ICT-based orchestration of structured learning activity flows as a way to foster students' autonomy: a contradiction?
In this talk, I will discussed two technologies developed as part of the Learn3/EEE Spanish projects: QuesTInSitu and The Signal Orchestration System. Both technologies orchestrate students' actions along a set of learning activities. The activities are structured according to a design previously defined by the teacher, however the experimental results show that teachers' and students' perception when conducting the activities is of increased autonomous behaviour.
Proyecto EEE (TIN2011-28308-C03-03)
http://es.reactproject.eu/conference_es/conferencias-y-presentaciones/
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Synopsis: La orquestación mediada por tecnología de flujos de aprendizaje estructurados puede fomentar la autonomía de los estudiantes: una contradicción?
En esta presentación, discutiré dos tecnologías desarrolladas como parte de los proyectos españoles Learn3 y EEE: QuesTInSitu y el Sistema para la Orquestación mediante Señales (SOS, SignalOrchestration System). Ambas tecnologías permiten orquestar acciones de estudiantes en un conjunto de actividades de aprendizaje.
Signal orchestration-system-artel-ectel2012davinia.hl
Hernández-Leo, D.; Balestrini, M.; Nieves, R.; Blat, J.; Exploiting awareness to facilitate the orchestration of collaborative activities in physical spaces, CEUR Proceedings of the 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning, EC-TEL2012, Saarbrücken, Germany, September 2012 (to be published)
More info at http://daviniahl.wordpress.com/sos/
QuesTInSitu system and experiments: from tests to assessment routes
More info: http://gti.upf.edu/questinsitu-from-tests-to-routes-for-assessment-in-situ-activities/
This document discusses using mobile augmented reality (MAR) to boost physics education. It defines MAR and outlines several MAR apps that can be used to teach science concepts, such as Wikitude for location-based information and Aurasma for overlaying digital content on images. Examples are given of how Aurasma can be used to teach electromagnetic induction and density measurement. Pre-service teachers participated in MAR activities and had positive attitudes towards integrating such technologies. Challenges include technical issues and limited research, but opportunities exist to increase student motivation and accessibility through MAR.
LdShake is a tool that allows teachers to collaboratively create, share, and edit learning design solutions. It combines a repository, social networking, and authoring capabilities. Teachers can work together in teams to design problem-based learning activities. The tool is being used by a group of biology and medicine teachers at Universitat Pompeu Fabra in Barcelona who need to collaborate on course designs integrating multiple disciplines. An evaluation of the tool found it intuitive to use for collaborative design. Future work will focus on usability improvements and integrating existing learning design templates.
Project EEE meeting, at Universitat Pompeu Fabra Barcelona. SOS info at http://daviniahl.wordpress.com/sos/
The Signal Orchestration System (SOS) augments the physical environment with digital signals indicating orchestration aspects. It includes a manager, where orchestration visual and auditory signals are configured, changed on the fly and transmitted. These signals are rendered in physical devices that students can easily wear in a way that the signals can be collectively perceived (by the rest of the students in a group). This facilitates awareness of the social dynamic and the activity flow. For instance, to indicate group formation, students’ devices can show color signals. The students with the same color form a group. Blinking lights can indicate role or resource distribution, sound signals change of activity, etc. However, the actual meaning of each signal depends on the needs and creativity of the teacher who design the collaborative dynamic and its orchestration.
The document describes the Learn3 system created by GTI at UPF for authoring and sharing learning designs. It provides an overview of the system's current version and capabilities, which allow for social sharing, co-editing of designs using three integrated editors, and commenting on designs. Two use case scenarios are presented: one for collaborative work between biology teachers at multiple disciplines, and a second for a community of high schools sharing biology learning designs. More information on demonstrations, papers, and the system's evaluation are provided at the end.
