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


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2011 04-04
towards parallel educational worlds

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

  1. 1. 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
  2. 2. Outline <ul><li>1. Introduction </li></ul><ul><li>2. Linking physical and virtual worlds </li></ul><ul><li>3. Learning objects in physical and virtual worlds </li></ul><ul><li>4. Assessment in physical and virtual worlds </li></ul><ul><li>5. Learning activities in physical and virtual worlds </li></ul><ul><li>6. Conclusions </li></ul>EDUCON, 2011-04-04 Amman, Jordan
  3. 3. 1. Introduction <ul><li>Educational material and activities are being digitized </li></ul><ul><li>Technology is now offering possibilities to mix physical and digital elements with a finer granularity then in blended learning </li></ul><ul><li>Learning descriptions (specifications and standards) </li></ul><ul><ul><li>too web-oriented </li></ul></ul><ul><ul><li>still not adapted to the new mixed possibilities </li></ul></ul><ul><li>How to define learning processes in an abstract way, leaving the concrete details of enactment open </li></ul>Amman, Jordan EDUCON, 2011-04-04
  4. 4. Example: Augmented Reality <ul><li>Superimposition of text, images or 3D models </li></ul>Amman, Jordan EDUCON, 2011-04-04
  5. 5. Example: Virtual Reality <ul><li>3D modelling of the real world, imaginary, augmented, or mediated worlds </li></ul>Amman, Jordan EDUCON, 2011-04-04
  6. 6. Learning in the Physical World <ul><li>Actors </li></ul><ul><ul><li>Learners </li></ul></ul><ul><ul><li>Instructors </li></ul></ul><ul><ul><li>Co-learners </li></ul></ul><ul><li>Content </li></ul><ul><ul><li>Educational material (documents, images, videos) </li></ul></ul><ul><ul><li>Tangibles </li></ul></ul><ul><li>Context </li></ul><ul><ul><li>Environment (class, etc.) </li></ul></ul>Amman, Jordan EDUCON, 2011-04-04
  7. 7. Moving Elements to the Virtual <ul><li>Educational material ( Content ) </li></ul><ul><ul><li>Documents </li></ul></ul><ul><ul><li>Images </li></ul></ul><ul><ul><li>Videos </li></ul></ul><ul><li>Personal information ( Actors ) </li></ul><ul><ul><li>Personal data </li></ul></ul><ul><ul><li>Relationships (social graph) </li></ul></ul><ul><ul><li>Presence info </li></ul></ul><ul><ul><li>Activities </li></ul></ul><ul><ul><li>… </li></ul></ul>Amman, Jordan EDUCON, 2011-04-04
  8. 8. From III via WWW to GGG Amman, Jordan III WWW GGG EDUCON, 2011-04-04
  9. 9. WWW (World Wide Web): Images of Documents Amman, Jordan Works without electricity Burnable to make fire Perfectly copiable Searchable EDUCON, 2011-04-04
  10. 10. GGG (Giant Global Graph): Images of Persons Amman, Jordan EDUCON, 2011-04-04
  11. 11. Actors : Parallel Identities Amman, Jordan EDUCON, 2011-04-04
  12. 12. Environment Amman, Jordan EDUCON, 2011-04-04
  13. 13. Parallel Worlds Amman, Jordan EDUCON, 2011-04-04 Real, physical Virtual, digital
  14. 14. Milgram’s Continuum <ul><li>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) </li></ul><ul><li>etclab.mie.utoronto.ca/publication/1994/Milgram_Takemura_SPIE1994.pdf </li></ul>Amman, Jordan EDUCON, 2011-04-04
  15. 15. 4. How to link these worlds? Amman, Jordan EDUCON, 2011-04-04 Real, physical Virtual, digital
  16. 16. How to Link Physical and Virtual Worlds? <ul><li>Geo-location </li></ul><ul><li>Graphic tags: QR, LLA codes, etc. </li></ul><ul><li>Electronic tags: RFID, NFC </li></ul><ul><li>Recognition in the visible, IR, or ultrasound spectrum </li></ul><ul><li>2D or 3D projections </li></ul><ul><li>Holography </li></ul>Amman, Jordan EDUCON, 2011-04-04
  17. 17. Geo-location <ul><li>Global Positioning System (GPS) </li></ul><ul><ul><li>For position </li></ul></ul><ul><ul><li>Works only in the open </li></ul></ul><ul><li>Internal compass </li></ul><ul><ul><li>For direction </li></ul></ul>Amman, Jordan EDUCON, 2011-04-04
