The Shopping cart is mainly useful for who haven’t time to go to shopping, those are just entered into this website and bought what ever they want. Even it is night or morning they entered into this site, and chosen different items like fruits, books, toys etc.. ‘Customer is our god’ mainly this website is based on this formula. After chosen items he bought into Pay pal process like VISA or MASTER credit cards or any Debit cards are accepted in this website. Customer is happily shopping at his rest place.
Keynote Data Matters JISC What is the impact? Six years of learning analytics...Bart Rienties
The Open University (OU) was an early adopter of learning analytics, and after six years has had the opportunity to reflect on the impact of large scale adoption across the institution.
Has there been an impact on student retention/progress/completion?
How are the positives (or negatives) reflected in student satisfaction surveys?
What worked, what didn't, and with this benefit of hindsight what is, or should be, next?
Collaborative learning model with virtual team in ubiquitous learning environ...IJITE
The purposes of this research study were: 1) to develop a Collaborative Learning Model with Virtual
Team in u-Learning Environment using Creative Problem-solving Process(U-CCPS Model); 2) to
evaluate a U-CCPS Model. The research procedures were divided into two phases. The first phase was to
develop U-CCPS Model, and the second phase was to evaluate U-CCPS Model. The sample group in this
study consisted of five experts using purposive sampling. Data were analyzed by arithmetic mean and
standard deviation. The research findings were as follows: The U-CCPS learning Model consisted of five
components as follows: 1) Input factors, 2) Process, 3) Control, 4) Output and 5) Feedback. The input
factors consisted of four components as followed: 1) Objectives of U-CCPS Model, 2) Roles of Instructors,
3) Roles of learners and 4) Design of learning media. The process consisted of two components as
followed: 1) Preparation before learning, and 2) Instructional management process. The experts agree
that a U-CCPS Model was highest suitability.
FROG: Embeddable tools for rich collaborative learning (Lübeck)Stian Håklev
FROG talk at Virtuelle Hochschule Symposium 2018 in Lübeck, with live demo. Full talk: https://www.youtube.com/watch?v=MalYZwvlfM8, just demo: https://www.youtube.com/watch?v=ZjZj30SAkZg
The Shopping cart is mainly useful for who haven’t time to go to shopping, those are just entered into this website and bought what ever they want. Even it is night or morning they entered into this site, and chosen different items like fruits, books, toys etc.. ‘Customer is our god’ mainly this website is based on this formula. After chosen items he bought into Pay pal process like VISA or MASTER credit cards or any Debit cards are accepted in this website. Customer is happily shopping at his rest place.
Keynote Data Matters JISC What is the impact? Six years of learning analytics...Bart Rienties
The Open University (OU) was an early adopter of learning analytics, and after six years has had the opportunity to reflect on the impact of large scale adoption across the institution.
Has there been an impact on student retention/progress/completion?
How are the positives (or negatives) reflected in student satisfaction surveys?
What worked, what didn't, and with this benefit of hindsight what is, or should be, next?
Collaborative learning model with virtual team in ubiquitous learning environ...IJITE
The purposes of this research study were: 1) to develop a Collaborative Learning Model with Virtual
Team in u-Learning Environment using Creative Problem-solving Process(U-CCPS Model); 2) to
evaluate a U-CCPS Model. The research procedures were divided into two phases. The first phase was to
develop U-CCPS Model, and the second phase was to evaluate U-CCPS Model. The sample group in this
study consisted of five experts using purposive sampling. Data were analyzed by arithmetic mean and
standard deviation. The research findings were as follows: The U-CCPS learning Model consisted of five
components as follows: 1) Input factors, 2) Process, 3) Control, 4) Output and 5) Feedback. The input
factors consisted of four components as followed: 1) Objectives of U-CCPS Model, 2) Roles of Instructors,
3) Roles of learners and 4) Design of learning media. The process consisted of two components as
followed: 1) Preparation before learning, and 2) Instructional management process. The experts agree
that a U-CCPS Model was highest suitability.
