do not offer statistical significant differences using both visualization systems and confirm that children enjoyed learning with the system and consider it as useful tool not only for learning the interior of the human body but also for learning other subjects.
{"title":"An Augmented Reality System for Learning the Interior of the Human Body","authors":"M. C. J. Lizandra, F. Beatrice, Juan Cano","doi":"10.1109/ICALT.2008.121","DOIUrl":"https://doi.org/10.1109/ICALT.2008.121","url":null,"abstract":"Augmented Reality has been used for developing systems with learning purposes. In this paper, we present an Augmented Reality system for learning the interior of the human body. We have tested the system with children of the Summer School of the Technical University of Valencia. In this test we have analysed if the use of a Head-Mounted Display or a typical monitor influence in the experience of the children. Results do not offer statistical significant differences using both visualization systems and confirm that children enjoyed learning with the system and consider it as useful tool not only for learning the interior of the human body but also for learning other subjects.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126076408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
P. Tzouveli, Andreas P. Schmidt, Michael Schneider, A. Symvonis, S. Kollias
Dyslexia is a major barrier to success in education and later on the job as reading skills are fundamental for personal competence development. Children with dyslexia have special learning needs (e.g., more teacher support), which currently only specialized institutions can provide. However, this takes children out of their peer group and causes social problems. On the other side, there is general-purpose reading support software, which are not geared towards children with dyslexia as they lack personalization. AGENT-DYSL brings together speech and image recognition as well as semantic technologies to build a truly adaptive reading support system for children with dyslexia.
{"title":"Adaptive Reading Assistance for the Inclusion of Students with Dyslexia: The AGENT-DYSL Approach","authors":"P. Tzouveli, Andreas P. Schmidt, Michael Schneider, A. Symvonis, S. Kollias","doi":"10.1109/ICALT.2008.236","DOIUrl":"https://doi.org/10.1109/ICALT.2008.236","url":null,"abstract":"Dyslexia is a major barrier to success in education and later on the job as reading skills are fundamental for personal competence development. Children with dyslexia have special learning needs (e.g., more teacher support), which currently only specialized institutions can provide. However, this takes children out of their peer group and causes social problems. On the other side, there is general-purpose reading support software, which are not geared towards children with dyslexia as they lack personalization. AGENT-DYSL brings together speech and image recognition as well as semantic technologies to build a truly adaptive reading support system for children with dyslexia.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126156919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Augmented reality has been used in many areas and it has proved to be useful for storytelling. These systems are adequate for edutainment. In this paper, we present two augmented reality interactive storytelling systems that use tangible cubes. The first shows the story in only one face of the cube and the second presents the story in all visible faces of the cube. The progress of the story can be chosen using two different tangible interfaces. We have tested the systems with the children of the Summer School of the Technical University of Valencia. In these tests we have analysed if the use of a head-mounted display or a typical monitor influence in the experience of the user. Results do not offer statistical significant differences using both visualization systems and confirm that children enjoyed playing with the systems.
{"title":"Augmented Reality Interactive Storytelling Systems Using Tangible Cubes for Edutainment","authors":"M. C. J. Lizandra, R. Canu, M. Giménez","doi":"10.1109/ICALT.2008.122","DOIUrl":"https://doi.org/10.1109/ICALT.2008.122","url":null,"abstract":"Augmented reality has been used in many areas and it has proved to be useful for storytelling. These systems are adequate for edutainment. In this paper, we present two augmented reality interactive storytelling systems that use tangible cubes. The first shows the story in only one face of the cube and the second presents the story in all visible faces of the cube. The progress of the story can be chosen using two different tangible interfaces. We have tested the systems with the children of the Summer School of the Technical University of Valencia. In these tests we have analysed if the use of a head-mounted display or a typical monitor influence in the experience of the user. Results do not offer statistical significant differences using both visualization systems and confirm that children enjoyed playing with the systems.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126882211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We have developed the know-how information sharing system. As the method to extract the know-how information, we consider that visualizing and showing care plans drawn up by experts in various forms allows a beginner to see the differences between a novice plan and an expert plan. This system can visualize the similarities among documents that experts interpreted the results of an assessment and can flexibly change viewpoints. Additionally, it can map a userpsilas and several beginnerspsila new document into a two-dimensional document space. Through the result of the evaluation used by a nurse, care workers and care takers, we confirmed that this system was effective in educational supports.
