2011 04-04 (educon2011) emadrid cdkloos uc3m towards parallel educational worlds
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2011 04-04 (educon2011) emadrid cdkloos uc3m towards parallel educational worlds

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2011 04-04

2011 04-04
(educon2011)
emadrid
cdkloos
uc3m
towards parallel educational worlds

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2011 04-04 (educon2011) emadrid cdkloos uc3m towards parallel educational worlds 2011 04-04 (educon2011) emadrid cdkloos uc3m towards parallel educational worlds Presentation Transcript

  • Towards Parallel Educational Worlds Carlos Delgado Kloos , Carmen Fernández-Panadero, Mª Blanca Ibáñez, Mario Muñoz, Abelardo Pardo Universidad Carlos III de Madrid www.it.uc3m.es/cdk www.emadridnet.org
  • Outline
    • 1. Introduction
    • 2. Linking physical and virtual worlds
    • 3. Learning objects in physical and virtual worlds
    • 4. Assessment in physical and virtual worlds
    • 5. Learning activities in physical and virtual worlds
    • 6. Conclusions
    EDUCON, 2011-04-04 Amman, Jordan
  • 1. Introduction
    • Educational material and activities are being digitized
    • Technology is now offering possibilities to mix physical and digital elements with a finer granularity then in blended learning
    • Learning descriptions (specifications and standards)
      • too web-oriented
      • still not adapted to the new mixed possibilities
    • How to define learning processes in an abstract way, leaving the concrete details of enactment open
    Amman, Jordan EDUCON, 2011-04-04
  • Example: Augmented Reality
    • Superimposition of text, images or 3D models
    Amman, Jordan EDUCON, 2011-04-04
  • Example: Virtual Reality
    • 3D modelling of the real world, imaginary, augmented, or mediated worlds
    Amman, Jordan EDUCON, 2011-04-04
  • Learning in the Physical World
    • Actors
      • Learners
      • Instructors
      • Co-learners
    • Content
      • Educational material (documents, images, videos)
      • Tangibles
    • Context
      • Environment (class, etc.)
    Amman, Jordan EDUCON, 2011-04-04
  • Moving Elements to the Virtual
    • Educational material ( Content )
      • Documents
      • Images
      • Videos
    • Personal information ( Actors )
      • Personal data
      • Relationships (social graph)
      • Presence info
      • Activities
    Amman, Jordan EDUCON, 2011-04-04
  • From III via WWW to GGG Amman, Jordan III WWW GGG EDUCON, 2011-04-04
  • WWW (World Wide Web): Images of Documents Amman, Jordan Works without electricity Burnable to make fire Perfectly copiable Searchable EDUCON, 2011-04-04
  • GGG (Giant Global Graph): Images of Persons Amman, Jordan EDUCON, 2011-04-04
  • Actors : Parallel Identities Amman, Jordan EDUCON, 2011-04-04
  • Environment Amman, Jordan EDUCON, 2011-04-04
  • Parallel Worlds Amman, Jordan EDUCON, 2011-04-04 Real, physical Virtual, digital
  • Milgram’s Continuum
    • Paul Milgram, H. Takemura, A. Utsumi, F. Kishino: Augmented Reality: A class of displays on the reality-virtuality continuum . SPIE, vol. 2351, pp. 282-292 (1994)
    • etclab.mie.utoronto.ca/publication/1994/Milgram_Takemura_SPIE1994.pdf
    Amman, Jordan EDUCON, 2011-04-04
  • 4. How to link these worlds? Amman, Jordan EDUCON, 2011-04-04 Real, physical Virtual, digital
  • How to Link Physical and Virtual Worlds?
    • Geo-location
    • Graphic tags: QR, LLA codes, etc.
    • Electronic tags: RFID, NFC
    • Recognition in the visible, IR, or ultrasound spectrum
    • 2D or 3D projections
    • Holography
    Amman, Jordan EDUCON, 2011-04-04
  • Geo-location
    • Global Positioning System (GPS)
      • For position
      • Works only in the open
    • Internal compass
      • For direction
    Amman, Jordan EDUCON, 2011-04-04
  • Text Tags
    • Text
      • Geographical coordinates
      • Context info
      • URL
    Amman, Jordan EDUCON, 2011-04-04
  • Graphic Tags
    • Several Standards
      • QR codes
      • LLA markers
      • AR markers
    • Readable content
      • Text
      • Business card info
      • Positioning info
      • URL
    Amman, Jordan EDUCON, 2011-04-04
  • Electronic Tags
    • RFID (Radio Frequency Identification)
      • Bluetooth
      • NFC (Near Field Communications)
      • Bluetooth Low Energy
    • Readable and writable content
      • Payment
      • Tracking
    Amman, Jordan EDUCON, 2011-04-04
  • Recognition
    • Visible spectrum
      • Camspace
    • Infrared spectrum
      • Nintendo Wii
    • Ultrasound spectrum
      • Sensitive objects
    • Combination
      • Microsoft Kinect
    Amman, Jordan EDUCON, 2011-04-04
  • Holography
    • 3D light field scattered by an object is registered and then reconstructed
    • E.g. Holovizio
      • generates all the light beams to make the 3D view of the displayed object visible in the whole field of view
      • Views from different perspectives
      • No goggles needed
      • Video possible
    Amman, Jordan EDUCON, 2011-04-04
    • Learning Object (LO):
      • “ any entity, digital or non-digital , that may be used for learning, education or training” (IEEE)