The document discusses an interactive technologies group and their work on providing support for designing and enacting orchestrated learning settings involving augmented physical spaces linked to virtual 3D worlds and web spaces. This includes tools for authoring ubiquitous learning and hardware/software to manage flows of learning activities requiring coordinated configuration of objects across virtual and physical spaces. Some suggested lines of work are extending an orchestration system to connect with devices and spaces, linking it with other spaces, using physical objects to influence digital activities, and further exploring in situ learning and assessment.
Computational Thinking and Acting: Future Technologies for Future GenerationsJan Pawlowski
Computation Thinking describes the ability to purposefully use computers for problem solving. Computation Thinking and Acting focuses on using technologies for solving real world problems. The slides give examples and solutions how to include COTA in primary schools.
Signal orchestration-system-artel-ectel2012davinia.hl
Hernández-Leo, D.; Balestrini, M.; Nieves, R.; Blat, J.; Exploiting awareness to facilitate the orchestration of collaborative activities in physical spaces, CEUR Proceedings of the 2nd Workshop on Awareness and Reflection in Technology-Enhanced Learning, EC-TEL2012, Saarbrücken, Germany, September 2012 (to be published)
More info at http://daviniahl.wordpress.com/sos/
QuesTInSitu system and experiments: from tests to assessment routes
More info: http://gti.upf.edu/questinsitu-from-tests-to-routes-for-assessment-in-situ-activities/
This document discusses using mobile augmented reality (MAR) to boost physics education. It defines MAR and outlines several MAR apps that can be used to teach science concepts, such as Wikitude for location-based information and Aurasma for overlaying digital content on images. Examples are given of how Aurasma can be used to teach electromagnetic induction and density measurement. Pre-service teachers participated in MAR activities and had positive attitudes towards integrating such technologies. Challenges include technical issues and limited research, but opportunities exist to increase student motivation and accessibility through MAR.
LdShake is a tool that allows teachers to collaboratively create, share, and edit learning design solutions. It combines a repository, social networking, and authoring capabilities. Teachers can work together in teams to design problem-based learning activities. The tool is being used by a group of biology and medicine teachers at Universitat Pompeu Fabra in Barcelona who need to collaborate on course designs integrating multiple disciplines. An evaluation of the tool found it intuitive to use for collaborative design. Future work will focus on usability improvements and integrating existing learning design templates.
Project EEE meeting, at Universitat Pompeu Fabra Barcelona. SOS info at http://daviniahl.wordpress.com/sos/
The Signal Orchestration System (SOS) augments the physical environment with digital signals indicating orchestration aspects. It includes a manager, where orchestration visual and auditory signals are configured, changed on the fly and transmitted. These signals are rendered in physical devices that students can easily wear in a way that the signals can be collectively perceived (by the rest of the students in a group). This facilitates awareness of the social dynamic and the activity flow. For instance, to indicate group formation, students’ devices can show color signals. The students with the same color form a group. Blinking lights can indicate role or resource distribution, sound signals change of activity, etc. However, the actual meaning of each signal depends on the needs and creativity of the teacher who design the collaborative dynamic and its orchestration.
The document describes the Learn3 system created by GTI at UPF for authoring and sharing learning designs. It provides an overview of the system's current version and capabilities, which allow for social sharing, co-editing of designs using three integrated editors, and commenting on designs. Two use case scenarios are presented: one for collaborative work between biology teachers at multiple disciplines, and a second for a community of high schools sharing biology learning designs. More information on demonstrations, papers, and the system's evaluation are provided at the end.
The document discusses an interactive technologies group and their work on providing support for designing and enacting orchestrated learning settings involving augmented physical spaces linked to virtual 3D worlds and web spaces. This includes tools for authoring ubiquitous learning and hardware/software to manage flows of learning activities requiring coordinated configuration of objects across virtual and physical spaces. Some suggested lines of work are extending an orchestration system to connect with devices and spaces, linking it with other spaces, using physical objects to influence digital activities, and further exploring in situ learning and assessment.
Computational Thinking and Acting: Future Technologies for Future GenerationsJan Pawlowski
Computation Thinking describes the ability to purposefully use computers for problem solving. Computation Thinking and Acting focuses on using technologies for solving real world problems. The slides give examples and solutions how to include COTA in primary schools.
