Don't look at me that way! - Understanding User Attitudes Towards Data Glasse...EISLab
Data glasses do carry promising potential for hands-free interaction, but also raise various concerns amongst their potential users. In order to gain insights into the nature of those concerns, we investigate how potential usage scenarios are perceived by device users and their peers. We present results of a two-step approach: a focus group discussion with 7 participants, and a user study with 38 participants. In particular, we look into differences between the usage of data glasses and more established devices such as smart phones. We provide quantitative measures for scenario-related social acceptability and point out factors that can influence user attitudes. Based on our quantitative and qualitative results, we derive design implications that might support the development of head-worn devices and applications with an improved social acceptability.
Please cite this work as follows: M. Koelle, M. Kranz, A. Möller: Don't look at me that way! - Understanding User Attitudes Towards Data Glasses Usage. In: Proceedings of the 17th International Conference on Human-Computer Interaction with Mobile Devices and Services (MobileHCI '15), Copenhagen, Denmark, 2015
The document discusses predictions for learning in 2030 based on current trends in technology and education. It predicts that toys and robots will take on teaching roles using personalized and adaptive learning. Authorship will become more collaborative and complex while becoming cheaper due to open standards and online resources. Learning paradigms like virtual worlds, games, and interactive simulations will merge with social networking and allow for remote, self-paced exploration. Voice interfaces, robotics, and brain research will greatly influence the future of education technology.
Three user-driven innovation methods were used to co-create cloud services: focus groups, online crowdsourcing, and direct interaction at an open innovation showroom. The focus groups produced quick feedback and ideas in a lab setting. Online crowdsourcing generated the most creative ideas from a large number of participants. Direct interaction at the showroom created close-to-real-life experience and tangible ideas by involving users in their environment. Privacy concerns were expressed across the studies. The methods provided different levels of insights into what cloud services users want.
The document discusses obsolete and replacement technologies used in schools, specifically opaque projectors and overhead projectors. It provides background on how each technology was used and the reasons they became obsolete. Opaque projectors were replaced by overhead projectors due to high replacement bulb costs, limited space, and bulkiness. While overhead projectors saw widespread use in the 1990s and can still be found, they are now being replaced by document cameras and interactive whiteboards coupled with projectors. Interviews with a teacher and technology coordinator provide further context on technology adoption in schools.
Development and Evaluation of Emerging Design Patterns for Ubiquitous Computi...Jason Hong
The document describes research into developing and evaluating design patterns for ubiquitous computing. 45 initial patterns were created through a literature review and refined based on feedback. The patterns were evaluated with 32 designers tasked with designing a location-aware app, with patterns helping novices and aiding communication but not privacy. Future work includes improving privacy patterns and additional evaluations.
This document provides an overview of the C280 Computer Vision course, including administrative details, prerequisites, textbooks, grading, schedule, and a brief introduction to the field of computer vision. The course will cover topics like image formation, filtering, features, geometry, recognition, stereo, and motion. Assignments will include problem sets, a take-home exam, and a final project. The goal is to teach the principles and algorithms of computer vision through programming assignments and a project.
The document provides guidance for a design exercise focused on developing sustainable systems for specific contexts in Africa. Students will design systems related to eating, clothing care, etc. for contexts in Cape Town, Gaborone, Kampala, and Nairobi. The design process involves strategic analysis, exploring opportunities, and system concept design. Key steps include generating ideas, developing concepts, and assessing concepts' environmental, socio-ethical and economic impacts. The goal is for students to create an animatic presenting their finalized system concept.
Introduction to User Experience and User Interface Design: A One-Hour Crash C...Jason Hong
A one-hour crash course on UX design and User Interface Design. I talk about methods for understanding users (contextual inquiry, diary studies, bodystorming), basic design principles (layout, color, mental models, grid), rapid prototyping (building user interfaces quickly, paper prototypes), and evaluation (heuristic evaluation).
