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Researching Emerging Technologies and Environments in Support of New Learning Scenarios


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Researching Emerging Technologies and Environments in Support of New Learning Scenarios

  1. 1. International Conference onInformation Technologies (InfoTech-2011)15-16 September 2011, <br />St. St. Constantine and Elena, Bulgaria<br />RESEARCHING EMERGING TECHNOLOGIES<br /> AND ENVIRONMENTS <br />IN SUPPORT OF NEW LEARNING SCENARIOS<br />MalinkaIvanova, Technical University –Sofia, BulgariaSteve Wheeler, University of Plymouth, UK<br />Powerpoint Templates<br />
  2. 2. Aim<br />the trends, perspectives and experiences in learning environments building utilizing emerging technologies to be summarized and analyzed<br />
  3. 3. Emerging technologies<br /><ul><li>Emerging technology is a media that is coming into view, coming into existence, or coming to commonality
  4. 4. It is reshaping the nature of education, transforming classrooms into more engaging, collaborative and productive learning environments
  5. 5. instructions can be customized to student’s specific needs, interests and learning styles
  6. 6. It is redefining the way educators teach as well as the role they serve – from a source of information to being a guide, facilitator and coach in the learning process</li></ul>Source:<br />
  7. 7. Emerging technologies<br />possibilities to connect three major dimensions of learning resources: learning collaborators, learning content, and learning services<br /><ul><li>Blog
  8. 8. Wiki
  9. 9. Podcast
  10. 10. Social Bookmarking
  11. 11. Social networking
  12. 12. Virtual worlds
  13. 13. Mobile educational applications
  14. 14. Augmented reality
  15. 15. Educationalgames
  16. 16. Tablet computers
  17. 17. Interactive whiteboards
  18. 18. Learnerresponsesystems</li></li></ul><li>Mobile technologies<br />propose increasing learners’ capability to transport their own learning environment in time and location <br />gaining of given learning experiences - working local or remote with content, access to services and interactions among learners and educators through written messages, images, video and voice<br />
  19. 19. Why mobile learning?<br />Key advantages of mobile technologies:<br />no time constraints<br />no location border<br />easier access to (multimedia) content, knowledge and people<br />giving opportunities for just in time learning, for location based learning, community based learning, personal learning <br />
  20. 20. Specification of mobile learning environment<br />consist of portable communication devices and specific mLearning applications<br /> for effective learning realization: <br />correct definitions of learning objectives and learning activities<br />the achievement of desired learning experiences<br />the choice of appropriate components of the mobile environment<br />analysis of the learning context<br />
  21. 21. Learning objectives and learning activities<br />planning of appropriate learning activities for achievement of effective learning experience, receiving new or improving existing skills<br />enabling some form or social interaction can encourage group experiences or the facilitation of relevant collaborative learning throughout<br />can engage the learner, facilitating self-motivation and self-regulation<br />achieving positive outcomes<br />carefully organised content should enhance the learning experience by enabling the learner to make better sense of the material <br />
  22. 22. Mobile learning context<br />
  23. 23. Features of a mobile learning environment<br />Mobility- learners have continuous access to content and services and connections with their peers/tutors<br />Communication realization- Learners/educators can be in perpetual contact<br />Management of profiles and roles <br />Suitable user interface- should meet users’ needs without imposing unnecessary complexity, slow operation or excessive power consumption upon them<br />Access to rich media objects- mLearningcontent should be delivered in small chunks rather than large units of information, which can be supported by appropriate use of different media types<br />
  24. 24. mLearning methods for access to stored information and services through the limited input functionalities of mobile phones are time-consuming and sometimes frustrating<br />looking for different ways for effective deployment of mobile technologies and their increased impact among a wide range of audiences <br /><ul><li>QR codes – a promising technology providing learners with speedy and ready access to multimedia learning resources, information and services </li></li></ul><li>What is QR code?<br />QR Code - a two-dimensional symbol<br />invented in 1994 by Denso, one of major Toyota group companies - for use in production control of automotive parts<br />approved as an ISO international standard (ISO/IEC18004) in June 2000<br />QR Code is used everyday everywhere in Japan for the following reasons:<br />Several characteristics superior to linear bar codes: much higher data density, support Kanji/Chinese character, etc.<br />It can be used by anybody free of charge as Denso has released the patent into the public domain<br />Data structure standard is not prerequisite for current usages<br />Most mobile phones in Japan equipped with cameras that enable reading of QR Codes can access Internet addresses automatically by simply reading a URL encoded in the QR Code<br />
  25. 25.
