Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360621
M. Rashid, I. Tasadduq, Y. Zia, M. Al-Turkistany, S. Rashid
Engineering studies consist of two parts: theory lectures and laboratory practices. Effectiveness of laboratories plays an important role in providing necessary design skills. However, evaluation of laboratories can be subjective and inconsistent. Consequently, a criterion is required to evaluate the engineering laboratories. This paper proposes an evaluation criterion for assessing the effectiveness of engineering laboratories in terms of pedagogic aspects. The identified pedagogic aspects in this paper are: relationship between theory and laboratory practice, content level, activity level, learning environment and laboratory manual. We evaluated seven different laboratories and generated recommendations based on our evaluation results.
{"title":"Evaluation of engineering laboratories","authors":"M. Rashid, I. Tasadduq, Y. Zia, M. Al-Turkistany, S. Rashid","doi":"10.1109/ICEELI.2012.6360621","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360621","url":null,"abstract":"Engineering studies consist of two parts: theory lectures and laboratory practices. Effectiveness of laboratories plays an important role in providing necessary design skills. However, evaluation of laboratories can be subjective and inconsistent. Consequently, a criterion is required to evaluate the engineering laboratories. This paper proposes an evaluation criterion for assessing the effectiveness of engineering laboratories in terms of pedagogic aspects. The identified pedagogic aspects in this paper are: relationship between theory and laboratory practice, content level, activity level, learning environment and laboratory manual. We evaluated seven different laboratories and generated recommendations based on our evaluation results.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134465760","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360593
B. Kouninef, R. Tlemsani, S. Rerbal, A. Lotfi
Social technology intersection indicates how a mobile device could facilitate communication and collaboration with many individuals and systems - the options available for social interaction using the technical capabilities of the mobile device to send SMS, call a friend, access the internet, etc. Mobile device is the beginning of something new in blended learning. Technology progress in the field of learning has evolved especially with the use of e-learning and now with the emergence of a new concept called m-learning due to mobile technologies, which are probably the most influential technology for teaching and learning in the next decade. Internet access remains inaccessible to most of our students. But almost all students have access to mobile technology. Nevertheless, the m-learning has some constraints in the use of mobile technologies such as the size of the screen which is too small for reading, battery life that is in constant progress but still low for e-learning applications, user interfaces that are not user-friendly on most mobile phones and diversity of mobile devices and the rapidly changing trends suggest producing “LMS mobiles” adaptable to a wide range of mobiles. To avoid redundancy in the reproduction of content that exists in the e-learning environment, we combined in this approach the use of mobile device in the blended learning to offer to our students the opportunity to be mobile and use the mobile as the medium of information. In this paper the benefits of mobile-learning and its use in the INTTIC's Moodle platform are presented. A new way to send information to different learners is developed, relying on the multimedia podcasting technology. This latter is still relatively new and not widely known.