Don't look at me that way! - Understanding User Attitudes Towards Data Glasse...EISLab
Data glasses do carry promising potential for hands-free interaction, but also raise various concerns amongst their potential users. In order to gain insights into the nature of those concerns, we investigate how potential usage scenarios are perceived by device users and their peers. We present results of a two-step approach: a focus group discussion with 7 participants, and a user study with 38 participants. In particular, we look into differences between the usage of data glasses and more established devices such as smart phones. We provide quantitative measures for scenario-related social acceptability and point out factors that can influence user attitudes. Based on our quantitative and qualitative results, we derive design implications that might support the development of head-worn devices and applications with an improved social acceptability.
Please cite this work as follows: M. Koelle, M. Kranz, A. Möller: Don't look at me that way! - Understanding User Attitudes Towards Data Glasses Usage. In: Proceedings of the 17th International Conference on Human-Computer Interaction with Mobile Devices and Services (MobileHCI '15), Copenhagen, Denmark, 2015
The document discusses predictions for learning in 2030 based on current trends in technology and education. It predicts that toys and robots will take on teaching roles using personalized and adaptive learning. Authorship will become more collaborative and complex while becoming cheaper due to open standards and online resources. Learning paradigms like virtual worlds, games, and interactive simulations will merge with social networking and allow for remote, self-paced exploration. Voice interfaces, robotics, and brain research will greatly influence the future of education technology.
Three user-driven innovation methods were used to co-create cloud services: focus groups, online crowdsourcing, and direct interaction at an open innovation showroom. The focus groups produced quick feedback and ideas in a lab setting. Online crowdsourcing generated the most creative ideas from a large number of participants. Direct interaction at the showroom created close-to-real-life experience and tangible ideas by involving users in their environment. Privacy concerns were expressed across the studies. The methods provided different levels of insights into what cloud services users want.
The document discusses obsolete and replacement technologies used in schools, specifically opaque projectors and overhead projectors. It provides background on how each technology was used and the reasons they became obsolete. Opaque projectors were replaced by overhead projectors due to high replacement bulb costs, limited space, and bulkiness. While overhead projectors saw widespread use in the 1990s and can still be found, they are now being replaced by document cameras and interactive whiteboards coupled with projectors. Interviews with a teacher and technology coordinator provide further context on technology adoption in schools.
Development and Evaluation of Emerging Design Patterns for Ubiquitous Computi...Jason Hong
The document describes research into developing and evaluating design patterns for ubiquitous computing. 45 initial patterns were created through a literature review and refined based on feedback. The patterns were evaluated with 32 designers tasked with designing a location-aware app, with patterns helping novices and aiding communication but not privacy. Future work includes improving privacy patterns and additional evaluations.
This document provides an overview of the C280 Computer Vision course, including administrative details, prerequisites, textbooks, grading, schedule, and a brief introduction to the field of computer vision. The course will cover topics like image formation, filtering, features, geometry, recognition, stereo, and motion. Assignments will include problem sets, a take-home exam, and a final project. The goal is to teach the principles and algorithms of computer vision through programming assignments and a project.
The document provides guidance for a design exercise focused on developing sustainable systems for specific contexts in Africa. Students will design systems related to eating, clothing care, etc. for contexts in Cape Town, Gaborone, Kampala, and Nairobi. The design process involves strategic analysis, exploring opportunities, and system concept design. Key steps include generating ideas, developing concepts, and assessing concepts' environmental, socio-ethical and economic impacts. The goal is for students to create an animatic presenting their finalized system concept.
Introduction to User Experience and User Interface Design: A One-Hour Crash C...Jason Hong
A one-hour crash course on UX design and User Interface Design. I talk about methods for understanding users (contextual inquiry, diary studies, bodystorming), basic design principles (layout, color, mental models, grid), rapid prototyping (building user interfaces quickly, paper prototypes), and evaluation (heuristic evaluation).
Presentation for the VII International Seminar of the UOC UNESCO Chair in e-Learning: Mobile Technologies for Learning & Development.
The project mobile Game Based Learning (mGBL) is coordinated by evolaris next level GmbH and: has been implemented from October 2005 until December 2008, has been conducted by 30 researchers from 11 project partners from 5 European countries (Great Britain, Italy, Croatia, Austria and Slovenia), used nearly 600 person-moths resources with a budget of 2.5 Mio EUR, was supported by the EU under the FP6 IST.