  26. 26. QR code in education<br />Rivers - a Japanese university in English as a Foreign Language classroom: <br />through QR code activity the students create opinion paragraphs based on their interactions with other people and materials<br />through an activity “collaborative mobile tagging” with purpose to promote communicative interaction outside of the traditional classroom environment<br />through an activity related to team working on a given problem <br />
  27. 27. QR code in education<br />Ramsden - QR codes as a learning technology in University of Bath in several cases: <br />for printed handbooks with links to online resources, <br />lectures content with links to online presentations, f<br />or classroom formative feedback, <br />video user guides, <br />campus/library induction, <br />Moodle print materials<br />
  28. 28. QR code in education<br />A student of Computer Science in Universite of Bologne, Italy - periodic table of elements with characteristics of every element through QR codes<br />
  29. 29. QR code in education<br />Adding QR codes to Word documents for students to check their answers<br />Laminate sheets and pin them up round the classroom <br />(Mark Rollins <br />@muppetmasteruk)<br />
  30. 30. QR code in education<br />QR Codes to enhance/extend information in books and printed material<br />
  31. 31. QR code in education<br />Share with other students, announce events<br />
  32. 32. QR code in education<br />Make a data chart<br />
  33. 33. QR code in education<br />Integrate in workbook<br />
  34. 34. QR code in education<br />Add QR codes to any/ all worksheets or handouts<br />
  35. 35. QR code in education<br />Linking reading books to online resources<br />
  36. 36. QR code in education<br />jump scan contacts<br />
  37. 37. QR code in education<br />QR Code Comic Tutorial<br />
  38. 38. The workflow of QR code authoring process and QR code utilization by students<br />Students’ activities<br />Educators’ authoring<br />Offline document processing<br />Offline multimedia authoring<br />Offline/online tasks performing<br />Instruction<br />Presentation<br />Audio/video asset<br />Event information<br />Assessment form<br />Geolocation<br />Network access<br />Internet access<br />Online learning assets creation<br />URL address<br />Text<br />Event<br />Geolocation<br />Wifi network<br />QR player use<br />Online QR editor use<br />Mobile operator access<br />Teaching / Learning environment<br />
  39. 39. Specification of Mobile learning<br />
  40. 40. Students’ readiness to use mobile technologies<br />
  41. 41. Students’ readiness to use mobile technologies<br />
  42. 42. AR technology<br />Virtual 2D or 3D computer graphics objects are augmented with real world creating the sensation that virtual objects are presented in the real world <br />The virtual objects display information that the students cannot directly detect with their own senses<br />Computer-based, mobile phones-based <br />
  43. 43. Marker AR technology – markers use for visual presentation of objects<br />Marker pattern<br />Web camera<br />Computer<br />AR technology<br />
  44. 44. Markerless AR <br />Uses special equipment for placing virtual elements in a digital world <br />AR technology<br />
  45. 45. AR technology<br />Computer-based AR <br />
  46. 46. AR technology<br />AR based on mobile devices<br />
  47. 47.