{"title":"LMS INTTIC system using mobile technology and podcasting in blended learning","authors":"B. Kouninef, R. Tlemsani, S. Rerbal, A. Lotfi","doi":"10.1109/ICEELI.2012.6360593","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360593","url":null,"abstract":"Social technology intersection indicates how a mobile device could facilitate communication and collaboration with many individuals and systems - the options available for social interaction using the technical capabilities of the mobile device to send SMS, call a friend, access the internet, etc. Mobile device is the beginning of something new in blended learning. Technology progress in the field of learning has evolved especially with the use of e-learning and now with the emergence of a new concept called m-learning due to mobile technologies, which are probably the most influential technology for teaching and learning in the next decade. Internet access remains inaccessible to most of our students. But almost all students have access to mobile technology. Nevertheless, the m-learning has some constraints in the use of mobile technologies such as the size of the screen which is too small for reading, battery life that is in constant progress but still low for e-learning applications, user interfaces that are not user-friendly on most mobile phones and diversity of mobile devices and the rapidly changing trends suggest producing “LMS mobiles” adaptable to a wide range of mobiles. To avoid redundancy in the reproduction of content that exists in the e-learning environment, we combined in this approach the use of mobile device in the blended learning to offer to our students the opportunity to be mobile and use the mobile as the medium of information. In this paper the benefits of mobile-learning and its use in the INTTIC's Moodle platform are presented. A new way to send information to different learners is developed, relying on the multimedia podcasting technology. This latter is still relatively new and not widely known.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115426520","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360582
R. Malkawi, P. Davies
The development of computer skills by individuals of various ages and backgrounds in this age of mass digital technology has been phenomenal. By combining various digital technologies it is possible to provide the users with an enhanced interface that produces a more attractive, interactive and functional experience for them. Commercial programmes or authoring tools such as iMovie, PowerPoint and/or PhotoStory are not designed in accordance with pedagogical or andagogical purposes, for example not wizard based. The main hypothesis associated with this study is that, there are significant benefits to be accrued by the development or viewing of digital stories with regard to enhancing the learning and reflective processes of students within higher education. So the main aim of this study is to ascertain whether this hypothesis is true or not, and report upon the findings from utilising both qualitative and quantitative research methods. The issue the hypothesis tackles is not easy. To this effect there is a need to develop a Wizard-based digital storytelling tool that helps students develop reflective stories. The wizard, which is integrated with the story seven elements and encapsulate them, does not only provide technical guidance but more importantly it will direct and support the user in developing a digital story that meets the expectations and structure of what is considered to be appropriate. There are many technical barriers present in developing a digital story by non-computer literate individuals. The development of a user-friendly tool that supports the creation of these stories is a key component of this study. Tutors /students develop digital stories in different learning subject areas using the same prototype depending upon the users' needs and requirements. The initial work has concentrated upon the design of an appropriate `Wizard-based' digital story tool that supports both tutors and students in the development of stories. This tool incorporates the fundamental guidelines for the development of digital stories mapped to various media templates. It is both flexible and powerful making use of an asset library of media objects that can be retrieved by a metadata search engine and are then included within the digital story scenes.
{"title":"Integration of multi-media technologies to facilitate reflection and learning, particularly in the area of digital storytelling","authors":"R. Malkawi, P. Davies","doi":"10.1109/ICEELI.2012.6360582","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360582","url":null,"abstract":"The development of computer skills by individuals of various ages and backgrounds in this age of mass digital technology has been phenomenal. By combining various digital technologies it is possible to provide the users with an enhanced interface that produces a more attractive, interactive and functional experience for them. Commercial programmes or authoring tools such as iMovie, PowerPoint and/or PhotoStory are not designed in accordance with pedagogical or andagogical purposes, for example not wizard based. The main hypothesis associated with this study is that, there are significant benefits to be accrued by the development or viewing of digital stories with regard to enhancing the learning and reflective processes of students within higher education. So the main aim of this study is to ascertain whether this hypothesis is true or not, and report upon the findings from utilising both qualitative and quantitative research methods. The issue the hypothesis tackles is not easy. To this effect there is a need to develop a Wizard-based digital storytelling tool that helps students develop reflective stories. The wizard, which is integrated with the story seven elements and encapsulate them, does not only provide technical guidance but more importantly it will direct and support the user in developing a digital story that meets the expectations and structure of what is considered to be appropriate. There are many technical barriers present in developing a digital story by non-computer literate individuals. The development of a user-friendly tool that supports the creation of these stories is a key component of this study. Tutors /students develop digital stories in different learning subject areas using the same prototype depending upon the users' needs and requirements. The initial work has concentrated upon the design of an appropriate `Wizard-based' digital story tool that supports both tutors and students in the development of stories. This tool incorporates the fundamental guidelines for the development of digital stories mapped to various media templates. It is both flexible and powerful making use of an asset library of media objects that can be retrieved by a metadata search engine and are then included within the digital story scenes.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"36 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124509825","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360602
K. Belghith
In this paper, we present Roman Tutor, an intelligent tutoring simulator to train astronauts on manipulating the SSRMS, an articulated robot arm deployed on the International Space Station. Roman Tutor incorporates a model of the system operations curriculum, a kinematic simulation of the robotics equipment and the ISS, a high performance path planner and an automatic task demonstration generator. For each element of the curriculum that the student is supposed to master, Roman Tutor generates example tasks for the student to accomplish within the simulation environment and monitors its progression to provide relevant feedback when needed. Although motivated by the SSRMS application, Roman Tutor remains applicable to any telerobotics system application.