FROG: Embeddable tools for rich collaborative learning (Lübeck)Stian Håklev
FROG talk at Virtuelle Hochschule Symposium 2018 in Lübeck, with live demo. Full talk: https://www.youtube.com/watch?v=MalYZwvlfM8, just demo: https://www.youtube.com/watch?v=ZjZj30SAkZg
this is a new version of the pitch, which highlights the difference between eLEDGER and its competition - focusing on what it DOESN'T share in common with other packages, instead of features which are basically common to ALL the offerings in this market
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013The Pink Salmon
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013:
"Engagement factors and motivation in eLearning and Blended-Learning proyects".
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013Azahara TIC
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013:
"Engagement factors and motivation in eLearning and Blended -Learning proyects"
this is a new version of the pitch, which highlights the difference between eLEDGER and its competition - focusing on what it DOESN'T share in common with other packages, instead of features which are basically common to ALL the offerings in this market
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013The Pink Salmon
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013:
"Engagement factors and motivation in eLearning and Blended-Learning proyects".
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013Azahara TIC
Comunicación presentada en la I edición del Congreso Internacional TEEM 2013:
"Engagement factors and motivation in eLearning and Blended -Learning proyects"
Slides from my presentation at the 2017 Annual Meeting of the Society for Social Studies of Science. More info: https://convention2.allacademic.com/one/ssss/4s17/index.php?cmd=Online+Program+View+Session&selected_session_id=1290634&PHPSESSID=m29imqs8m956ii81pfl6usa1i0
THE IMPACT OF USING VISUAL PROGRAMMING ENVIRONMENT TOWARDS COLLEGE STUDENTS’ ...ijma
ABSTRACT
This study aimed to identify the impact of using a visual programming environment on college students’ achievement and understanding when learning computer programming. In this quasi-experimental study, 91 students were divided systematically into an experimental group (53 students) and a control group (38 students). The experimental group were exposed with a visual programming environment while the control group were using an ordinary text-based programming environment. Data was collected using pre-test and post-test, then analysed using paired t-test, independent sample t-test and thematic content analysis. A significant increase in the students’ achievement was recorded during the paired t-test for both groups. However, there is no significant difference in the students’ achievement between the groups. Surprisingly, the thematic analysis showed that students’ understanding in the experimental group were improved relatively better than in the control group. Thus, we conclude that visual programming environment have better impact to the students’ understanding.
International Journal of Engineering Inventions (IJEI) provides a multidisciplinary passage for researchers, managers, professionals, practitioners and students around the globe to publish high quality, peer-reviewed articles on all theoretical and empirical aspects of Engineering and Science.
CREATIVITY OF STUDENT AS A GAME DESIGNER: AN EXPLORATORY STUDYijma
ABSTRACT
Technological acceleration and educational gameplay response among community educators, students and communities today are seen to nurture creativity in line with 21st century educational needs. Thus, the purpose of this study is to analyse the element of creativity of the students who act a sa designer in the process of board game design. This study focuses on four aspects of creativity namely originality, flexibility, fluency and elaboration. The research design is quantitative using observation method to obtain a thorough findings. The data were collected through a checklist involving 32 secondary school students in Kinta district. The findings of this study show that students are able to produce games based on their own creativity that possesses elements of originality, flexibility, fluency and elaboration. As a conclusion, this research shows that students are not only playing, but they are also able to generate an open mind while playing games.
Nowadays, we are constantly interacting with computers, mobiles and other wearable devices. These interactions leave behind the digital footprint of the user. This data is used with different goals in the so-called Big Data field to predict customer behaviour in marketing and health research. Learning Analytics tackles this challenge in the Technology Enhanced Learning field.
George Siemens defines Learning Analytics as the measurement, collection, analysis and reporting of the data to understand and optimise learning. In this context, we find a variety of studies that process the data different. Some studies implement complex algorithms and display the outcome to the user. Others rely on simpler approaches to process the data but enabling the user to explore the data with understandable, comprehensive and usable visualisations. Users can draw conclusions by their own and, with this information, steer their own learning process. This thesis is contextualised in the latter and intends to help students to become autonomous and lead their own educational process.