  48. 48. AR in chemistry education - exploring how students interact and learn with AR and physical models of amino acids<br />Y. Chen, 2006<br />AR technology in education <br />
  49. 49. In the biology area - a learning system on interior human body is produced to present the human organs in details when students need such knowledge <br />C. Juan, F. Beatrice, J. Cano, 2008<br />AR technology in education <br />
  50. 50. AR technology in education <br />In astronomy - the AR technology is applied as a method for better students’ understanding of sun-earth system concepts of rotation/revolution, solstice/equinox and seasonal variation of light and temperature<br />B. Shelton, N. Hedley, 2002<br />
  51. 51. AR technology in education <br />In automotive engineering education - an AR system support teaching/learning of the disassemble/assemble procedure of automatic transmission of a vehicle<br />I. Farkhatdinov, J. Ryu, 2009<br />
  52. 52. AR technology in education <br />AR books – for learning process enhancing<br />allowing the final user to experience a variety of sensory stimuli while enjoying and interacting with the content <br />the AR book’s features impact learning in several ways: <br />enhance its value as an educational material,<br />easier understanding of the visualized text,<br />audio-visual content is more attractive than standard text books<br />
  53. 53. Encyclopedia – 3D Magic Book Science<br />Stimulates curiosity and inquiry<br />Connects students in learning science<br />Promotes interest in science.<br />Reinforces and enriches student <br />understanding of key concepts<br />Supports diverse student <br />populations in gaining access <br />to critical science content<br />encourages active learning through <br />student interaction with texts<br />Helps students gain a concrete <br />understanding of challenging <br />science topics<br />AR technology in education <br />
  54. 54. Several advantages for educational practices:<br />stimulates creative thinking among students<br />enhances their comprehension in concrete subject domain <br />increases the understanding of spatial spaces<br />motivates students to perform their own explorations <br />a supportive tool of theory learning in an interesting and enjoyable way<br />proposes a safe environment for students to practice skills and conduct experiments<br />
  55. 55. Key benefits of AR technology <br />excels at conveying spatial and temporal concepts<br />multiple objects can be placed in relative context to one another or relative to objects in the real world<br />maximizes impact<br />creates contextual awareness<br />enhances engagement<br />facilitates interaction<br />heightens understanding with kinesthetic learners<br />provides a high degree of engaging<br />self-paced interaction, and maintains interest<br />improves communication, learning , retention, and interaction with others<br />includes both professionally built content and an AR content building tool suite <br />Jochim, S., Augmented Reality in Modern Education<br />
  56. 56. Benefits of AR technology for learning<br />Environment<br />interactive<br />visual-spatial<br />service-oriented <br />experimental<br />safe<br />Learning process<br />interesting<br />enjoyable<br />intuitive<br />easier<br />engaging<br />attractive<br />financially effective<br />Learning resources <br />Learning objectives <br />AR book<br />AR guide<br />AR tutorial<br />AR learning object <br />AR application<br />AR service<br />Evaluation<br />summarize support<br />Synthesis<br />create organize compose<br />Analysis<br />analyze compare<br />self-paced <br />Application<br />generalize produce show<br />groups <br />AR benefits<br />Comprehension<br />illustrate explain summarize<br />Convey spatial and temporal concepts<br />Layer of multiple virtual objects<br />Create awareness<br />Maximize impact<br />Maintain interest<br />Improve communication<br />Improve learning retention<br />Manipulation of perspectives<br />Knowledge<br />memorizeidentify recognize<br />
  57. 57. Specification of learning environment based on AR technology<br />
  58. 58. Provision for emerging technologies utilization<br />
  59. 59. QR codes prototype in Nfomedia<br />
  60. 60. A model of VLE with AR technology<br />self-paced <br />groups <br />Edu20 is utilized for students’ facilitation of learning scenarios, access to AR content/patterns and social interactions<br />Authoring and learning<br />Edu20<br />favorites<br />Learning<br />ARMediaPlugin<br />3DSMax software<br />Personal space<br />copy to portfolio<br />Course CG<br />AR max file<br />AR Gallery<br />ARmedia file<br />Resources <br />AR Tutorial<br />AR marker file<br />School<br />sharing<br />Community<br />Learning<br />ARMedia Player<br />
  61. 61. ARMediaplugin in 3dsMax software<br />
  62. 62. AR technology prototype in Edu2.0<br />
  63. 63. A scenario of project-based learning<br />
  64. 64. Conclusions<br />Today’s learners need new skills to be able to find knowledge that is relevant, up to date and dynamic<br />They require learning experiences that are responsive to their needs, and they often require them within a mobile context<br />mLearning and AR with their various forms and contexts must be considered as serious alternatives to traditional forms of learning and for it to be successful, compelling and engaging scenarios need to be applied<br />Most students are equipped with mobile devices but their effective use and adaptation in formalised learning contexts is dependent upon the appropriate design of pedagogic formats<br />There is a need for future research in the areas of technology enhanced learning, human-computer interaction and media design with a particular focus on individual requirements and adapted content <br />
  65. 65. Thank you for your attention!<br />For contacts:<br /><br /><br />@timbuckteeth<br /><br />@malinkaiva<br />