{"title":"Towards efficient autonomous training on telerobotic simulators","authors":"K. Belghith","doi":"10.1109/ICEELI.2012.6360602","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360602","url":null,"abstract":"In this paper, we present Roman Tutor, an intelligent tutoring simulator to train astronauts on manipulating the SSRMS, an articulated robot arm deployed on the International Space Station. Roman Tutor incorporates a model of the system operations curriculum, a kinematic simulation of the robotics equipment and the ISS, a high performance path planner and an automatic task demonstration generator. For each element of the curriculum that the student is supposed to master, Roman Tutor generates example tasks for the student to accomplish within the simulation environment and monitors its progression to provide relevant feedback when needed. Although motivated by the SSRMS application, Roman Tutor remains applicable to any telerobotics system application.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"205 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116389451","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360632
D. Appleby
The United States Congress enacted the No Child Left Behind Act (NCLB) of 2001 that had as its goal “every student be technologically literate by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability”1. The State of South Carolina's Department of Education, located in the southeastern region of the United States of America (USA), has developed and used a web-based, comprehensive, and evidence-basedtechnology proficiency system - The SC ePortfolio System - that forms the bedrock of South Carolina's plan for improving teaching and learning in the United States and ensuring that every South Carolina student is technologically proficient by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability2.
{"title":"SC ePortfolio System: Improving technology proficiency in South Carolina schools","authors":"D. Appleby","doi":"10.1109/ICEELI.2012.6360632","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360632","url":null,"abstract":"The United States Congress enacted the No Child Left Behind Act (NCLB) of 2001 that had as its goal “every student be technologically literate by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability”1. The State of South Carolina's Department of Education, located in the southeastern region of the United States of America (USA), has developed and used a web-based, comprehensive, and evidence-basedtechnology proficiency system - The SC ePortfolio System - that forms the bedrock of South Carolina's plan for improving teaching and learning in the United States and ensuring that every South Carolina student is technologically proficient by the time the student finishes the eighth grade, regardless of the student's race, ethnicity, gender, family income, geographic location, or disability2.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123422759","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360567
Lamiche Chaabane, Moussaoui Abdelouahab
The paper presents a study and an evaluation of a novel unsupervised segmentation technique based aggregation approach and some possibility theory concepts. Information provided by different sources of MR images is extracted and modeled separately in each one using MPFCM (Modified Possibilistic Fuzzy C-Means) algorithm, extracted data obtained are combined with an operator which can managing the uncertainty and ambiguity in the images and the final segmented image is constructed in decision step. The efficiency of the proposed method is demonstrated by segmentation experiments using simulated MR Images.
{"title":"Segmentation of MR images using multispectral fusion approach : A study and an evaluation","authors":"Lamiche Chaabane, Moussaoui Abdelouahab","doi":"10.1109/ICEELI.2012.6360567","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360567","url":null,"abstract":"The paper presents a study and an evaluation of a novel unsupervised segmentation technique based aggregation approach and some possibility theory concepts. Information provided by different sources of MR images is extracted and modeled separately in each one using MPFCM (Modified Possibilistic Fuzzy C-Means) algorithm, extracted data obtained are combined with an operator which can managing the uncertainty and ambiguity in the images and the final segmented image is constructed in decision step. The efficiency of the proposed method is demonstrated by segmentation experiments using simulated MR Images.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128370268","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360624
M. Yamada, Nobuaki Nishiyama, Yoshiko Goda
This study aims to develop and evaluate a CMC tool based on social presence. The tool consists of three parts: social presence mapping, chat display, and concept mapping, which combine to enhance social presence and encourage learning behavior, such as active discussion. Evaluated in terms of social presence and contribution to learning, each function of this system is shown to have a positive effect on learning. However, the results also highlight the necessity of developing a further function to enhance awareness of social presence.
