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  • Augmented Physical SpacesThe introduction of technologies in physical educational spaces has brought new possibilities to education that are transforming learning experiences. Computational artefacts have moved from being conceived as a means to support distance communication to be elements embedded in augmented physical spaces that can enrich face-to-face learning experiences (Suthers, 2005; Dillenbourg et al., 2009).Augmented physical educational spaces go beyond the desktop computing by using interactive artefacts and computing facilities derived from: tangible user interfaces, ubiquitous computing and augmented reality. In tangible user interfaces a person interacts with digital information through the physical environment. This type of interaction involves explicit contact with the computing artefacts (Arroyo et al., 2010; Bachour et al., 2010). Ubiquitous computing deals with situating and embedding devices (QR codes, RFID, location-aware services...) within a space so that computational power is available everywhere (light-weight objects, roomware, mobile phones, ...) and the interaction with the devices is mediated through this space (Roschelle & Pea, 2002; Muñoz-Organero, 2010). The devices can incorporate sensors, actuators or both, and can also be network linked. These tangible and ubiquitous devices are augmenting the reality, in the sense that they overlay and add digital information to real objects or integrate computer power into them (Dillenbourg et al., 2009).Solving the orchestration of learning activities in augmented physical spaces has been tackled with wireless communication in the classroom so that teachers can control the use of handhelds by their students, or with interactive furniture able to support collaborative learning awareness and assessment (Mäkitalo-Siegl et al, 2010). However, these proposals only solve partial orchestration problems and they only address a single physical space (the classroom). Open issues must be tackled to support the coordination and monitoring of flows of activities that use heterogeneous computing facilities and that occur in combinations of physical spaces.
  • TransitionsThis project aims to provide support for the design and enactment of orchestrated learning settings involving augmented physical spaces linked with virtual 3D worlds and web spaces. The support will include educational designer-centred tools for the authoring of orchestrated ubiquitous learning, and hardware and software components that will enable the management of flows of learning activities that require the coordinated configuration of objects in virtual and physical spaces, including augmented reality and tangible objects. These components will allow the flow of information between spaces and the tracking and collection of students’ interactions to support monitoring, adaptation of the ubiquitous learning process and its assessment.Specific Objectives of UPF1. To contribute to a framework for the orchestration of educational scenarios carried out in augmented physical spaces embedding ubiquitious computing and tangible artifacts, with the following issues:1a. Design of orchestrated learning and asessment processes.1b. Managing the orchestration of the activity and enabling the data flow.1c. Need for monitoring and adaptability of the orchestration.2. To provide software and hardware support for the designer-centred authoring of orchestrated ubiquitous learning, and for the enactment of flows of learning activities that require the coordinated configuration of objects in physical and virtual EEE spaces, including ubiquitous computing and tangible artifacts. 3. To contribute to the provision of technological support to transfer activity state, data and interaction information between augmented physical spaces and Web VLE or 3D virtual spaces.4. To contribute to define methods for the evaluation of ubiquitous learning that take into account the learners’ activities and interactions mediated by augmented and tangible artifacts in physical environments, as part of an orchestrated learning flow involving also activities in VLE and 3D worlds.5. To participate in the design, implementation and evaluation of pilot experiences that use orchestrated elements between augmented physical spaces and other reflected spaces (VLE and 3D spaces).
  • Al principio le falta lo que hemos estado haciendo o hacemos actualmente; pero supongo que eso lo cuentas como parte de Learn3?De todas formas, y sin desviar, creo que sería conveniente decir algo de que Javi trabaja en juegos, Jonathan en ontologías, Pati en evaluación (y que esas cosas entrarán a jugar un rol - y quizá otras cosas que aparezcan por 'serendipity').
  • Ldshake + 4sppices + questinsitu- Modelar el flujo de actividades de juegos con objetos fisicos/tangibles de forma que las acciones tengan un impacto o se puedan representar de forma análoga en el mundo virtual (en Computer Games).- Modelar la cominucación entre juegos con objetos tangibles y juegos virtuales de manera que se pueda establecer una comunicación bidireccional.- Modelaje/Integración de pistas virtuales en el mundo real (en objetos tangibles)
  • Reflection of objects vs. transitions across spaces

Upf eee-davinia@ws-valladolid2011 Upf eee-davinia@ws-valladolid2011 Presentation Transcript

  • GTI Group de tecnologies interactives http://gti.upf.edu Starting EEE project Interactive Technologies Group http://gti.upf.edu UniversitatPompeuFabra Barcelona, Spain davinia.hernandez at upf.edu
  • GTI Group de tecnologies interactives http://gti.upf.edu Content• Main focus of the subproject• Some suggested lines of work (UPF perspective)
  • GTI Group de tecnologies interactives http://gti.upf.edu Main focus of the subproject• Provide support for design and enactment of orchestrated learning settings involving augmented physical spaces linked with virtual 3D worlds and web spaces: • include educational designer-centred tools for the authoring of orchestrated ubiquitous learning, • hardware and software components that will enable the management of flows of learning activities that require the coordinated configuration of objects in virtual and physical spaces.
  • GTI Group de tecnologies interactives http://gti.upf.edu Current work …
  • GTI Group de tecnologies interactives http://gti.upf.edu Some suggested lines of work1. Extending the Signal Orchestration System (SOS)2. Linking SOS with other spaces3. Physical objects supporting activities, with a reflection in the digital space (e.g., educational reflected games)4. Linking SOS with physical objects supporting activities5. LdShake: integrative platform multiple editors (also with 4SPPIces, and QuesTInSitu), intelligent support, publishing designs to multiple spaces6. Further exploring the “Learning / Assessment in Situ”…
  • GTI Group de tecnologies interactives http://gti.upf.edu Some suggested lines of work1. Extending the Signal Orchestration System (SOS) • Signals from devices to manager, devices for objects and spaces…2. Linking SOS with other spaces • See idea presented in the AcrossSpaces workshop (“Group formation in learning flow activities across virtual and physical spaces”)3. Physical objects supporting activities, with a reflection in the digital space (e.g., educational reflected games) • E.g. Games can be started in a physical space and finished virtually • E.g., Activity with the physical objects is tracked, so that the following activity is configured according to the actions in the physical space4. Linking SOS with physical objects supporting activities • Orchestration aspects vary according to the actions in the physical space5. LdShake: multiple editors (4SPPIces, QuesTInSitu), intelligent support, publishing designs to multiple spaces6. Further exploring “learning /assessment in situ”…