Universidad Carlos III de MadridDepartamento de Ingeniería Telemática Carmen Fernández-Panadero email@example.com Valladolid, 14-11-2011 1
OutlineExperiences at primary school (perception orchestration and authoring tools) Our Museum: Project based learnig with activities in different spaces NFC player Virtual CEIP Requirements for an imaginary virtual world Requirements for a mirror virtual worldExperiences at companies (simulator architectures) 3D SimGenerator. Training in emergency care (Unity-3D) Simuflow . Training for enterpreneurs (Flash )Experiences at secondary school. (monitoring) EPM model O 3 Characterization and diagnosis of educational processes C3 Problem detection .Conclusions C1 O 2 . . C2 O 1 2
Our museum NFC-Player Exhibition of paintings for parents (May-Jun 2011) Children reproductions of famous paintings using different techniques PBL childrens 4-years old Obj: learn technique & some artists Perceptual & embodied cognition NFC-player: Video explaining the picture and the process 3Learn3
The Malevolent RoseOrchestration between real and fantasy world (2009 -2011) Imaginary world Problems Rewards image@http://magiceducation.blogspot.com/ Assignments Real world Image @ juancarrion.wordpress.com
The malevolent RoseOrchestration between real and fantasy world (2009 -2011) Objectives Requirements Improve Motivation Authoring tools New virtual world every 2 years Stimulate creativity Teachers can create problems that involves Think out of the box to elements in real and virtual world. solve open problems. Reuse of learning materials Communication between worlds Students actions have effect in both worlds . Interactions in real time Move objects and characters between worlds Monitor and tracking Feedback loop in real timeSome challenges solved in imaginary world are not solved technically in virtual worlds.
Virtual CEIPVirtual environment + generic exercises PFC Selene PinillosObjectives Requirements Motivation of the students Reflect exactly the school and the classroom Reinforce perceptual learning Simple exercises that can be Tracking the student progress used in any subject Tool for teachers (authoring and monitoring)
3D-SimGeneratorArchitecture for educational simulations (unity-3D)PFC Álvaro García Uzquiano 3D-SimGenerator architecture for educational simulations (Unity-3D)
3D-SimGeneratorArchitecture for educational simulations (unity-3D) Aplicación Contenido de Sistema simulador escenarios de simulación 10
EPM (Educational Practice Model) Monitoring the whole course• Mathematical model to characterize O3 the educational process• Teacher specifies C3 . • Objectives Oj • Contents C(Oj) C1 O2 . • Evaluation E(Oj) .• Model allows problem detection C2 O1 • Planning • Enactment Students are systems in a Hilbert space Evolving from one state to another • Evaluation• Pilot experience Students have different inertia to the movement • 14 teachers 3ºESO different friction forces depending on directions. Learn3
EPM (Educational Practice Model)Detecting inconsistences Time spent on each topic Weight assigned to each assessment task Sequencing of content and assessment.
Conclusions Challenges Problems to overcomePopulate both worlds with Authoring toolselements of the other side Reduce the barrier of content creation Flexible architecture improve interoperability (format, prog lang.Go across spaces taking and Sw and hw plataforms)characters and objects from one facilitate reuse components (business logic,world to the other. metaphor for interaction). Standards : Formalize event description in both worldsStablish links, interactions and and apis to manage them.orchestration between both Develop sensors, actuators andworlds. communication protocols among them Monitor de whole process and learn from other disciplinesTake advantage of the resonance Perceptual and Embodied cognitionamong both worlds. Stigmergy and social constructivism Control systems and the feedback loop Complex systems and emergent properties