Daniel Chamberland-Tremblay, S. Giroux, Claude Caron, Michel Berthiaume
To perform, heterogeneous teams must build a common knowledge base that enables collaboration. This paper explores the opportunity to use shared physical space as the mediator par excellence for learning and information sharing among mobile workers of a heterogeneous team. This research focuses on indoor environments that condition the tasks to be performed. Building on the ideas of location-based services and smart spaces, the user is able to store information in the environment and retrieve it based on the immediate work context. We use an information push strategy to foster learning by non-experts at the onset of a task. Formal and informal collaboration tools are used to build the information base required by the system. The example of an extended team of caregivers working at the patient’s home is used to illustrate the learning process at the locus of action.
{"title":"Space-Mediated Learning at the Locus of Action in a Heterogeneous Team of Mobile Workers","authors":"Daniel Chamberland-Tremblay, S. Giroux, Claude Caron, Michel Berthiaume","doi":"10.1109/ELML.2009.23","DOIUrl":"https://doi.org/10.1109/ELML.2009.23","url":null,"abstract":"To perform, heterogeneous teams must build a common knowledge base that enables collaboration. This paper explores the opportunity to use shared physical space as the mediator par excellence for learning and information sharing among mobile workers of a heterogeneous team. This research focuses on indoor environments that condition the tasks to be performed. Building on the ideas of location-based services and smart spaces, the user is able to store information in the environment and retrieve it based on the immediate work context. We use an information push strategy to foster learning by non-experts at the onset of a task. Formal and informal collaboration tools are used to build the information base required by the system. The example of an extended team of caregivers working at the patient’s home is used to illustrate the learning process at the locus of action.","PeriodicalId":179973,"journal":{"name":"2009 International Conference on Mobile, Hybrid, and On-line Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123260402","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}
Pedagogically well-designed interactive learning objects (LOs) can help students to better understand complex concepts and processes. Such LOs can stimulate higher-level cognitive skills by involving students in interactive learning activities. The design and implementation of interactive LOs is, however, time-consuming and requires special skills. LOs are also often localized and tightly connected with particular educational scenarios, which strongly limits their reuse in different contexts. In this article, we present a methodology of developing and reusing interactive learning objects relying on a heuristic principle. It suggests keeping content and educational context separate at design time and connecting both facets of LOs only at reuse time. We illustrate this principle both for Java applets and for interactive Flash animations. Building on top of Adobe's Flex technology, we also suggest to separate the design of generic Flash animation templates from the pedagogically motivated interaction logics. Three simple examples illustrate our method.
{"title":"Generating Interactive Learning Objects from Configurable Samples","authors":"Peng Han, B. Krämer","doi":"10.1109/ELML.2009.9","DOIUrl":"https://doi.org/10.1109/ELML.2009.9","url":null,"abstract":"Pedagogically well-designed interactive learning objects (LOs) can help students to better understand complex concepts and processes. Such LOs can stimulate higher-level cognitive skills by involving students in interactive learning activities. The design and implementation of interactive LOs is, however, time-consuming and requires special skills. LOs are also often localized and tightly connected with particular educational scenarios, which strongly limits their reuse in different contexts. In this article, we present a methodology of developing and reusing interactive learning objects relying on a heuristic principle. It suggests keeping content and educational context separate at design time and connecting both facets of LOs only at reuse time. We illustrate this principle both for Java applets and for interactive Flash animations. Building on top of Adobe's Flex technology, we also suggest to separate the design of generic Flash animation templates from the pedagogically motivated interaction logics. Three simple examples illustrate our method.","PeriodicalId":179973,"journal":{"name":"2009 International Conference on Mobile, Hybrid, and On-line Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114224769","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}
Karsten Morisse, Michaela Ramm, T. Schüler, Svenja Wichelhaus
Since several years lecture recordings have intensively been used as a teaching tool. Several courses are provided with lecture recordings as complementary learning material. Several distribution variants of lecture recordings have been investigated. Podcasts have established as a comfortable distribution technology for lecture recordings and are now established as a regular service for lecturing. This article describes how lecture recordings and podcasts have changed the way of teaching. A blended learning scenario has been set up based on mobile podcast technology. The classical lecture is substituted by coaching sessions, the transfer of knowledge is sourced out of the lecture hall. As a side effect of this didactical concept, the students' competence of self-organization can be enhanced.
