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}
Collaboration has long been considered an effective approach to learning. However, forming optimal groups can be a time consuming and complex task. Different approaches have been developed to assist teachers allocate students to groups based on a set of constraints. However, existing tools often fail to assign some students to groups creating a problem well known as ldquoorphan studentsrdquo. In this paper we propose a framework for learner group formation, based upon satisfying the constraints of the person forming the groups by reasoning over semantic data about the potential participants. The use of both semantic Web technologies and logic programming proved to increase the satisfaction of the constraints and overcome the orphanspsila problem.
{"title":"A Framework for Semantic Group Formation","authors":"A. Ounnas, H. Davis, D. Millard","doi":"10.1109/ICALT.2008.226","DOIUrl":"https://doi.org/10.1109/ICALT.2008.226","url":null,"abstract":"Collaboration has long been considered an effective approach to learning. However, forming optimal groups can be a time consuming and complex task. Different approaches have been developed to assist teachers allocate students to groups based on a set of constraints. However, existing tools often fail to assign some students to groups creating a problem well known as ldquoorphan studentsrdquo. In this paper we propose a framework for learner group formation, based upon satisfying the constraints of the person forming the groups by reasoning over semantic data about the potential participants. The use of both semantic Web technologies and logic programming proved to increase the satisfaction of the constraints and overcome the orphanspsila problem.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"6 3 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":"126474038","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}
Fathi Essalmi, Leila Jemni Ben Ayed, M. Jemni, Kinshuk
Several researches have demonstrated the effectiveness of graphical languages in knowledge representation and the numerous advantages of using graphs in the context of learning. On the other hand, many researches in the e-learning domain have focused on the personalization of learning materials by using adaptive educational hypermedia. However, most adaptive educational hypermedia systems do not benefit from the power of graphics because they do not use an expressive graphical language for presenting educational hypermedia to the learners. Our approach fills the existing gap between current educational hypermedia languages with the learnerspsila requirement of a standard graphical language for the visualization of adaptive hypermedia and the navigation through it. In this way, new possibilities are added to adaptive hypermedia expressiveness such as the presentation of the relations between concepts and the organization of these concepts in compartment allowing the arrangement of their semantics.
{"title":"UML Class Diagram as a Navigational Support for E-Learning","authors":"Fathi Essalmi, Leila Jemni Ben Ayed, M. Jemni, Kinshuk","doi":"10.1109/ICALT.2008.152","DOIUrl":"https://doi.org/10.1109/ICALT.2008.152","url":null,"abstract":"Several researches have demonstrated the effectiveness of graphical languages in knowledge representation and the numerous advantages of using graphs in the context of learning. On the other hand, many researches in the e-learning domain have focused on the personalization of learning materials by using adaptive educational hypermedia. However, most adaptive educational hypermedia systems do not benefit from the power of graphics because they do not use an expressive graphical language for presenting educational hypermedia to the learners. Our approach fills the existing gap between current educational hypermedia languages with the learnerspsila requirement of a standard graphical language for the visualization of adaptive hypermedia and the navigation through it. In this way, new possibilities are added to adaptive hypermedia expressiveness such as the presentation of the relations between concepts and the organization of these concepts in compartment allowing the arrangement of their semantics.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"44 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":"133690050","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 describes a social approach to tagging learning objects with metadata. In this approach learning objectspsila creators use a metadata schema that is extended with new categories as more and more learning objects are tagged. These new categories are made available for the rest of the creatorspsila community. The approach also lets creators restructure metadata schemas. The mechanism is also powerful enough to reify (and therefore to interoperate with) existing metadata specifications (e.g. LOM). We have tested this approach in Chasqui, a system for the production and deployment of repositories of learning objects in specialized domains, where metadata are exploited during navigation and search.
{"title":"Tagging Learning Objects with Evolving Metadata Schemas","authors":"J. Sierra, Alfredo Fernández-Valmayor","doi":"10.1109/ICALT.2008.129","DOIUrl":"https://doi.org/10.1109/ICALT.2008.129","url":null,"abstract":"This paper describes a social approach to tagging learning objects with metadata. In this approach learning objectspsila creators use a metadata schema that is extended with new categories as more and more learning objects are tagged. These new categories are made available for the rest of the creatorspsila community. The approach also lets creators restructure metadata schemas. The mechanism is also powerful enough to reify (and therefore to interoperate with) existing metadata specifications (e.g. LOM). We have tested this approach in Chasqui, a system for the production and deployment of repositories of learning objects in specialized domains, where metadata are exploited during navigation and search.","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":"132555032","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}
Lu Xiao, Shawna M. Clark, M. Rosson, John Millar Carroll
Constructivist learning theorists believe that it is important to encourage reflexivity, helping learners to think about how they approach problems, and how they look for and find solutions. A rationale is an explanation of the reasons underlying decisions, conclusions, and interpretations. In this study, requiring and supporting rationale sharing within the group is proposed as one way of promoting reflective thinking during collaborative learning activities. A collaborative learning activity was designed and implemented in an undergraduate project management course, requiring the documentation and sharing of decision rationales. A collaborative tool was developed to support the activity. The results of the study show that engaging in the process of documenting decision rationales potentially helped the participants to articulate their thoughts and ideas, effectively explore the course concepts, and engage in higher order thinking. Participantspsila feedback on the design of the collaborative space for rationale sharing was collected and design implications elicited.
{"title":"Promoting Reflective Thinking in Collaborative Learning Activities","authors":"Lu Xiao, Shawna M. Clark, M. Rosson, John Millar Carroll","doi":"10.1109/ICALT.2008.280","DOIUrl":"https://doi.org/10.1109/ICALT.2008.280","url":null,"abstract":"Constructivist learning theorists believe that it is important to encourage reflexivity, helping learners to think about how they approach problems, and how they look for and find solutions. A rationale is an explanation of the reasons underlying decisions, conclusions, and interpretations. In this study, requiring and supporting rationale sharing within the group is proposed as one way of promoting reflective thinking during collaborative learning activities. A collaborative learning activity was designed and implemented in an undergraduate project management course, requiring the documentation and sharing of decision rationales. A collaborative tool was developed to support the activity. The results of the study show that engaging in the process of documenting decision rationales potentially helped the participants to articulate their thoughts and ideas, effectively explore the course concepts, and engage in higher order thinking. Participantspsila feedback on the design of the collaborative space for rationale sharing was collected and design implications elicited.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"45 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":"128381312","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 will a provide a summary of the current effort in the UK, through the Joint Information Systems Committee(JISC) funded Design for Learning Programme, to synthesise the approaches of e-learning developers providing systems, services and associated tools, with e-learning researchers studying how these are employed to support effective teaching and learning.
{"title":"The JISC Design for Learning Experience: Perspectives on Creating, Developing and Sharing Designs for Learning","authors":"S. MacNeill, Lisa Corley","doi":"10.1109/ICALT.2008.272","DOIUrl":"https://doi.org/10.1109/ICALT.2008.272","url":null,"abstract":"This paper will a provide a summary of the current effort in the UK, through the Joint Information Systems Committee(JISC) funded Design for Learning Programme, to synthesise the approaches of e-learning developers providing systems, services and associated tools, with e-learning researchers studying how these are employed to support effective teaching and learning.","PeriodicalId":128089,"journal":{"name":"2008 Eighth IEEE International Conference on Advanced Learning Technologies","volume":"81 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":"128381364","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}
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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