  18. 18. Text Tags <ul><li>Text </li></ul><ul><ul><li>Geographical coordinates </li></ul></ul><ul><ul><li>Context info </li></ul></ul><ul><ul><li>URL </li></ul></ul>Amman, Jordan EDUCON, 2011-04-04
  19. 19. Graphic Tags <ul><li>Several Standards </li></ul><ul><ul><li>QR codes </li></ul></ul><ul><ul><li>LLA markers </li></ul></ul><ul><ul><li>AR markers </li></ul></ul><ul><li>Readable content </li></ul><ul><ul><li>Text </li></ul></ul><ul><ul><li>Business card info </li></ul></ul><ul><ul><li>Positioning info </li></ul></ul><ul><ul><li>URL </li></ul></ul>Amman, Jordan EDUCON, 2011-04-04
  20. 20. Electronic Tags <ul><li>RFID (Radio Frequency Identification) </li></ul><ul><ul><li>Bluetooth </li></ul></ul><ul><ul><li>NFC (Near Field Communications) </li></ul></ul><ul><ul><li>Bluetooth Low Energy </li></ul></ul><ul><li>Readable and writable content </li></ul><ul><ul><li>Payment </li></ul></ul><ul><ul><li>Tracking </li></ul></ul>Amman, Jordan EDUCON, 2011-04-04
  21. 21. Recognition <ul><li>Visible spectrum </li></ul><ul><ul><li>Camspace </li></ul></ul><ul><li>Infrared spectrum </li></ul><ul><ul><li>Nintendo Wii </li></ul></ul><ul><li>Ultrasound spectrum </li></ul><ul><ul><li>Sensitive objects </li></ul></ul><ul><li>Combination </li></ul><ul><ul><li>Microsoft Kinect </li></ul></ul>Amman, Jordan EDUCON, 2011-04-04
  22. 22. Holography <ul><li>3D light field scattered by an object is registered and then reconstructed </li></ul><ul><li>E.g. Holovizio </li></ul><ul><ul><li>generates all the light beams to make the 3D view of the displayed object visible in the whole field of view </li></ul></ul><ul><ul><li>Views from different perspectives </li></ul></ul><ul><ul><li>No goggles needed </li></ul></ul><ul><ul><li>Video possible </li></ul></ul>Amman, Jordan EDUCON, 2011-04-04
  23. 23. <ul><li>Learning Object (LO): </li></ul><ul><ul><li>“ any entity, digital or non-digital , that may be used for learning, education or training” (IEEE) </li></ul></ul><ul><ul><li>“ any digital resource that can be reused to support learning ” (D. Wiley) </li></ul></ul>3. Learning Objects in Physical and Virtual Worlds Amman, Jordan EDUCON, 2011-04-04
  24. 24. Learning Objects in Physical and Virtual Worlds <ul><li>Digital Learning Objects </li></ul><ul><ul><li>Easy to copy </li></ul></ul><ul><ul><li>Easy to share </li></ul></ul><ul><ul><li>Easy to reuse </li></ul></ul><ul><li>Physical Learning Objects </li></ul><ul><ul><li>Can be touched </li></ul></ul><ul><ul><li>Have a weight </li></ul></ul><ul><ul><li>Have a location </li></ul></ul>Amman, Jordan EDUCON, 2011-04-04
  25. 25. Learning objects <ul><li>Revival of physical learning objects </li></ul><ul><li>Tangible interfaces </li></ul><ul><li>Mixed objects </li></ul><ul><li>Virtual objects in 3D worlds </li></ul><ul><li>Location and physical properties have to be taken into consideration </li></ul>Amman, Jordan EDUCON, 2011-04-04
  26. 26. 4. Assessment in Physical and Virtual Worlds <ul><li>Multiple Choice tests filled out by hand </li></ul><ul><li>Multiple Choice tests responded with a computer </li></ul><ul><li>Gymkhanas in the physical world </li></ul><ul><li>Gymkhanas in the augmented physical world </li></ul><ul><li>Gymkhanas in a virtual world </li></ul>Amman, Jordan EDUCON, 2011-04-04
  27. 27. Assessment in Physical and Virtual Worlds <ul><li>Multiple Choice by hand </li></ul><ul><ul><li>Actors: Physical , Content: Physical , Context: Insensitive </li></ul></ul><ul><li>Multiple Choice by computer </li></ul><ul><ul><li>Actors: Physical , Content: Virtual , Context: Insensitive </li></ul></ul><ul><li>Gymkhanas in the physical world </li></ul><ul><ul><li>Actors: Physical , Content: Physical , Context: Sensitive </li></ul></ul><ul><li>Gymkhanas in the augmented physical world </li></ul><ul><ul><li>Actors: Physical , Content: Physical / Virtual , Context: Sensitive </li></ul></ul><ul><li>Gymkhanas in a virtual world </li></ul><ul><ul><li>Actors: Virtual , Content: Virtual , Context: Sensitive </li></ul></ul>Amman, Jordan EDUCON, 2011-04-04