      • “ any digital resource that can be reused to support learning ” (D. Wiley)
    3. Learning Objects in Physical and Virtual Worlds Amman, Jordan EDUCON, 2011-04-04
  • Learning Objects in Physical and Virtual Worlds
    • Digital Learning Objects
      • Easy to copy
      • Easy to share
      • Easy to reuse
    • Physical Learning Objects
      • Can be touched
      • Have a weight
      • Have a location
    Amman, Jordan EDUCON, 2011-04-04
  • Learning objects
    • Revival of physical learning objects
    • Tangible interfaces
    • Mixed objects
    • Virtual objects in 3D worlds
    • Location and physical properties have to be taken into consideration
    Amman, Jordan EDUCON, 2011-04-04
  • 4. Assessment in Physical and Virtual Worlds
    • Multiple Choice tests filled out by hand
    • Multiple Choice tests responded with a computer
    • Gymkhanas in the physical world
    • Gymkhanas in the augmented physical world
    • Gymkhanas in a virtual world
    Amman, Jordan EDUCON, 2011-04-04
  • Assessment in Physical and Virtual Worlds
    • Multiple Choice by hand
      • Actors: Physical , Content: Physical , Context: Insensitive
    • Multiple Choice by computer
      • Actors: Physical , Content: Virtual , Context: Insensitive
    • Gymkhanas in the physical world
      • Actors: Physical , Content: Physical , Context: Sensitive
    • Gymkhanas in the augmented physical world
      • Actors: Physical , Content: Physical / Virtual , Context: Sensitive
    • Gymkhanas in a virtual world
      • Actors: Virtual , Content: Virtual , Context: Sensitive
    Amman, Jordan EDUCON, 2011-04-04
  • Assessment in Physical and Virtual Worlds
    • MultipleChoice (in any way)
      • Context insensitive
      • Simple interaction (choose and write)
      • Assessment of knowledge
    • Gymkhana (in any world)
      • Context sensitive
      • Rich interaction (complex manipulation)
      • Assessment of knowledge, skills, and competences
    Amman, Jordan EDUCON, 2011-04-04
  • Specification in IMS QTI
    • <questestinterop> <qticomment>Simple T/F multiple-choice.Radio.Response</qticomment> <item ident=&quot;IMS_V01_I_BasicExample001”> <presentation label=&quot;BasicExample001”> <flow> <material><mattext>Paris is the Capital of France</mattext> </material> <response_lid ident=&quot;TF01&quot; rcardinality=&quot;Single&quot; rtiming=&quot;No&quot;> <render_choice> <flow_label> <response_label ident=&quot;T&quot;> <material><mattext>Agree</mattext></material> </response_label> <response_label ident=&quot;F&quot;> <material><mattext>Disagree</mattext></material> </response_label> </flow_label> </render_choice> </response_lid> </flow> </presentation> … <resprocessing>…</resprocessing> <itemfeedback>…</itemfeedback> </item> </questestinterop>
    Amman, Jordan EDUCON, 2011-04-04
  • Location and Context in Assessments
    • Location parameter becomes important
    • Rich interaction increases expressiveness
    • There should be a smooth way to enhance simple Multiple Choice tests to rich gymkhanas in any kind of world
    • This smooth transition should be supported by adequate specification formats
    Amman, Jordan EDUCON, 2011-04-04
  • 5. Learning Activities in Physical and Virtual Worlds
    • Coreography of activities
    • Educational Mark-Up Languages (EMLs)
    • IMS LD (Learning Design), LAMS, etc.
    Amman, Jordan EDUCON, 2011-04-04
  • Learning Activities in Physical and Virtual Worlds
    • The same unit of learning should able to be enacted in several different “pure” settings:
      • Real world:
        • learners: real persons, LOs: tangible objects, environment: physical rooms
      • Web-based setting:
        • learners (represented by): login ids, LOs: SCORM-based digital resources, environment: web pages
      • 3D virtual world:
        • learners (represented by): avatars, LOs: entities in 3D virtual worlds, environment: 3D virtual worlds
    Amman, Jordan EDUCON, 2011-04-04
  • Learning Activities in Physical and Virtual Worlds
    • But also in “mixed” settings:
      • Augmented reality:
        • learners: real persons
        • LOs: physical objects with virtual complements
        • environment: physical world
      • Augmented virtuality:
        • learners: avatars
        • LOs: virtual objects with possibly complements from the real world
        • environment: 3D virtual mirror world (with natural or distorted dimensions) or imaginary world
    Amman, Jordan EDUCON, 2011-04-04
  • 6. Conclusions
    • Need for a setting-independent description of the learning scenario
      • Define first (abstractly), then enact in different settings
    • Mixed interrelated scenarios
    • Standards and specifications need to be adapted to the new possibilities
    • Content can become context
    Amman, Jordan EDUCON, 2011-04-04
  • Conclusions
    • The “ location ” parameter becomes relevant
      • The internet implied the death of distance, now back
    • Several levels of abstraction needed
      • Position-oriented
      • Conceptual
      • Like levels in maps
    Amman, Jordan EDUCON, 2011-04-04