{"title":"The Educational Effect of Extraction of the Know-How Information for Care Planning Processes","authors":"Kaoru Eto, T. Matsui, Yasuo Kabasawa","doi":"10.1109/ICALT.2008.233","DOIUrl":"https://doi.org/10.1109/ICALT.2008.233","url":null,"abstract":"We have developed the know-how information sharing system. As the method to extract the know-how information, we consider that visualizing and showing care plans drawn up by experts in various forms allows a beginner to see the differences between a novice plan and an expert plan. This system can visualize the similarities among documents that experts interpreted the results of an assessment and can flexibly change viewpoints. Additionally, it can map a userpsilas and several beginnerspsila new document into a two-dimensional document space. Through the result of the evaluation used by a nurse, care workers and care takers, we confirmed that this system was effective in educational supports.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114485987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This work concerns the design of script supported algorithm visualization systems for educational purposes, focusing on the support and the enhancement that those systems provide in the process of teaching of an abstract subject such as algorithms. Research on algorithm visualization (AV) systems indicates that their use can improve the understanding of algorithms when compared with the traditional ways of teaching. However, the design of AV systems does not reflect current research-based guidelines regarding productive pedagogical methods for algorithm learning. We suggest that the effectiveness of AV systems as e-learning tools can be improved by facilitating scripted collaboration of learners when working with visual representation of algorithms. This work in progress presents the architecture of AlCoLab, an AV system that also implements collaboration scripts as a tool to guide students in creative teamwork.
{"title":"AlCoLab: Architecture of Algorithm Visualization System","authors":"C. Foutsitzis, S. Demetriadis","doi":"10.1109/ICALT.2008.221","DOIUrl":"https://doi.org/10.1109/ICALT.2008.221","url":null,"abstract":"This work concerns the design of script supported algorithm visualization systems for educational purposes, focusing on the support and the enhancement that those systems provide in the process of teaching of an abstract subject such as algorithms. Research on algorithm visualization (AV) systems indicates that their use can improve the understanding of algorithms when compared with the traditional ways of teaching. However, the design of AV systems does not reflect current research-based guidelines regarding productive pedagogical methods for algorithm learning. We suggest that the effectiveness of AV systems as e-learning tools can be improved by facilitating scripted collaboration of learners when working with visual representation of algorithms. This work in progress presents the architecture of AlCoLab, an AV system that also implements collaboration scripts as a tool to guide students in creative teamwork.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130052448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Works presented in this paper offer teachers and learners the opportunity to express their learning objects assessments and suggestions for use directly from a learning management system, and to store these annotations within a learning object repository. Annotations are thus stored when and where they become relevant. Thanks to an open and standardized architecture, these annotations can be widely shared and exploited in various contexts such as re-authoring, curriculum designs, or learning object retrieval. Indeed, annotations can represent a basis for a (personalized) quality-based sorting mechanism helping users to find and reuse learning resources that match with their preferences. An implementation focusing on Moodle and the Ariadne knowledge pool system validates our approach.
{"title":"Learning Object Virtualization Allowing for Learning Object Assessments and Suggestions for Use","authors":"O. Catteau, Philippe Vidal, J. Broisin","doi":"10.1109/ICALT.2008.192","DOIUrl":"https://doi.org/10.1109/ICALT.2008.192","url":null,"abstract":"Works presented in this paper offer teachers and learners the opportunity to express their learning objects assessments and suggestions for use directly from a learning management system, and to store these annotations within a learning object repository. Annotations are thus stored when and where they become relevant. Thanks to an open and standardized architecture, these annotations can be widely shared and exploited in various contexts such as re-authoring, curriculum designs, or learning object retrieval. Indeed, annotations can represent a basis for a (personalized) quality-based sorting mechanism helping users to find and reuse learning resources that match with their preferences. An implementation focusing on Moodle and the Ariadne knowledge pool system validates our approach.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132968903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents our work on netUniversity Web portal, an easy and competitive solution for creating and managing pedagogical content as online courses. netUniversity offers a wide diversity of pedagogical models that assure the best adaptation of the course to the chosen pedagogy and learning style, based on the IMS-learning design. netUniversity gives teacher the possibility to edit his own pedagogical scenarios which allows to adapt the displayed learning content according to intellectual and cognitive level of learners.In addition, netUniversity contains a transformation mechanism that guaranties the reusability and extensibility of the educative contents, as well as, the interoperability of the hypermedia systems.It contains, also, a set of generators, which allows to create a diversity of collaborative learning tools.