{"title":"Effects of visualization of social interaction based on social presence theory: Formative evaluation of a prototype system","authors":"M. Yamada, Nobuaki Nishiyama, Yoshiko Goda","doi":"10.1109/ICEELI.2012.6360624","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360624","url":null,"abstract":"This study aims to develop and evaluate a CMC tool based on social presence. The tool consists of three parts: social presence mapping, chat display, and concept mapping, which combine to enhance social presence and encourage learning behavior, such as active discussion. Evaluated in terms of social presence and contribution to learning, each function of this system is shown to have a positive effect on learning. However, the results also highlight the necessity of developing a further function to enhance awareness of social presence.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128539647","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360630
S. Badr, F. Bayoumi, G. Darwesh
Electronic learning has produced a comfortable, sophisticated, interactive and adaptable teaching model. Moreover, the consistent technical progress in this field allows the development of increasingly interesting applications [1]. We chose to select those elements to create an e-learning environment. This paper presents a model of the multi-tiered e-learning system based on Web Services. It shows architecture for implementing e-learning environment by taking into account quality of service (QoS) requirements namely traffic dropped, traffic received and packet end to end delay. However, there exists no known simulation approach on how to deploy a popular real-time network service such as e-learning system. This paper offers remarkable details on how to model and configure OPNET for such a purpose. The study has been carried out using OPNET IT Guru on 3 scenarios are suggested first before enabling any QoS mechanism at the routers, second apply class based weighted fair queuing using low latency queue (CBWFQ-LLQ) for video traffic and last scenario apply CBWFQ-LLQ for voice. The simulation results show that CBWFQ with LLQ for Voice Traffic has a superior quality than the other techniques. This model was tested with different number of learners. Results indicate that improvements caused by traffic differentiation, become more significant as the number of users increases.
电子学习产生了一种舒适、复杂、互动和适应性强的教学模式。此外，该领域的持续技术进步允许开发越来越有趣的应用[1]。我们选择了这些元素来创建一个电子学习环境。提出了一种基于Web Services的多层电子学习系统模型。通过考虑服务质量(QoS)要求，即流量丢弃、流量接收和数据包端到端延迟，展示了实现电子学习环境的体系结构。然而，如何部署流行的实时网络服务，如电子学习系统，目前还没有已知的仿真方法。本文提供了关于如何为此目的建模和配置OPNET的重要细节。该研究使用OPNET IT Guru在三种场景下进行，首先在路由器上启用任何QoS机制之前，第二种场景采用基于类的加权公平队列，使用低延迟队列(CBWFQ-LLQ)用于视频流量，最后一种场景采用CBWFQ-LLQ用于语音流量。仿真结果表明，带LLQ的CBWFQ对话音流量的处理质量优于其他技术。用不同数量的学习者对该模型进行了测试。结果表明，随着用户数量的增加，流量分化带来的改善变得更加显著。
{"title":"Simulation-based performance evaluation of queuing for e-learning real time system","authors":"S. Badr, F. Bayoumi, G. Darwesh","doi":"10.1109/ICEELI.2012.6360630","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360630","url":null,"abstract":"Electronic learning has produced a comfortable, sophisticated, interactive and adaptable teaching model. Moreover, the consistent technical progress in this field allows the development of increasingly interesting applications [1]. We chose to select those elements to create an e-learning environment. This paper presents a model of the multi-tiered e-learning system based on Web Services. It shows architecture for implementing e-learning environment by taking into account quality of service (QoS) requirements namely traffic dropped, traffic received and packet end to end delay. However, there exists no known simulation approach on how to deploy a popular real-time network service such as e-learning system. This paper offers remarkable details on how to model and configure OPNET for such a purpose. The study has been carried out using OPNET IT Guru on 3 scenarios are suggested first before enabling any QoS mechanism at the routers, second apply class based weighted fair queuing using low latency queue (CBWFQ-LLQ) for video traffic and last scenario apply CBWFQ-LLQ for voice. The simulation results show that CBWFQ with LLQ for Voice Traffic has a superior quality than the other techniques. This model was tested with different number of learners. Results indicate that improvements caused by traffic differentiation, become more significant as the number of users increases.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"20 3-4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128156696","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360683
