Mining and setting up semantic relations between learning resources is an important premise to achieve effective learning resource organization, and is also an important basis for deep integration and sharing. To work out the knowledge correlations among the massive volume of learning resources, it is not enough and difficult to implement that only base on machines, because it requires full understanding of the relevant concepts, knowledge relationships, as well as specific domain knowledge, which is hard for machines. This paper studies the common methods of semantic correlation of learning resources, and proposes a knowledge correlation model based on the wisdom of crowds and design a learning Resource Correlation system. The system makes full use of human subjective initiative and elaborately solves the semantic problem of knowledge which is hard to understand for machines. And more, it can effectively aggregate all relation marking and comments submitted by the users to reasonable results.
{"title":"Learning Resource Correlation Mining Based on the Wisdom of Crowds","authors":"Xu Du, Shuai Xu, Hao Li, Juan Yang","doi":"10.1109/EITT.2017.61","DOIUrl":"https://doi.org/10.1109/EITT.2017.61","url":null,"abstract":"Mining and setting up semantic relations between learning resources is an important premise to achieve effective learning resource organization, and is also an important basis for deep integration and sharing. To work out the knowledge correlations among the massive volume of learning resources, it is not enough and difficult to implement that only base on machines, because it requires full understanding of the relevant concepts, knowledge relationships, as well as specific domain knowledge, which is hard for machines. This paper studies the common methods of semantic correlation of learning resources, and proposes a knowledge correlation model based on the wisdom of crowds and design a learning Resource Correlation system. The system makes full use of human subjective initiative and elaborately solves the semantic problem of knowledge which is hard to understand for machines. And more, it can effectively aggregate all relation marking and comments submitted by the users to reasonable results.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"205 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123381730","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}
Terumi Yoneda, Kimiwa Itami, Osamu Yasuhara, K. Seki, Yoshino Kawabata, T. Maesako, Li Zhe
Novice nurses with little professional experience tend to feature frequently in reported medical accidents and near-miss incidents in Japanese healthcare facilities. According to our previous survey, approximately 40% to 70% of nursing students experience near-miss incidents during their clinical training. Many of these incidents in nursing settings occur while providing assistance for wheelchair transfer or bathing. Fostering observational skills to enable accurate risk area identification is a requirement from the stage of basic education for the provision of safe medical care to patients. In the present study, we devised and implemented experimental learning aimed at first-year nursing students that incorporated medical accident reenactments and simulations using simulated patients. The results showed significant post-learning increases in both subjective understanding and the frequency of risk area identification, suggesting that experimental learning improves nursing student comprehension and skill in responding to perceived risks.
{"title":"Changes in Subjective Understanding of an Accident and Risk Awareness in First-Year Nursing Students Following Medical Accident Simulation-Based Experimental Learning","authors":"Terumi Yoneda, Kimiwa Itami, Osamu Yasuhara, K. Seki, Yoshino Kawabata, T. Maesako, Li Zhe","doi":"10.1109/eitt.2017.46","DOIUrl":"https://doi.org/10.1109/eitt.2017.46","url":null,"abstract":"Novice nurses with little professional experience tend to feature frequently in reported medical accidents and near-miss incidents in Japanese healthcare facilities. According to our previous survey, approximately 40% to 70% of nursing students experience near-miss incidents during their clinical training. Many of these incidents in nursing settings occur while providing assistance for wheelchair transfer or bathing. Fostering observational skills to enable accurate risk area identification is a requirement from the stage of basic education for the provision of safe medical care to patients. In the present study, we devised and implemented experimental learning aimed at first-year nursing students that incorporated medical accident reenactments and simulations using simulated patients. The results showed significant post-learning increases in both subjective understanding and the frequency of risk area identification, suggesting that experimental learning improves nursing student comprehension and skill in responding to perceived risks.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126390145","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}
With the rapid development of information technology, network learning resources are becoming more and more abundant. The increasingly large learning resources satisfy people's need for information. However due to the diversity and heterogeneity of the repositories, it is a challenge to integrate the learning resources to provide users with a unified retrieval. This paper proposes an architecture and implementation scheme for heterogeneous learning resource databases fusing based on meta-data mapping. The system integrates multiple databases and enables transparent access to repositories. The scheme mainly includes data element mapping mechanism, cross indexing mechanism, cross-database retrieval mechanism, and results filtering mechanism.