{"title":"A Mobile Blended Learning Approach Based on Podcasts with Respect to the Students' Media Literacy","authors":"Karsten Morisse, Michaela Ramm, T. Schüler, Svenja Wichelhaus","doi":"10.1109/ELML.2009.7","DOIUrl":"https://doi.org/10.1109/ELML.2009.7","url":null,"abstract":"Since several years lecture recordings have intensively been used as a teaching tool. Several courses are provided with lecture recordings as complementary learning material. Several distribution variants of lecture recordings have been investigated. Podcasts have established as a comfortable distribution technology for lecture recordings and are now established as a regular service for lecturing. This article describes how lecture recordings and podcasts have changed the way of teaching. A blended learning scenario has been set up based on mobile podcast technology. The classical lecture is substituted by coaching sessions, the transfer of knowledge is sourced out of the lecture hall. As a side effect of this didactical concept, the students' competence of self-organization can be enhanced.","PeriodicalId":179973,"journal":{"name":"2009 International Conference on Mobile, Hybrid, and On-line Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115289590","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}
A tagging system can encounter too few or too many tags. To solve these problems, we propose a content-based automatic generation of tags. Applied to an e-Learning 2.0 application, the proposal creates tags based on lecture slide contents, generating an adequate number of tags so as to allow the tagging system to start up effectively. It also lets student users to group tags. The tag grouping by relations yields more meaningful tag retrieval in the many tags case. This tag-based indexing of lecture slides provides better learning experience to students in studying lecture slides.
{"title":"Content-Based Tag Generation for the Grouping of Tags","authors":"K. Chow, K. Y. K. Fan, A. Y. K. Chan, G. Wong","doi":"10.1109/ELML.2009.22","DOIUrl":"https://doi.org/10.1109/ELML.2009.22","url":null,"abstract":"A tagging system can encounter too few or too many tags. To solve these problems, we propose a content-based automatic generation of tags. Applied to an e-Learning 2.0 application, the proposal creates tags based on lecture slide contents, generating an adequate number of tags so as to allow the tagging system to start up effectively. It also lets student users to group tags. The tag grouping by relations yields more meaningful tag retrieval in the many tags case. This tag-based indexing of lecture slides provides better learning experience to students in studying lecture slides.","PeriodicalId":179973,"journal":{"name":"2009 International Conference on Mobile, Hybrid, and On-line Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123673054","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}
Elizabeth Romero, Leyla Zhuhadar, Christopher Wagner, R. Wyatt
This study examine faculty levels of implementation of web-based instructional technology (WBIT) and computer self-efficacy beliefs (CSE) as factors associated to faculty perception of institutional mechanisms and its relative importance as conditions supporting the implementation of elearning in higher education. Using a sample of 334 faculty teaching at selected universities in the Commonwealth of Kentucky, faculty perceptions of support mechanisms were examined. Findings reveal that factors such as stages of concern about using WBIT, levels of use, and measures of computer self-efficacy provide an explanation of the perception differences. Developing a profile of faculty WBIT use and self-efficacy beliefs is anticipated to provide insight for the development of strategies and administrative practices necessary for eLearning to succeed in higher education institutions.
{"title":"Web-Based Technology Use and Computer Self-Efficacy as Predictors of Faculty Perceptions of Support for the Implementation of eLearning","authors":"Elizabeth Romero, Leyla Zhuhadar, Christopher Wagner, R. Wyatt","doi":"10.1109/ELML.2009.17","DOIUrl":"https://doi.org/10.1109/ELML.2009.17","url":null,"abstract":"This study examine faculty levels of implementation of web-based instructional technology (WBIT) and computer self-efficacy beliefs (CSE) as factors associated to faculty perception of institutional mechanisms and its relative importance as conditions supporting the implementation of elearning in higher education. Using a sample of 334 faculty teaching at selected universities in the Commonwealth of Kentucky, faculty perceptions of support mechanisms were examined. Findings reveal that factors such as stages of concern about using WBIT, levels of use, and measures of computer self-efficacy provide an explanation of the perception differences. Developing a profile of faculty WBIT use and self-efficacy beliefs is anticipated to provide insight for the development of strategies and administrative practices necessary for eLearning to succeed in higher education institutions.","PeriodicalId":179973,"journal":{"name":"2009 International Conference on Mobile, Hybrid, and On-line Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121928780","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}
The current challenge for teachers and trainers is to change the way they teach by becoming competent to integrate ICTs into their traditional teaching methods. To our knowledge few studies, if any, have examined this integration into a continuous training process in the work place. This paper presents the problem, the objectives and the methodology of a study that aims to experiment with a mixed model of online training. Depending on the learning profile and the skills of the adult student in the workplace, this model provides a personalized level of synchronous presential teaching and asynchronous distance learning, as well as the creation of the learning objects of the Form@tion program and its virtual workshops.