This dissertation presents the work in the scope of four research questions: 1) RQ1 - What characteristics of learning activities can be visualised usefully for learners?; 2) RQ2 - What characteristics of learning activities can be visualised usefully for teachers?; 3) RQ3 - What are the affordances of and user problems with tracking data automatically and manually?; and 4) RQ4 - What are the key components of a simple and flexible architecture to collect, store and manage learning activity?.
The exploration of these research questions include the deployment of: 1) three different learning dashboard designs deployed in real courses with 128 students participating in the evaluations; 2) the analysis of two Massive Open Online Courses (MOOCs) with 56876 enrolled students; and 3) the deployment of an architecture in two real case studies, including a European project with more than 15 scheduled pilots.
Manual and automatic trackers have benefits and drawbacks. For example, manual trackers respect the user privacy in blended learning courses but the data provided by the students is not trusted by their fellow students. Automatic trackers are more accurate, but they do not track the activity outside of the computer, and, therefore, do not provide the complete picture that students demand.
This research also identifies three components to deploy a simple and flexible architecture to collect data in open learning environments: 1) a set of simple services to push and pull the learning traces; 2) a simple data schema to ensure completeness and findability of the data; and 3) independent components to collect the learning activity.
This was part of the Doctoral Consortium presentation in the ICMI Conference 2019 at Suzhou, China on 14th October, 2019. Collaboration is an important skill of the 21st century. It can take place in an online (or remote) setting or in a colocated
(or face-to-face) setting. With the large scale adoption
of sensor use, studies on co-located collaboration (CC) has
gained momentum. CC takes place in physical spaces where
the group members share each other’s social and epistemic
space. This involves subtle multimodal interactions such
as gaze, gestures, speech, discourse which are complex in
nature. The aim of this PhD is to detect these interactions
and then use these insights to build an automated real-time
feedback system to facilitate co-located collaboration
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
Paper presented at WorldCIST 2020
Knihs, E., & García-Holgado, A. (2020). Young people participation in the Digital Society: a case study in Brazil. In Á. Rocha (Ed.), WorldCIST 2020, AISC 1161 (pp. 1-10). Springer. https://doi.org/10.1007/978-3-030-45697-9_34
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1. Gamification and
Learners’ Engagement in
Virtual Learning Environments (VLEs)
Authors
(Spain)
Azahara García Peralta
Rubén Gutiérrez Priego
(azahara.2.0.rienta@gmail.com)
(vluxaurea10@gmail.com)
The 8th International Conference DisCo (Prague, June 2013)
2. Index
I. Gamification: Basic Notions
II. Motivation, Educational games and GBL
III. Research: Planification and characteristics
IV. Research: Results and Conclusions
V. Future Perspectives and Research Fields
The 8th International Conference DisCo (Prague, June 2013)
4. I. Gamification: Basic Notions (1)
Definition:
"The use of playful techniques in non-game contexts"
(Deterding, 2011a)
Benefits:
○
It highly influences on how systems motivate their users and modifies
their performances and levels of satisfaction.
○
○
An useful way to model people's behaviour.
Let the instructional designers develop funny educational projects where
the learners get engaged quickly.
(Hamari and Järvinen, 2011)
The 8th International Conference DisCo (Prague, June 2013)
5. I. Gamification: Basic Notions (2)
Advantages:
Optimal "weisure" (working + leisure) by means of an interactive proposal
describe as "playbor" (play + labor)
(Anderson y Rainie, 2012)
Multidisciplinary character
fields, such as:
- Marketing
- Public Health
- Leisure
- Politics
- Banking
- Education
The 8th International Conference DisCo (Prague, June 2013)
Gamification is successfully applied in different
6. I. Gamification: Basic Notions (3)
In successful gamified activities there are three interaction levels:
1. Individual
2. Community
3. Institutional
(Werbach, 2012)
The 8th International Conference DisCo (Prague, June 2013)
7. I. Gamification: Basic Notions (4)
Figure 1. Seven strategies in gamified proposals Source: Authors' own work
The 8th International Conference DisCo (Prague, June 2013)
8. I. Gamification: Basic Notions (5)
1. Flow:
“A human state in which a human being is so engaged in an activity that he/she
can’t pay attention to nothing else. That experience is as funny and gratifying
as to make the participants take part in its defiance just because of the
satisfaction; even when such a challenge implies an enormous cost or effort.”