  28. 28. Assessment in Physical and Virtual Worlds <ul><li>MultipleChoice (in any way) </li></ul><ul><ul><li>Context insensitive </li></ul></ul><ul><ul><li>Simple interaction (choose and write) </li></ul></ul><ul><ul><li>Assessment of knowledge </li></ul></ul><ul><li>Gymkhana (in any world) </li></ul><ul><ul><li>Context sensitive </li></ul></ul><ul><ul><li>Rich interaction (complex manipulation) </li></ul></ul><ul><ul><li>Assessment of knowledge, skills, and competences </li></ul></ul>Amman, Jordan EDUCON, 2011-04-04
  29. 29. Specification in IMS QTI <ul><li><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> </li></ul>Amman, Jordan EDUCON, 2011-04-04
  30. 30. Location and Context in Assessments <ul><li>Location parameter becomes important </li></ul><ul><li>Rich interaction increases expressiveness </li></ul><ul><li>There should be a smooth way to enhance simple Multiple Choice tests to rich gymkhanas in any kind of world </li></ul><ul><li>This smooth transition should be supported by adequate specification formats </li></ul>Amman, Jordan EDUCON, 2011-04-04
  31. 31. 5. Learning Activities in Physical and Virtual Worlds <ul><li>Coreography of activities </li></ul><ul><li>Educational Mark-Up Languages (EMLs) </li></ul><ul><li>IMS LD (Learning Design), LAMS, etc. </li></ul>Amman, Jordan EDUCON, 2011-04-04
  32. 32. Learning Activities in Physical and Virtual Worlds <ul><li>The same unit of learning should able to be enacted in several different “pure” settings: </li></ul><ul><ul><li>Real world: </li></ul></ul><ul><ul><ul><li>learners: real persons, LOs: tangible objects, environment: physical rooms </li></ul></ul></ul><ul><ul><li>Web-based setting: </li></ul></ul><ul><ul><ul><li>learners (represented by): login ids, LOs: SCORM-based digital resources, environment: web pages </li></ul></ul></ul><ul><ul><li>3D virtual world: </li></ul></ul><ul><ul><ul><li>learners (represented by): avatars, LOs: entities in 3D virtual worlds, environment: 3D virtual worlds </li></ul></ul></ul>Amman, Jordan EDUCON, 2011-04-04
  33. 33. Learning Activities in Physical and Virtual Worlds <ul><li>But also in “mixed” settings: </li></ul><ul><ul><li>Augmented reality: </li></ul></ul><ul><ul><ul><li>learners: real persons </li></ul></ul></ul><ul><ul><ul><li>LOs: physical objects with virtual complements </li></ul></ul></ul><ul><ul><ul><li>environment: physical world </li></ul></ul></ul><ul><ul><li>Augmented virtuality: </li></ul></ul><ul><ul><ul><li>learners: avatars </li></ul></ul></ul><ul><ul><ul><li>LOs: virtual objects with possibly complements from the real world </li></ul></ul></ul><ul><ul><ul><li>environment: 3D virtual mirror world (with natural or distorted dimensions) or imaginary world </li></ul></ul></ul>Amman, Jordan EDUCON, 2011-04-04
  34. 34. 6. Conclusions <ul><li>Need for a setting-independent description of the learning scenario </li></ul><ul><ul><li>Define first (abstractly), then enact in different settings </li></ul></ul><ul><li>Mixed interrelated scenarios </li></ul><ul><li>Standards and specifications need to be adapted to the new possibilities </li></ul><ul><li>Content can become context </li></ul>Amman, Jordan EDUCON, 2011-04-04
  35. 35. Conclusions <ul><li>The “ location ” parameter becomes relevant </li></ul><ul><ul><li>The internet implied the death of distance, now back </li></ul></ul><ul><li>Several levels of abstraction needed </li></ul><ul><ul><li>Position-oriented </li></ul></ul><ul><ul><li>Conceptual </li></ul></ul><ul><ul><li>Like levels in maps </li></ul></ul>Amman, Jordan EDUCON, 2011-04-04