The overall goal of the project was to improve the effectiveness and efficiency of learning in the target group of young people (aged 16 – 24) through the development of innovative learning models based on mobile games. The biggest challenge in this project was to communicate content from different fields in a motivational, inclusive and emotional way. As the most personal and emotional communication channel the mobile phone was used to establish the link between learners and teachers.
The specific aim of the project was to design, develop and pilot a prototype game platform that might be used to efficiently develop games for m-learning. The basic idea is to use the mobile phone to implement games bridging the real and virtual world. These games are firstly intended to directly support learning via opportunities to develop knowledge and cognitive skills in an exciting and inspiring – and hence in a highly emotional – way, and secondly to indirectly motivate users to refer to other media (e.g. “classic” libraries, scripts, etc.) for learning purposes.
Different child, different brain, different needs 0808-with logo-websitedhita_brainfit
A parenting & Educators Workshop " Different Child, Different Brain, Different Needs" with a world dynamic speaker Dr. Martha Burns Ph.D. 23 - 24 August 2011
mICF Workshop 3 June 2015 (Overview PowerPoint)Stefanus Snyman
This document provides an overview of a workshop for the mICF Collaborative taking place in Helsinki, Finland from 2-4 June 2015. The workshop aims to bring together partners working on developing a mobile application to collect patient data based on the International Classification of Functioning framework. The summary discusses the motivation and goals of the mICF project, which include facilitating integrated care through collecting patient-reported data using mobile technology. It outlines the work packages and objectives for developing content specifications, a minimum viable product, testing the application, and evaluating impact. The workshop aims to advance work on content development, technical implementation, research planning and dissemination activities.
This workshop provided resources and advice for student parents at the University of Michigan. It began with introductions from the presenter, Beth Feldkamp. The agenda included discussing why the workshop focused on students with children, relevant statistics, policies, maintaining a healthy balance, time management, and available resources. Tips were provided on time management, stress management, establishing support systems, and counseling services. Students were encouraged to discuss challenges and the potential creation of on-campus spaces and organizations for student parents.
The role of narrative storytelling is central to almost any creative learning activity
involving children. Whether through words or images, or a combination of both,
children create and communicate their unique stories through the use of narrative.
Innovations in technology over the last few decades and, especially, within the last few
years are becoming a regular part of the educational experiences for children.
Children, by virtue of their age, are the earliest early-adopters of new technology.
However, there is a lack of education and training on how to use digital video
technology in order to expand the creative possibilities of children and their
imagination.
Our research attempts to address that deficiency by providing children
with the tools and environment to apply the knowledge they possess through the
utilization of digital video technology. In our research, we focus on the use of digital
video technology in children’s play activities. Digital video technology can be used to
enhance both the learning activities as well the creative output. The effects of mixing
traditional tools of learning with new instruments – particularly through the use of
video technology - in a group setting illustrates the importance of the creative process,
as well as creative output, in children.
This document provides information about the Ilagan-Divilacan Road Rehabilitation and Improvement Project in Isabela Province, Philippines. It discusses the need for the project to connect inland and coastal areas of the province for economic development. The 82 km project will upgrade the existing road to an all-weather standard with concrete bridges and culverts at an estimated cost of 2.28 billion pesos. It is expected to benefit residents through improved access to services, opportunities in agriculture, ecotourism and renewable energy. An environmental impact assessment was conducted to identify effects on land, water, and wildlife and determine mitigation measures during construction and operation.
The document summarizes a presentation given by Musstanser Tinauli on their research activities and experiments. It discusses their goals of understanding how interactive environments can be measured and how tools influence user behavior. It describes ongoing case studies of games, e-learning platforms and digital pens. It outlines their methodological approach and provides results from studies on a digital pen and paper system, including lessons learned. Recent publications and collaborations are also mentioned.
Sixth Sense is a wearable gestural interface developed by MIT students that allows users to access information without screens or keyboards. By wearing colored markers and using a camera, it can turn any surface into a touchscreen. It recognizes objects to provide product information, checks flight statuses from tickets, and looks up information from books or newspapers. It aims to integrate information with the real world. The device costs $350 and could have educational uses like engagement, research, collaboration, and cost-effectiveness for students. However, there are also concerns about students becoming too wired and accessing inappropriate information.