(Csikszentmihalyi, 1996)
The 8th International Conference DisCo (Prague, June 2013)
9. I. Gamification: Basic Notions (6)
Figure 2. Fogg Behavior Model Source: Adapted from (Fogg, 2003 and 2011)
The 8th International Conference DisCo (Prague, June 2013)
10. I. Gamification: Basic Notions (7)
Figure 3. Flow Channel Diagram Source: Adapted from (Lee and Hammer, 2010)
The 8th International Conference DisCo (Prague, June 2013)
11. I. Gamification: Basic Notions (8)
Figure 4. Strategies in gamified initiatives (1) Source: Authors' own work
The 8th International Conference DisCo (Prague, June 2013)
12. I. Gamification: Basic Notions (9)
Figure 5. Strategies in gamified initiatives (2) Source: Authors' own work
The 8th International Conference DisCo (Prague, June 2013)
13. I. Gamification: Basic Notions (10)
Figure 6. Taxonomy of players and acting strategies Source: Adapted from (Jo Kim, 2010)
The 8th International Conference DisCo (Prague, June 2013)
14. I. Gamification: Basic Notions (11)
Figure 7. Three-dimension diagram of players’ personalities Source: Adapted from (Bartle, 2003)
The 8th International Conference DisCo (Prague, June 2013)
15. I. Gamification: Basic Notions (12)
Figure 8. Game Requirements Source: Authors' own work
The 8th International Conference DisCo (Prague, June 2013)
17. II. Motivation, Educational games and GBL (1)
In virtual learning environments, MOTIVATION will include:
- students’ personal aspects
- elements from the formative setting
because any individual selects a concrete behavior or strategy for action just
based on the established goals and expected benefits.
(Deci, 2004; Heckhausen, 1991; Song, 2000; Wlodkowski, 1999)
There are 3 main groups of motives that can impel people to cooperate and,
at the same time, satisfy three different kinds of needs as it is showed in the
next slide.
(Polaino, 2011; Rianudo, 1997; Sandoval, 2006)
The 8th International Conference DisCo (Prague, June 2013)
18. II. Motivation, Educational games and GBL (2)
Figure 9. Motivational factors and human needs
Source: Authors’ own work based on (Polaino, 2011; Rianudo, 1997; Sandoval, 2006)
The 8th International Conference DisCo (Prague, June 2013)
19. II. Motivation, Educational games and GBL (3)
This motivation –with its three faces- is an essential factor in learning:
“Motivation is not only important because is an unforgettable and necessary
causal factor to let learning appear but because -at the same time- is a
consequence from such learning”
(Wlodkowski, 1985)
The 8th International Conference DisCo (Prague, June 2013)
20. II. Motivation, Educational games and GBL (4)
Educational games when are well built in Virtual Learning Environments:
- include playful mechanics capable of creating funny and enjoyable
experiences which are intrinsically motivating.
- promote a meaningful, engaging and practical learning (“playing is
acting”)
- make much easier develop practical critical thinking, collaborative
working and creative problem solving.
(Barab et al., 2005; de Freitas, 2006; Gee, 2003; Papastergiou, 2009; Pavlas, 2010;
Ryan, 2002 y 2006; Wilson et al., 2007)
The 8th International Conference DisCo (Prague, June 2013)
22. III. Research: Planification and characteristics (1)
Figure 10. Planification of the full research process Source: Authors’ own work
The 8th International Conference DisCo (Prague, June 2013)
23. III. Research: Planification and characteristics (2)
Figure 11. Research: planification and characteristics
Source: Authors’ own work based on (García, 2003; Hernández et al., 1997; Osorio, 2006; Wright and Rosenbaum, 1979)
The 8th International Conference DisCo (Prague, June 2013)
24. III. Research: Planification and characteristics (3)
Table 1 General overview of the questionnaire and types of questions Source: Authors’ own work
The 8th International Conference DisCo (Prague, June 2013)
26. IV. Research: Results and Conclusions (1)
The results from the questionnaire were gathered in thematic sections and
analyzed through simple frequency tables and graphical interpretations.