{"title":"Heterogeneous Learning Resources Integration and Cross-Database Retrieval","authors":"Jiamin Liu, Xu Du, Hao Li, Juan Yang","doi":"10.1109/EITT.2017.88","DOIUrl":"https://doi.org/10.1109/EITT.2017.88","url":null,"abstract":"With the rapid development of information technology, network learning resources are becoming more and more abundant. The increasingly large learning resources satisfy people's need for information. However due to the diversity and heterogeneity of the repositories, it is a challenge to integrate the learning resources to provide users with a unified retrieval. This paper proposes an architecture and implementation scheme for heterogeneous learning resource databases fusing based on meta-data mapping. The system integrates multiple databases and enables transparent access to repositories. The scheme mainly includes data element mapping mechanism, cross indexing mechanism, cross-database retrieval mechanism, and results filtering mechanism.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126580008","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 project seeks to establish a measurement system that uses physiological indicators to reflect learning efficiency and changes in mental state during instruction. For this study, we have chosen two indicators: the maximal largest Lyapunov exponent (LLE) and the autonomic nervous balance (ANB). The former indicates degrees of stress and change in the individual, while the latter controls organ movement and reflects one's stress state. Both are measured via pulse waves and are obtained through nonlinear calculation. Three students were observed during a 4-6 hour period of learning, during which time pulse waves were measured every 1-2 hours to enable changes in the two indicators to be recorded. The results show that the LLE declines as the study period progresses, while ANB levels fluctuate.
{"title":"Exploring the Use of Pulse Waves as Psychological Indicators in Learning","authors":"Yuyu Hu, Z. Li, M. Oyama-Higa, E. Miyoshi","doi":"10.1109/EITT.2017.80","DOIUrl":"https://doi.org/10.1109/EITT.2017.80","url":null,"abstract":"This project seeks to establish a measurement system that uses physiological indicators to reflect learning efficiency and changes in mental state during instruction. For this study, we have chosen two indicators: the maximal largest Lyapunov exponent (LLE) and the autonomic nervous balance (ANB). The former indicates degrees of stress and change in the individual, while the latter controls organ movement and reflects one's stress state. Both are measured via pulse waves and are obtained through nonlinear calculation. Three students were observed during a 4-6 hour period of learning, during which time pulse waves were measured every 1-2 hours to enable changes in the two indicators to be recorded. The results show that the LLE declines as the study period progresses, while ANB levels fluctuate.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121835465","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}
Yushun Li, Lin Qun, Chunlan Qian, Shuxia Zhao, Li Pan
ICT in Education has become a strategic supporting force for the reform and development of national education. In this period, the most important thing to do is to recognize, understand and construct an "ICT-enabled Classroom" which means transforming the traditional classrooms into interactive learning environment. With increasingly more mobile terminals being employed in educational context, teaching has undergone great changes, which makes it as one key issue to construct, develop and apply a new classroom evaluation model so as to foster the ICT in Education in China. The purpose of this design-based study is to develop an initial "TPOCME Deep Classroom" model (TPOCME, Higher-order Thinking, Classroom Participation, Openness of Educational System, Cooperative Learning, Meaningful Learning, Effectiveness of Technology Use), to evaluate a classroom in ICT-enriched environment through four-round iterative processes. It can be used to evaluate the effectiveness of technology integration in classroom teaching and help educators to have a profound and comprehensive understanding of the integration of ICT in education in mobile Internet era.