CURRENT AND FUTURE TRENDS IN MEDIA AND .pdfMagdaLo1
This document discusses current and future trends in media and information. It outlines learning competencies related to defining ubiquitous learning, discussing massive open online courses, identifying current media trends, evaluating their impact, and predicting future innovations. Specific trends covered include ubiquitous learning, massive open online courses, wearable technology, 3D environments, and a performance task involving prototyping for empathy. Learners will synthesize knowledge to create a prototype of a future media innovation.
This document discusses current and future trends in media and information. It aims to define concepts like ubiquitous learning and massive open online courses. It identifies learning competencies around discussing these trends, evaluating their impact, and predicting future innovations. The document outlines topics on ubiquitous learning, MOOCs, wearable technology, 3D environments, and a performance task involving prototyping. Learners are expected to understand these trends, assess their effects, and create prototypes of future media innovations.
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
9 Current and Future Trends of Media and Information.pptxMagdaLo1
This document outlines a presentation on current and future trends in media and information. It discusses concepts like ubiquitous learning, massive open online courses, wearable technology, 3D environments, and prototyping for empathy. Learners will be able to define these terms, identify trends, evaluate impacts, and predict innovations. Formative assessments and a performance task involving designing prototypes are also outlined. The goal is for learners to understand emerging media and demonstrate ideas through exhibits.
10.MIL 9. Current and Future Trends in Media and Information.pptxEdelmarBenosa3
This document outlines the learning competencies and topics for a course on media and information literacy. It discusses key concepts like ubiquitous learning, massive open online courses, wearable technology, and 3D environments. It provides definitions and examples for each topic. The document outlines a performance task where students will work in groups to prototype a solution to a media/information problem by going through the design thinking process.
This document summarizes Maximilian Müller's research focusing on engaging user scenarios around interactive public displays. It discusses deploying displays in school settings to showcase educational video content from the JuxtaLearn project. Observations found students engaged more with dynamic and interactive content. Introducing awareness of peer interactions, like through notifications of others' actions, positively increased engagement both with the displays and socially. Future work aims to better understand factors motivating interaction and bridging awareness to actual participation. The document also outlines exploring situated shared music experiences using public displays.
UPDATED: Everything old is new again…or is it?Jo Kay
Updated to include audience responses and participation!
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
This document outlines current and future trends in media and information, including ubiquitous learning, massive open online courses (MOOCs), wearable technology, and 3D environments. It describes these trends and provides examples. Students will learn to describe MOOCs, evaluate how trends affect society, predict future innovations, and create prototypes of future media. A performance task challenges students to design prototypes that address issues related to media/information in the Philippines by using the design thinking process.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Clare Sansom (Birkbeck College, University of London).
Media X at Stanford University - DescriptionMartha Russell
Media X at Stanford University is an industry partner program of the HSTAR Institute (Human Sciences Advanced Technology Research.) Contact: Dr. Martha Russell, Associate Director, martha.russell@stanford.edu; Chuck House, Executive Director, chouse@stanford.edu; Professor Byron Reeves, Faculty Co-Director and Co-Founder; Professor Roy Pea, Faculty Co-Director and Co-Founder; Dr. Keith Devlin, Co-Founder and Executive Director HSTAR, devlin@stanford.edu.
This document discusses current and future trends in media and information. It covers topics like ubiquitous learning, massive open online courses (MOOCs), wearable technology, and 3D environments. Students will learn to describe these trends, evaluate their impact, predict future innovations, and design prototypes. The performance task challenges students to address a media/information issue by creating a prototype using design thinking methods.
Accessibility as Innovation - giving your potential users the chance to inspi...Jonathan Hassell
Many organisations seem to fear that making their products accessible means dumbing them down: they might then work for everyone, but they will lose a lot of their pizzazz in the process.
In this eAccess-13 presentation Jonathan Hassell presents the contrary view - that organisations that really look into the different needs of their disabled audiences often find this breaks them out of fixed positions, allowing them to take innovative leaps in product design.