As a result, in relation to demographic and professional hypothesis:
i. There are no differences between male-females or among age intervals
when the subject comes to identify relevant motivational factors in
learning.
ii. There is no relation between the ages of the survey respondents and their
levels of familiarity with the newest tools for designing multimedia
didactical materials.
The 8th International Conference DisCo (Prague, June 2013)
27. IV. Research: Results and Conclusions (2)
Comparing
the most relevant intrinsic and extrinsic motivational factors with an
affirmative answer frequency > 95%
with
those coming from the literature review
it may be concluded that:
The motivational aspects which should be particularly kept in mind
when teaching with playful or "funny" techniques are the ones shown in
the three following figures.
The 8th International Conference DisCo (Prague, June 2013)
28. IV. Research: Results and Conclusions (3)
Figure 12. Intrinsic motivational elements: Dimension A.1: Human factors Source: Compiled by the authors
29. IV. Research: Results and Conclusions (4)
Figure 13. Intrinsic motivational elements: Dimension A.2: Methodological-procedural factors Source: Compiled by the authors
30. IV. Research: Results and Conclusions (5)
Figure 14. Extrinsic motivational elements Source: Compiled by the authors
31. IV. Research: Results and Conclusions (6)
Other interesting conclusions:
a. The survey respondents remark the motivational reinforcement due to
interactive
presentations
and
learning
materials
developed
as
combinations of text and video.
b. There is a unanimous agreement on how important establishing a grade
of difficulty coherent with the learners’ prior level of knowledge is,
when the matter comes to turn learning into a remarkable experience.
c. Offering a suitable diversity in learning materials is an appropriate
strategy to personalize the educational process.
d.The use of playful techniques in learning activities is confirmed as a
good mean to promote an effective meaningful learning.
The 8th International Conference DisCo (Prague, June 2013)
32. IV. Research: Results and Conclusions (6)
Other interesting conclusions (cont.):
e. Those educational competencies linked to planning learning strategies (“learn how to learn”)
as well as socio-communicative skills and abilities related to the use of computers and
information management are the three attitudinal groups where GBL principles have been
more used so far.
f. On the other hand, the rest of the basic educative competences (linguistic, scientific, artistic
and proactive skills) have not already been developed by means of gaming techniques in a
generalized way (only 15% of affirmative answers).
g. Progressive demotivation and decreasing of learners’ engagement are two of the main
obstacles that must be overcome through an appropriate instructional design reinforced by
playful strategies.
h. Personalizing the formative paths is essential to keep the learners engaged in the activity.
Therefore, offering meaningful choices in the progression loops may increase learners’
motivation.
The 8th International Conference DisCo (Prague, June 2013)
34. V. Future Perspectives and Research Fields (1)
1. Building a guide devoted to help educators when gamifying traditional
formative resources in order to:
- reinforce learners’ motivation,
- enhance teaching-learning processes, and
- increase fun and entertainment in learning.
based on the main motivational factors identified and instructional design
recommendations.
The 8th International Conference DisCo (Prague, June 2013)
35. V. Future Perspectives and Research Fields (2)
2. Investigating how it could be overcome some of the common problems
identified in e-Learners’ engagement, particularly by means of implementing
new procedures to let students “enjoy while learning and learn while having fun”.
3. Help educators who work with disabled students since gamified techniques
make easier retain attention and highly contribute to keep those learners
focused on their educative activities.
A research on how and why get involved students suffering from Attention
Deficit Hyperactivity Disorder (ADHD) could be developed through an
empirical quantitative method with two sampling groups (target and control)
and interviews before and after the research in both groups.
The 8th International Conference DisCo (Prague, June 2013)
36. Thank you very much!
¡Muchas
gracias!
Authors
Azahara García Peralta
Rubén Gutiérrez Priego
(azahara.2.0.rienta@gmail.com)
(vluxaurea10@gmail.com)
2013 The 8th International Conference DisCo (Prague, June
2013)