{"title":"Research on Evaluation Model for Interactive Classroom Enabled with Mobile Terminals","authors":"Yushun Li, Lin Qun, Chunlan Qian, Shuxia Zhao, Li Pan","doi":"10.1109/EITT.2017.41","DOIUrl":"https://doi.org/10.1109/EITT.2017.41","url":null,"abstract":"ICT in Education has become a strategic supporting force for the reform and development of national education. In this period, the most important thing to do is to recognize, understand and construct an \"ICT-enabled Classroom\" which means transforming the traditional classrooms into interactive learning environment. With increasingly more mobile terminals being employed in educational context, teaching has undergone great changes, which makes it as one key issue to construct, develop and apply a new classroom evaluation model so as to foster the ICT in Education in China. The purpose of this design-based study is to develop an initial \"TPOCME Deep Classroom\" model (TPOCME, Higher-order Thinking, Classroom Participation, Openness of Educational System, Cooperative Learning, Meaningful Learning, Effectiveness of Technology Use), to evaluate a classroom in ICT-enriched environment through four-round iterative processes. It can be used to evaluate the effectiveness of technology integration in classroom teaching and help educators to have a profound and comprehensive understanding of the integration of ICT in education in mobile Internet era.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125979176","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 reviews the role of the technology of education at university for a student studying Mandarin Chinese. It describes and discusses how and why various technologies are used to support teaching and learning and how technology can be helpful to motivate international students to learn Mandarin Chinese. Furthermore, to satisfy international students learning a foreign language has always been a passion for numerous people around the globe and learning Mandarin Chinese without motivation or satisfaction cannot yield satisfactory results. In this research 150 international students from over 90 countries from Europe, Africa, Asia, America, and Australia participated in order to determine if technology of education has any significance on teaching a new language to foreigners, in this case Mandarin Chinese at Northeast Normal University, Changchun, People's Republic of China. The importance of this research is its practical value - to investigate the importance of motivation and satisfaction to students in their studies. Educators strive towards implementing technology in education without focusing on adapting this technology to suit their students' specific needs.
{"title":"Motivation and Satisfaction of International Student Studying Chinese Language with Technology of Education","authors":"Oubibi Mohamed, Zhao Wei","doi":"10.1109/EITT.2017.73","DOIUrl":"https://doi.org/10.1109/EITT.2017.73","url":null,"abstract":"This paper reviews the role of the technology of education at university for a student studying Mandarin Chinese. It describes and discusses how and why various technologies are used to support teaching and learning and how technology can be helpful to motivate international students to learn Mandarin Chinese. Furthermore, to satisfy international students learning a foreign language has always been a passion for numerous people around the globe and learning Mandarin Chinese without motivation or satisfaction cannot yield satisfactory results. In this research 150 international students from over 90 countries from Europe, Africa, Asia, America, and Australia participated in order to determine if technology of education has any significance on teaching a new language to foreigners, in this case Mandarin Chinese at Northeast Normal University, Changchun, People's Republic of China. The importance of this research is its practical value - to investigate the importance of motivation and satisfaction to students in their studies. Educators strive towards implementing technology in education without focusing on adapting this technology to suit their students' specific needs.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129018153","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}
In 2005, Koehler and Mishra proposed the TPACK framework to help teachers for better understanding "when information technology (ICT) should be integrated into classroom teaching". In the research of information technology integration of classroom teaching, TPACK framework is a good reference frame. It is helpful to understand the teachers' level of TPACK to guide them for better integration of information technology and curriculum. In addition, research shows that teachers' beliefs are the key factors affecting the teacher's teaching behavior, and teachers beliefs on the application of information technology is likely to influence the level of TPACK. This paper is based on the existing research, using the form of questionnaire to research the division theory of teacher's belief and TPACK, it's helpful for researching the relationship between teachers and the level of TPACK and their teaching beliefs. This study analyzes the TPACK level and teaching beliefs of teachers by the average number of quantitative, and through the Pearson coefficient of analysis of the relationship between TPACK levels and the teaching beliefs of teacher's team, positively related to teaching beliefs of teachers and demonstrates the level of TPACK.