{"title":"Designing a Mixed Training Method (Synchronous and Asynchronous) to Be Offered Online for the Development of Skills for Teachers in Training","authors":"L. Sauvé, L. Villardier, W. Probst","doi":"10.1109/ELML.2009.11","DOIUrl":"https://doi.org/10.1109/ELML.2009.11","url":null,"abstract":"The current challenge for teachers and trainers is to change the way they teach by becoming competent to integrate ICTs into their traditional teaching methods. To our knowledge few studies, if any, have examined this integration into a continuous training process in the work place. This paper presents the problem, the objectives and the methodology of a study that aims to experiment with a mixed model of online training. Depending on the learning profile and the skills of the adult student in the workplace, this model provides a personalized level of synchronous presential teaching and asynchronous distance learning, as well as the creation of the learning objects of the Form@tion program and its virtual workshops.","PeriodicalId":179973,"journal":{"name":"2009 International Conference on Mobile, Hybrid, and On-line Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132592081","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}
Students from healthcare programmes within the United Kingdom are supported in their clinical placements by appropriately qualified members of staff who require annual updates to maintain their currency in this role; a professional and regulatory body stipulation. In response to increasing pressures within the workplace that are negatively impacting upon opportunities to access the current method for delivering these updates, an alternative has been sought. In a cross-Department initiative at the University of Huddersfield, an online, multi-professional package (currently for Nursing, Midwifery and Operating Department Practitioners (ODPs)) is in development. It is designed to replace the traditional face-to-face delivery method whilst maintaining the required quality and standards inherent within a professional programme. This paper will outline the process to-date, discuss how design and content issues are being addressed towards producing a tool which aims to meet the demands of all stakeholders, and consider future directions for the project.
来自联合王国医疗保健项目的学生在临床实习时得到适当合格的工作人员的支持，这些工作人员需要每年更新一次，以保持他们在这一角色中的地位;一个专业和监管机构的规定。为了应对工作场所日益增加的压力，这些压力对使用当前交付这些更新的方法产生了负面影响，我们寻求了一种替代方案。在哈德斯菲尔德大学(University of Huddersfield)的一项跨部门倡议中，一个在线的多专业软件包(目前用于护理、助产和手术部门从业人员)正在开发中。它旨在取代传统的面对面授课方式，同时保持专业课程所要求的质量和标准。本文将概述迄今为止的过程，讨论如何解决设计和内容问题，以生产一个旨在满足所有利益相关者需求的工具，并考虑项目的未来方向。
{"title":"Developing a Multi-professional e-Learning Mentor Update Package","authors":"K. Ousey, Stephen White","doi":"10.1109/ELML.2009.12","DOIUrl":"https://doi.org/10.1109/ELML.2009.12","url":null,"abstract":"Students from healthcare programmes within the United Kingdom are supported in their clinical placements by appropriately qualified members of staff who require annual updates to maintain their currency in this role; a professional and regulatory body stipulation. In response to increasing pressures within the workplace that are negatively impacting upon opportunities to access the current method for delivering these updates, an alternative has been sought. In a cross-Department initiative at the University of Huddersfield, an online, multi-professional package (currently for Nursing, Midwifery and Operating Department Practitioners (ODPs)) is in development. It is designed to replace the traditional face-to-face delivery method whilst maintaining the required quality and standards inherent within a professional programme. This paper will outline the process to-date, discuss how design and content issues are being addressed towards producing a tool which aims to meet the demands of all stakeholders, and consider future directions for the project.","PeriodicalId":179973,"journal":{"name":"2009 International Conference on Mobile, Hybrid, and On-line Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131061609","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}
Increasing heterogeneous Open Data is an ongoing trend in the current Social Semantic Web (s2w). Generic concepts and how-tos for higher-layered reuse of the arbitrary information overload for interactive knowledge transfer and learning - mentioning the Internet of Services (IoS) - are not covered very well yet. For further, directed use of distributed services and sources, inquiry, interlinking, analysis, machine- and human-interpretable representation are as essential as lightweight user-oriented interoperation and competency in handling. In the following we introduce the qKAI application framework (qualifying Knowledge Acquisition and Inquiry) - a service-oriented, generic and hybrid approach combining knowledge related offers for convenient reuse and tweaking them with interaction for improved access with rich user experience. qKAI aims at closing some residual gaps between the "sophisticated" Semantic Web and "hands-on" Web 2.0 enabling loose-coupled knowledge and information services focussed on knowledge life cycles, learning aspects and handy user interaction.