Using examples from the typewriter to the iPhone classic ‘Zombies, Run!’ and his own recent projects involving the Microsoft Kinect games controller, Jonathan guides you through a way of thinking about product development which is inclusive, creative and potentially very lucrative.
MIL_Current and Future Trends Media and Information (1).pptxCRISTYMAEDETALO
The document discusses current and future trends in media and information literacy (MIL) that students will learn. It covers ubiquitous learning, massive open online courses (MOOCs), wearable technology, and 3D environments. Students will evaluate these trends, predict future innovations, and create a prototype of their own future media innovation. A performance task involves prototyping to address an identified issue related to media and information in the Philippines.
The M HKA PP pervasive serious game was developed as part of the Apollon CIP EC-funded project. It is the result of cooperation between IBBT ilab.o (Belgium), Virdual (France) and M HKA (Belgium). The aim was to test the idea of cross-border living labs by developing a game that would allow museum visitors to create their own virtual collection, based on the collection they were visiting in the M HKA Antwerp museum of modern art. This presentation will discuss the idea behind the M HKA PP application and its relation to Living labs.
Presentation for the VII International Seminar of the UOC UNESCO Chair in e-Learning: Mobile Technologies for Learning & Development.
The project mobile Game Based Learning (mGBL) is coordinated by evolaris next level GmbH and: has been implemented from October 2005 until December 2008, has been conducted by 30 researchers from 11 project partners from 5 European countries (Great Britain, Italy, Croatia, Austria and Slovenia), used nearly 600 person-moths resources with a budget of 2.5 Mio EUR, was supported by the EU under the FP6 IST.
The overall goal of the project was to improve the effectiveness and efficiency of learning in the target group of young people (aged 16 – 24) through the development of innovative learning models based on mobile games. The biggest challenge in this project was to communicate content from different fields in a motivational, inclusive and emotional way. As the most personal and emotional communication channel the mobile phone was used to establish the link between learners and teachers.
The specific aim of the project was to design, develop and pilot a prototype game platform that might be used to efficiently develop games for m-learning. The basic idea is to use the mobile phone to implement games bridging the real and virtual world. These games are firstly intended to directly support learning via opportunities to develop knowledge and cognitive skills in an exciting and inspiring – and hence in a highly emotional – way, and secondly to indirectly motivate users to refer to other media (e.g. “classic” libraries, scripts, etc.) for learning purposes.
Different child, different brain, different needs 0808-with logo-websitedhita_brainfit
A parenting & Educators Workshop " Different Child, Different Brain, Different Needs" with a world dynamic speaker Dr. Martha Burns Ph.D. 23 - 24 August 2011
mICF Workshop 3 June 2015 (Overview PowerPoint)Stefanus Snyman
This document provides an overview of a workshop for the mICF Collaborative taking place in Helsinki, Finland from 2-4 June 2015. The workshop aims to bring together partners working on developing a mobile application to collect patient data based on the International Classification of Functioning framework. The summary discusses the motivation and goals of the mICF project, which include facilitating integrated care through collecting patient-reported data using mobile technology. It outlines the work packages and objectives for developing content specifications, a minimum viable product, testing the application, and evaluating impact. The workshop aims to advance work on content development, technical implementation, research planning and dissemination activities.
This workshop provided resources and advice for student parents at the University of Michigan. It began with introductions from the presenter, Beth Feldkamp. The agenda included discussing why the workshop focused on students with children, relevant statistics, policies, maintaining a healthy balance, time management, and available resources. Tips were provided on time management, stress management, establishing support systems, and counseling services. Students were encouraged to discuss challenges and the potential creation of on-campus spaces and organizations for student parents.
The role of narrative storytelling is central to almost any creative learning activity
involving children. Whether through words or images, or a combination of both,
children create and communicate their unique stories through the use of narrative.
Innovations in technology over the last few decades and, especially, within the last few
years are becoming a regular part of the educational experiences for children.
Children, by virtue of their age, are the earliest early-adopters of new technology.
However, there is a lack of education and training on how to use digital video
technology in order to expand the creative possibilities of children and their
imagination.