{"title":"netUniversity: An Interoperable LMS/LCMS for Adaptive and Collaborative Learning","authors":"A. Benmimoun, P. Trigano","doi":"10.1109/ICALT.2008.268","DOIUrl":"https://doi.org/10.1109/ICALT.2008.268","url":null,"abstract":"This paper presents our work on netUniversity Web portal, an easy and competitive solution for creating and managing pedagogical content as online courses. netUniversity offers a wide diversity of pedagogical models that assure the best adaptation of the course to the chosen pedagogy and learning style, based on the IMS-learning design. netUniversity gives teacher the possibility to edit his own pedagogical scenarios which allows to adapt the displayed learning content according to intellectual and cognitive level of learners.In addition, netUniversity contains a transformation mechanism that guaranties the reusability and extensibility of the educative contents, as well as, the interoperability of the hypermedia systems.It contains, also, a set of generators, which allows to create a diversity of collaborative learning tools.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131385447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Olivares, Juan Gómez-Luna, J. M. Palomares, M. Montijano
Computer architecture science evolves continuously. This work describes a methodology to teach a system which is integrated by several processors in just one chip. The description of how to implement a biprocessor system within an FPGA is proposed. Thus, the student will simultaneously acquire advanced knowledge on microprocessors, focusing on the operational behavior and structure of a biprocessor system, which they implement in a real device. Finally, a software layer is provided to execute an application, which proves how the system works. The accomplishment of this practice has been carried out in the first four-month period of 2007 in the 4th year subject ldquoDigital Electronic Systemsrdquo of the Engineering Degree in Automatics and Electronics at the University of Cordoba.
{"title":"Biprocessor SoC in an FPGA for Teaching Purposes","authors":"J. Olivares, Juan Gómez-Luna, J. M. Palomares, M. Montijano","doi":"10.1109/ICALT.2008.102","DOIUrl":"https://doi.org/10.1109/ICALT.2008.102","url":null,"abstract":"Computer architecture science evolves continuously. This work describes a methodology to teach a system which is integrated by several processors in just one chip. The description of how to implement a biprocessor system within an FPGA is proposed. Thus, the student will simultaneously acquire advanced knowledge on microprocessors, focusing on the operational behavior and structure of a biprocessor system, which they implement in a real device. Finally, a software layer is provided to execute an application, which proves how the system works. The accomplishment of this practice has been carried out in the first four-month period of 2007 in the 4th year subject ldquoDigital Electronic Systemsrdquo of the Engineering Degree in Automatics and Electronics at the University of Cordoba.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123989313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
System dynamics (SD) models contain valuable insights on complex organizational issues that develop over time. However, for non-experts such models can be complex and difficult to understand. We propose Dynamic Stories, a methodology that uses storytelling, to rephrase expert terminology in simpler to understand action terms, thus overcoming knowledge transfer problems. To show the feasibility of the approach, we present our methodological framework.
{"title":"Using Dynamic Stories to Communicate Security and Safety Issues","authors":"Stefanie A. Hillen, F. O. Sveen, Jose J. Gonzalez","doi":"10.1109/ICALT.2008.143","DOIUrl":"https://doi.org/10.1109/ICALT.2008.143","url":null,"abstract":"System dynamics (SD) models contain valuable insights on complex organizational issues that develop over time. However, for non-experts such models can be complex and difficult to understand. We propose Dynamic Stories, a methodology that uses storytelling, to rephrase expert terminology in simpler to understand action terms, thus overcoming knowledge transfer problems. To show the feasibility of the approach, we present our methodological framework.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127983227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Today, it is almost impossible to imagine distance education without the use of numerous software systems, technologies, specifications and standards. Industry, to be able to develop and maintain "learning" systems effectively and yet to have commercially successful business models, limits the overall learning landscape, by fixing learning to a predetermined set of activities, communities, sources of information, and educational services. Simply, one solution does not fit all the problems and no one can predict the needs that may rise in different learning contexts.
{"title":"User-Centered Knowledge Sharing: A Way Out of a Cottage Industry in Education","authors":"D. Gašević","doi":"10.1109/ICALT.2008.285","DOIUrl":"https://doi.org/10.1109/ICALT.2008.285","url":null,"abstract":"Today, it is almost impossible to imagine distance education without the use of numerous software systems, technologies, specifications and standards. Industry, to be able to develop and maintain \"learning\" systems effectively and yet to have commercially successful business models, limits the overall learning landscape, by fixing learning to a predetermined set of activities, communities, sources of information, and educational services. Simply, one solution does not fit all the problems and no one can predict the needs that may rise in different learning contexts.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2008-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128648297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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