{"title":"Relationships of TPACK and Beliefs of Primary and Secondary Teachers in China","authors":"Zixuan Liang, Yining Wang, Hai Zhang, Liu He","doi":"10.1109/eitt.2017.16","DOIUrl":"https://doi.org/10.1109/eitt.2017.16","url":null,"abstract":"In 2005, Koehler and Mishra proposed the TPACK framework to help teachers for better understanding \"when information technology (ICT) should be integrated into classroom teaching\". In the research of information technology integration of classroom teaching, TPACK framework is a good reference frame. It is helpful to understand the teachers' level of TPACK to guide them for better integration of information technology and curriculum. In addition, research shows that teachers' beliefs are the key factors affecting the teacher's teaching behavior, and teachers beliefs on the application of information technology is likely to influence the level of TPACK. This paper is based on the existing research, using the form of questionnaire to research the division theory of teacher's belief and TPACK, it's helpful for researching the relationship between teachers and the level of TPACK and their teaching beliefs. This study analyzes the TPACK level and teaching beliefs of teachers by the average number of quantitative, and through the Pearson coefficient of analysis of the relationship between TPACK levels and the teaching beliefs of teacher's team, positively related to teaching beliefs of teachers and demonstrates the level of TPACK.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"323 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124295193","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}
Technological Pedagogical Content Knowledge (TPACK) is considered to be a reinterpretation of teacher's knowledge structure and is a reform in traditional Pedagogical Content Knowledge (PCK). Since teachers are performers and users of this change, their emotional attitude toward this reform may affect their TPACK level. In the paper, it is introduced that Hall's theory of stages of concern in TPACK research. Also it is explored that relationships between TPK and TPACK. In the paper, a series of investigations and studies were conducted on undergraduates and postgraduate students whose major are educational technology in Northeast Normal University, when they complete their educational practice. Results show that, firstly, information technology pre-service teachers are different in using technical teaching when they are in their stages of concern. Secondly, seven kinds of knowledge elements owned by them basically can meet teaching needs in practice. Finally, there is a certain correlation between their stages of concern and its TPACK level.
{"title":"Study of Relationship between Pre-Service Information Technology Teacher and TPACK","authors":"Dongxue Li, Xuzhen Yang, Hai Zhang, Yining Wang","doi":"10.1109/EITT.2017.19","DOIUrl":"https://doi.org/10.1109/EITT.2017.19","url":null,"abstract":"Technological Pedagogical Content Knowledge (TPACK) is considered to be a reinterpretation of teacher's knowledge structure and is a reform in traditional Pedagogical Content Knowledge (PCK). Since teachers are performers and users of this change, their emotional attitude toward this reform may affect their TPACK level. In the paper, it is introduced that Hall's theory of stages of concern in TPACK research. Also it is explored that relationships between TPK and TPACK. In the paper, a series of investigations and studies were conducted on undergraduates and postgraduate students whose major are educational technology in Northeast Normal University, when they complete their educational practice. Results show that, firstly, information technology pre-service teachers are different in using technical teaching when they are in their stages of concern. Secondly, seven kinds of knowledge elements owned by them basically can meet teaching needs in practice. Finally, there is a certain correlation between their stages of concern and its TPACK level.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124515711","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}
In order to realize the relevance and visualization of knowledge, this paper presented a teaching aid system to visu-alize the knowledge points of foreign language, and described the verified system function through teaching practices. First, we constructed a teaching aid system with knowledge visualization function. i.e., the system visualized the relevance between knowl-edges and dynamically presented and compared between knowledge points by knowledge map. Second, we built a foreign language knowledge database that includes the needed grammars and vocabularies, and then created a technical knowledge map for knowledge relevance. Finally, we applied the system to teaching practice. Through the investigation of the understanding de-grees of knowledge points and the analysis of questionnaires, we found that the system effectively promoted the relevance and reconstruction of knowledge points, deepened the understanding and communication, so as that promoted the learning initiative of students.