Our research attempts to address that deficiency by providing children
with the tools and environment to apply the knowledge they possess through the
utilization of digital video technology. In our research, we focus on the use of digital
video technology in children’s play activities. Digital video technology can be used to
enhance both the learning activities as well the creative output. The effects of mixing
traditional tools of learning with new instruments – particularly through the use of
video technology - in a group setting illustrates the importance of the creative process,
as well as creative output, in children.
This document provides information about the Ilagan-Divilacan Road Rehabilitation and Improvement Project in Isabela Province, Philippines. It discusses the need for the project to connect inland and coastal areas of the province for economic development. The 82 km project will upgrade the existing road to an all-weather standard with concrete bridges and culverts at an estimated cost of 2.28 billion pesos. It is expected to benefit residents through improved access to services, opportunities in agriculture, ecotourism and renewable energy. An environmental impact assessment was conducted to identify effects on land, water, and wildlife and determine mitigation measures during construction and operation.
The document summarizes a presentation given by Musstanser Tinauli on their research activities and experiments. It discusses their goals of understanding how interactive environments can be measured and how tools influence user behavior. It describes ongoing case studies of games, e-learning platforms and digital pens. It outlines their methodological approach and provides results from studies on a digital pen and paper system, including lessons learned. Recent publications and collaborations are also mentioned.
Sixth Sense is a wearable gestural interface developed by MIT students that allows users to access information without screens or keyboards. By wearing colored markers and using a camera, it can turn any surface into a touchscreen. It recognizes objects to provide product information, checks flight statuses from tickets, and looks up information from books or newspapers. It aims to integrate information with the real world. The device costs $350 and could have educational uses like engagement, research, collaboration, and cost-effectiveness for students. However, there are also concerns about students becoming too wired and accessing inappropriate information.
CURRENT AND FUTURE TRENDS IN MEDIA AND .pdfMagdaLo1
This document discusses current and future trends in media and information. It outlines learning competencies related to defining ubiquitous learning, discussing massive open online courses, identifying current media trends, evaluating their impact, and predicting future innovations. Specific trends covered include ubiquitous learning, massive open online courses, wearable technology, 3D environments, and a performance task involving prototyping for empathy. Learners will synthesize knowledge to create a prototype of a future media innovation.
This document discusses current and future trends in media and information. It aims to define concepts like ubiquitous learning and massive open online courses. It identifies learning competencies around discussing these trends, evaluating their impact, and predicting future innovations. The document outlines topics on ubiquitous learning, MOOCs, wearable technology, 3D environments, and a performance task involving prototyping. Learners are expected to understand these trends, assess their effects, and create prototypes of future media innovations.
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
9 Current and Future Trends of Media and Information.pptxMagdaLo1
This document outlines a presentation on current and future trends in media and information. It discusses concepts like ubiquitous learning, massive open online courses, wearable technology, 3D environments, and prototyping for empathy. Learners will be able to define these terms, identify trends, evaluate impacts, and predict innovations. Formative assessments and a performance task involving designing prototypes are also outlined. The goal is for learners to understand emerging media and demonstrate ideas through exhibits.
10.MIL 9. Current and Future Trends in Media and Information.pptxEdelmarBenosa3
This document outlines the learning competencies and topics for a course on media and information literacy. It discusses key concepts like ubiquitous learning, massive open online courses, wearable technology, and 3D environments. It provides definitions and examples for each topic. The document outlines a performance task where students will work in groups to prototype a solution to a media/information problem by going through the design thinking process.
This document summarizes Maximilian Müller's research focusing on engaging user scenarios around interactive public displays. It discusses deploying displays in school settings to showcase educational video content from the JuxtaLearn project. Observations found students engaged more with dynamic and interactive content. Introducing awareness of peer interactions, like through notifications of others' actions, positively increased engagement both with the displays and socially. Future work aims to better understand factors motivating interaction and bridging awareness to actual participation. The document also outlines exploring situated shared music experiences using public displays.
UPDATED: Everything old is new again…or is it?Jo Kay
Updated to include audience responses and participation!