Hadhemi Achour, W. B. Abdessalem
As a result of ICT development and the increasingly growing use of the Internet in particular, practices of language teaching and learning are about to evolve significantly. Our study focuses on the Arabic language, and aims to explore and evaluate Arabic language learning websites. To reach these goals, we propose in a first step, to define an evaluation model, based on a set of criteria for assessing the quality of websites dedicated to teaching and learning Arabic. We subsequently apply our model on a set of Arabic sites available on the web and give an assessment of these web sites. We finally discuss their strengths and limitations.
{"title":"An evaluation of Arabic language learning websites","authors":"Hadhemi Achour, W. B. Abdessalem","doi":"10.1109/ICEELI.2012.6360683","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360683","url":null,"abstract":"As a result of ICT development and the increasingly growing use of the Internet in particular, practices of language teaching and learning are about to evolve significantly. Our study focuses on the Arabic language, and aims to explore and evaluate Arabic language learning websites. To reach these goals, we propose in a first step, to define an evaluation model, based on a set of criteria for assessing the quality of websites dedicated to teaching and learning Arabic. We subsequently apply our model on a set of Arabic sites available on the web and give an assessment of these web sites. We finally discuss their strengths and limitations.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125395109","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}
Pub Date : 2012-07-01DOI: 10.1109/ICEELI.2012.6360638
R. Millham, D. Moore, J. Millham
This paper introduces an emerging (research-in-progress) creative computing prototype, refined iteratively through user feedback, to retrieve and display information regarding a historical timeline composition of a town, in particular a Canadian prairie town. The purpose of this prototype is to use the advantages of creative computing, by means of multi-dimensional visual and aural content within an n-tier system of historical period layers, to provide an interactive, multiple style (visual, textual, and aural) approach to education, notably the teaching of the developmental history of a small town with the significant historical factors affecting it. As part of the iterative development approach of the prototype and to ensure that the historical context was conveyed adequately to the user, a series of usability studies were conducted using a small but representative group of users. The feedback from these usability studies helped direct and validate the refinement of the prototype to enable it to convey its historical composition's content to the user/learner more effectively.
{"title":"History education through creative computing: Multi-dimensional views and interactive navigation of the historical development of a town","authors":"R. Millham, D. Moore, J. Millham","doi":"10.1109/ICEELI.2012.6360638","DOIUrl":"https://doi.org/10.1109/ICEELI.2012.6360638","url":null,"abstract":"This paper introduces an emerging (research-in-progress) creative computing prototype, refined iteratively through user feedback, to retrieve and display information regarding a historical timeline composition of a town, in particular a Canadian prairie town. The purpose of this prototype is to use the advantages of creative computing, by means of multi-dimensional visual and aural content within an n-tier system of historical period layers, to provide an interactive, multiple style (visual, textual, and aural) approach to education, notably the teaching of the developmental history of a small town with the significant historical factors affecting it. As part of the iterative development approach of the prototype and to ensure that the historical context was conveyed adequately to the user, a series of usability studies were conducted using a small but representative group of users. The feedback from these usability studies helped direct and validate the refinement of the prototype to enable it to convey its historical composition's content to the user/learner more effectively.","PeriodicalId":398065,"journal":{"name":"International Conference on Education and e-Learning Innovations","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125516400","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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