{"title":"Construction and Application of Foreign Language Teaching Aid System Based on Knowledge Visualization","authors":"Z. Li, Kai Wang, T. Maesako, Hai Zhang, Juan Li","doi":"10.1109/eitt.2017.72","DOIUrl":"https://doi.org/10.1109/eitt.2017.72","url":null,"abstract":"In order to realize the relevance and visualization of knowledge, this paper presented a teaching aid system to visu-alize the knowledge points of foreign language, and described the verified system function through teaching practices. First, we constructed a teaching aid system with knowledge visualization function. i.e., the system visualized the relevance between knowl-edges and dynamically presented and compared between knowledge points by knowledge map. Second, we built a foreign language knowledge database that includes the needed grammars and vocabularies, and then created a technical knowledge map for knowledge relevance. Finally, we applied the system to teaching practice. Through the investigation of the understanding de-grees of knowledge points and the analysis of questionnaires, we found that the system effectively promoted the relevance and reconstruction of knowledge points, deepened the understanding and communication, so as that promoted the learning initiative of students.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132308068","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}
Taiichiro Okubayashi, Spence Zaorski, Osamu Morikawa, T. Maesako
The purpose of this study is to investigate the effects of giving a presentation in a "HyperMirror" (HM) environment (a shared virtual space), i.e., is it easier to give a presentation in a shared virtual space or in a real-world classroom. HM is a special type of videoconferencing system that has been used successfully for distance learning. With HM, everyone appears in the same video image; in other words, everyone appears as though they are in the same room. The HM video image is created from superimposing the video of people and shared objects from one site on the video of the other site or superimposing the videos of people and shared objects from both sites on separate shared video and/or images, such as PowerPoint slides from a computer. In addition, HM allows physical communication and promotes deeper understanding by allowing participants to "share" and "interact" with each other and objects in local and remote sites. When presenting in a HM environment, participants stand in front of the PowerPoint slides and can point to different parts of a slide without moving around because the image of the presenter is overlaid on the PowerPoint slide. We carried out a distance learning project on July 27, 2012 between middle schools in Nara, Japan and Singapore success. A questionnaire given afterwards to the Singaporean participants revealed most of them felt comfortable with presenting in the HM environment.
{"title":"The Effects of Presenting in HyperMirror","authors":"Taiichiro Okubayashi, Spence Zaorski, Osamu Morikawa, T. Maesako","doi":"10.1109/EITT.2017.87","DOIUrl":"https://doi.org/10.1109/EITT.2017.87","url":null,"abstract":"The purpose of this study is to investigate the effects of giving a presentation in a \"HyperMirror\" (HM) environment (a shared virtual space), i.e., is it easier to give a presentation in a shared virtual space or in a real-world classroom. HM is a special type of videoconferencing system that has been used successfully for distance learning. With HM, everyone appears in the same video image; in other words, everyone appears as though they are in the same room. The HM video image is created from superimposing the video of people and shared objects from one site on the video of the other site or superimposing the videos of people and shared objects from both sites on separate shared video and/or images, such as PowerPoint slides from a computer. In addition, HM allows physical communication and promotes deeper understanding by allowing participants to \"share\" and \"interact\" with each other and objects in local and remote sites. When presenting in a HM environment, participants stand in front of the PowerPoint slides and can point to different parts of a slide without moving around because the image of the presenter is overlaid on the PowerPoint slide. We carried out a distance learning project on July 27, 2012 between middle schools in Nara, Japan and Singapore success. A questionnaire given afterwards to the Singaporean participants revealed most of them felt comfortable with presenting in the HM environment.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128190220","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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