Slides from Keynote Presentation by Janine Bowes. In this presentation Janine will explore the skills and attributes that an online teacher needs in the 21st century to stay on top of the game. In considering the past two decades of online learning, it is useful to note some underlying principles that are timeless but also to be open to new possibilities.
This document outlines current and future trends in media and information, including ubiquitous learning, massive open online courses (MOOCs), wearable technology, and 3D environments. It describes these trends and provides examples. Students will learn to describe MOOCs, evaluate how trends affect society, predict future innovations, and create prototypes of future media. A performance task challenges students to design prototypes that address issues related to media/information in the Philippines by using the design thinking process.
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Clare Sansom (Birkbeck College, University of London).
Media X at Stanford University - DescriptionMartha Russell
Media X at Stanford University is an industry partner program of the HSTAR Institute (Human Sciences Advanced Technology Research.) Contact: Dr. Martha Russell, Associate Director, martha.russell@stanford.edu; Chuck House, Executive Director, chouse@stanford.edu; Professor Byron Reeves, Faculty Co-Director and Co-Founder; Professor Roy Pea, Faculty Co-Director and Co-Founder; Dr. Keith Devlin, Co-Founder and Executive Director HSTAR, devlin@stanford.edu.
This document discusses current and future trends in media and information. It covers topics like ubiquitous learning, massive open online courses (MOOCs), wearable technology, and 3D environments. Students will learn to describe these trends, evaluate their impact, predict future innovations, and design prototypes. The performance task challenges students to address a media/information issue by creating a prototype using design thinking methods.
Accessibility as Innovation - giving your potential users the chance to inspi...Jonathan Hassell
Many organisations seem to fear that making their products accessible means dumbing them down: they might then work for everyone, but they will lose a lot of their pizzazz in the process.
In this eAccess-13 presentation Jonathan Hassell presents the contrary view - that organisations that really look into the different needs of their disabled audiences often find this breaks them out of fixed positions, allowing them to take innovative leaps in product design.
Using examples from the typewriter to the iPhone classic ‘Zombies, Run!’ and his own recent projects involving the Microsoft Kinect games controller, Jonathan guides you through a way of thinking about product development which is inclusive, creative and potentially very lucrative.
MIL_Current and Future Trends Media and Information (1).pptxCRISTYMAEDETALO
The document discusses current and future trends in media and information literacy (MIL) that students will learn. It covers ubiquitous learning, massive open online courses (MOOCs), wearable technology, and 3D environments. Students will evaluate these trends, predict future innovations, and create a prototype of their own future media innovation. A performance task involves prototyping to address an identified issue related to media and information in the Philippines.
The M HKA PP pervasive serious game was developed as part of the Apollon CIP EC-funded project. It is the result of cooperation between IBBT ilab.o (Belgium), Virdual (France) and M HKA (Belgium). The aim was to test the idea of cross-border living labs by developing a game that would allow museum visitors to create their own virtual collection, based on the collection they were visiting in the M HKA Antwerp museum of modern art. This presentation will discuss the idea behind the M HKA PP application and its relation to Living labs.
Learning across contexts - Mobile for field and studio workAdel Gordon
Learning across contexts – mobile for fieldwork in Environmental Sciences, was published in a mobile learning best practice guide released by UCISA in January, 2014. It won a highly commended case study award from the Universities and Colleges Information Systems Association (UCISA).
The presentation will be structured as follow. The talk will first provide an introduction to the theory behind the Socio-Cultural Ecology (Pachler, Bachmair and Cook, 2010) and the notion of User-generated contexts (Cook, Pachler and Bachmair, accepted), which Cook (2009) has refined into an analytical tool called a ‘typology-grid’ (see below). The talk will then demonstrate how the typology-grid has been successfully been used to analyse and learn from the ALPS and conclude by inviting a critique of the typology-grid.