{"title":"Towards Utilizing Open Data for Interactive Knowledge Transfer","authors":"Monika Steinberg, J. Brehm","doi":"10.1109/ELML.2009.13","DOIUrl":"https://doi.org/10.1109/ELML.2009.13","url":null,"abstract":"Increasing heterogeneous Open Data is an ongoing trend in the current Social Semantic Web (s2w). Generic concepts and how-tos for higher-layered reuse of the arbitrary information overload for interactive knowledge transfer and learning - mentioning the Internet of Services (IoS) - are not covered very well yet. For further, directed use of distributed services and sources, inquiry, interlinking, analysis, machine- and human-interpretable representation are as essential as lightweight user-oriented interoperation and competency in handling. In the following we introduce the qKAI application framework (qualifying Knowledge Acquisition and Inquiry) - a service-oriented, generic and hybrid approach combining knowledge related offers for convenient reuse and tweaking them with interaction for improved access with rich user experience. qKAI aims at closing some residual gaps between the \"sophisticated\" Semantic Web and \"hands-on\" Web 2.0 enabling loose-coupled knowledge and information services focussed on knowledge life cycles, learning aspects and handy user interaction.","PeriodicalId":179973,"journal":{"name":"2009 International Conference on Mobile, Hybrid, and On-line Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127308841","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}
Advances in Internet and mobile technology along with global access to broadband connectivity has led to a huge increase in the numbers of people studying and learning through distance education. E-learning because of its flexibility provides non-traditional students with an opportunity to incorporate study into their existing lifestyle, irrespective of geographic location or personal time constraints. At the University of Ulster a Virtual Learning Environment (VLE), WebCT, was put in place in 2001 to meet the changing learning needs of students and, provide access to a dedicated area for each module of study. Wide scale implementation of e-learning brings with it a requirement for significant staff development in order to equip the tutors with the requisite skills and expertise to facilitate online tuition. This paper describes a unique e-tutor training program aimed at equipping online tutors with the skills necessary to mentor, facilitate and deliver a high standard of learning online. Analysis and evaluation of feedback from the e-tutor training program provides evidence of the need to implement such a program as a solid foundation for advancing the e-learning agenda.
{"title":"Educating the Educators Online","authors":"Ursula Donnelly, Philip Turbitt","doi":"10.1109/ELML.2009.10","DOIUrl":"https://doi.org/10.1109/ELML.2009.10","url":null,"abstract":"Advances in Internet and mobile technology along with global access to broadband connectivity has led to a huge increase in the numbers of people studying and learning through distance education. E-learning because of its flexibility provides non-traditional students with an opportunity to incorporate study into their existing lifestyle, irrespective of geographic location or personal time constraints. At the University of Ulster a Virtual Learning Environment (VLE), WebCT, was put in place in 2001 to meet the changing learning needs of students and, provide access to a dedicated area for each module of study. Wide scale implementation of e-learning brings with it a requirement for significant staff development in order to equip the tutors with the requisite skills and expertise to facilitate online tuition. This paper describes a unique e-tutor training program aimed at equipping online tutors with the skills necessary to mentor, facilitate and deliver a high standard of learning online. Analysis and evaluation of feedback from the e-tutor training program provides evidence of the need to implement such a program as a solid foundation for advancing the e-learning agenda.","PeriodicalId":179973,"journal":{"name":"2009 International Conference on Mobile, Hybrid, and On-line Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124681546","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}
Rim Drira, M. Laroussi, Xavier Le Pallec, A. Derycke, H. Ghézala
Our research focuses on assisting teachers to design their own learning systems in the context of model driven engineering approach. Within this approach, the teacher can create his own modeling language or reuse an existing one. However, the reuse gives rise to a lack of contextual expressiveness and requires teacher's adaptation to the language syntax and semantic. We propose a solution based on the reuse of instructional strategy modelling languages that allow their adaptation to the teacher's vocabulary and their contextual expressiveness improvement.
{"title":"A Model Driven Approach to Adapt Instructional Strategies Modelling Language to Different Design Contexts","authors":"Rim Drira, M. Laroussi, Xavier Le Pallec, A. Derycke, H. Ghézala","doi":"10.1109/ELML.2009.21","DOIUrl":"https://doi.org/10.1109/ELML.2009.21","url":null,"abstract":"Our research focuses on assisting teachers to design their own learning systems in the context of model driven engineering approach. Within this approach, the teacher can create his own modeling language or reuse an existing one. However, the reuse gives rise to a lack of contextual expressiveness and requires teacher's adaptation to the language syntax and semantic. We propose a solution based on the reuse of instructional strategy modelling languages that allow their adaptation to the teacher's vocabulary and their contextual expressiveness improvement.","PeriodicalId":179973,"journal":{"name":"2009 International Conference on Mobile, Hybrid, and On-line Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2009-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127145451","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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