Patterns for building patterns communitiesYishay Mor
Keynote at e-Learning Patterns, Tübingen, March 4-6, 2009
http://www.iwm-kmrc.de/workshops/e-learning-patterns/
Video
http://www.iwm-kmrc.de/workshops/e-learning-patterns/videos/Keynote1YishayMor.html
http://www.iwm-kmrc.de/workshops/e-learning-patterns/videos/Keynote2YishayMor.html
Abstract
http://www.iwm-kmrc.de/workshops/e-learning-patterns/abstracts/patternscommunties.htm
The construct of design pattern is often summarised as "the core of a solution to a problem in context". What, then, is the problem that design patterns solve, and in which contexts?
As design patterns break new grounds in educational research and practice, challenging questions arise: how do we engage new audiences in the pattern paradigm? How do we adapt the form and modes of use of patterns to make them useful in diverse realms of practice? Why do we have such a strong conviction in the value of design patterns?
The tradition of design patterns refers to concepts such as "timelessness" and "expertise". These are problematic in a world of accelerating change. Yet another fundamental principle is accentuated; the need to establish robust design languages capable of capturing the complexity of problems in our environment and offering verifiable solutions. I argue that design-level discourse is imperative in many critical domains of human activity, and that patterns should play a central role in such discourse. Over the last few years, my colleagues and I have been developing a methodology for participatory workshops for practical design patterns. This methodology has emerged from the "Learning Patterns" project, and is being refined by the "Pattern Language Network" project.
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Designing Educational Futures with the Future Technology Workshop Method
1. Designing Educational Futures with the Future Technology Workshop method Giasemi Vavoula (University of Leicester) with Mike Sharples (University of Nottingham)
6. Both types of new products influence future educational scenarios
7.
8. Requirements for method Minimal participant training Collaborative Direct input to design Cost-effective to run Relates people and technology Open-ended Pragmatic
10. Future Technology Workshop (FTW) The Future (evolution / adoption of technology) The Present The Future (discontinuity) The Future (evolution / adoption of practice)
11. FTW: the method Aim: reach an informed understanding of how people might interact with technology in the future, by exploring the possibilities represented by all 4 boxes in the grid Seven sessions with defined outcomes and defined tools for capturing data Carried out typically as a half-day event 6-20 participants, familiar with the domain of interest but not generally technology experts
21. FTW Application Example 1:‘Capturing and sharing visual events’ Children as Photographers project (Sharples et al., 2003) Five workshops with children 10-13 / adults (Vavoula et al., 2002; 2003) Exploring and focusing on concepts / designs
47. “It was just like, you didn’t have to worry about holding it or nothing it was just, always on you and easy to use, because if you wanted to take a photo just tell them, just push the button” (boy, age 13)
48. “I liked that you could see what they were seeing instead of ... just looking at them and trying to imagine what they could see” (girl, age 11)
50. Mostly impressive were the ability to see what someone else sees in real time; to control where someone else goes; need to trust; choice when to take photograph
75. Zoom and time travel: while moving in urban setting, person can zoom into a micro view to understand how it is constructed; or can travel back in time to view environment in the past
82. Virtual programmable museum: tutor can bring to life past exhibitions; students can experiment with exhibition variables and conduct online visitor studies
90. “When people are relaxed they tend to think in a more free-form way. I enjoy the brainstorming that goes on, which often begins with fun and laughter, but which then begins to focus and home in on some really interesting ideas”
91. “the need to represent the imagined situation by means of a kind of ‘art work’ and a short play helped to make the imagination activity more concrete and more live. The fact that they play had to represent the situation imagined by another group stimulated me to pay more attention to other people’s visions than i would have done otherwise”
92. “The whole thing is very coherent – each stage leads to the next – and at the end it feels as though a cycle has been completed ... I think it makes good use of the expertise and skills of the group involved – so that the whole is more than the parts”
93. “it’s a very useful method for thinking ‘outside the box’ but also grounds that thinking back in reality, theory, etc.”
103. Thanks to ... Chris Baber (University of Birmingham) Josie Taylor (Open University) Patrick McAndrew (Open University) Daisy Mwanza (Open University) Peter Lonsdale (Keele University) James Cross (prototypes developer) ALL FTW participants!
104. For more see: Vavoula, G., & Sharples, M., (2007). Future Technology Workshop: a collaborative method for the design of new learning technologies and activities. International Journal of Computer Supported Collaborative Learning, 2(4), pp. 393-419.