Scaling Informal Learning and Meaning Making at the Workplacetobold
The document discusses mechanisms for scaling informal learning at the workplace. It describes how informal learning currently occurs through asking colleagues and learning from experience, but traditional learning technologies don't support this and instead follow formal classroom models. It then outlines several mechanisms that can help scale informal learning, such as looking at learning within work practices, unlocking peer production, providing scaffolding for meaningful learning, and scaling through regional clusters.
Educating online/remote Future Engineering Leaders with Practical Competences...Manuel Castro
https://www.icwl-sete.eu/keynotes.html
This presentation will show the principles to include in our Engineering studies the practical competences and to show the long way we were involved during more than thirty years around distance/online education and the implementation of practical competences, the convergence with online learning in the use of Technology Enhanced Learning (TEL) in Engineering and the new way that we are facing after the main effects of the pandemic time where we should go a new era, more inclusive, diverse and personalized adapted for all.
The way we include the practical competences inside the engineering studies, problems, simulations, virtual, remote and pocket labs open a new era in those applications and the incoming immersive environments that drives us to a new hybrid environment as we are facing this in other important areas like industry or conferences. We will include in the presentation some introduction of the IEEE Education Society inside the area of educational activities and collaboration events as well as European projects like ECoVEM where we are applying some of those principles on the development.
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
Disrupting the way education is delivered at schools - DevCon2019sarguroh
This document discusses using Alfresco content services and an "ecoLearn" methodology to improve how education is delivered in schools. It proposes moving from traditional paper-based and USB-drive methods to a structured digital system that allows teachers to collaborate, reuse content, and track student learning and progress across contexts using intelligent learning environments. Implementing this system could empower teachers with smarter tools and potentially improve student attainment through continued progression, depth of learning, and assessment tracking based on contexts rather than isolated topics.
2021_01_15 «Applying Learning Analytics in Living Labs for Educational Innova...eMadrid network
The document describes research being conducted at Tallinn University in Estonia on applying learning analytics in living labs for educational innovation. It discusses 6 key points:
1) The research group uses living labs and involves practitioners in each step of the research to study new pedagogical methods and support teacher training and innovation adoption.
2) Six living lab case studies are exploring learning analytics for STEM education across 300+ schools, 800+ teachers, and 5000+ students.
3) The research aims to help gather evidence on innovations, support teacher professional development and decision making, and be flexible based on stakeholder needs.
4) Examples of research projects include using sensors and mobile analytics for outdoor collaborative learning
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.
The document discusses the history and use of technology in K-8 science education. It covers how technology can support learning through various roles like knowledge acquisition, providing interactive experiences, and assisting instruction. Examples of technologies that have been used over time include magic lanterns, film clips, educational television, and now the internet and multimedia. The document also provides guidance on integrating technology into lesson planning, assessments, and constructing learning units to engage students in hands-on science learning.
The document discusses the history and use of technology in K-8 science education. It covers how technology can support learning through various roles like knowledge acquisition, providing interactive experiences, and assisting instruction. Examples of technologies that have been used over time include magic lanterns, film clips, educational television, computers, and the internet. The document also provides guidance on integrating technology into lesson planning, instructional strategies, and assessing student understanding of science concepts.
The document discusses the history and use of technology in K-8 science education. It covers how technology can support learning through various roles like knowledge acquisition, interaction levels between students and computers, and instructional strategies. Examples of technologies that have been used over time include magic lanterns, film clips, educational television and current tools like computers and the internet. The document also provides guidance on integrating technology into unit planning, assessment, and constructing a collaborative learning environment in the science classroom.
- Davinia Hernández-Leo is a visiting Fulbright scholar from Universitat Pompeu Fabra in Barcelona, Spain working in the CS department and POET Lab at Virginia Tech.
- She is an assistant professor coordinating the Educational Technologies section of the Interactive Technologies Group, which does research on computer-supported collaborative learning and educational technologies.
- Her research focuses on providing teachers with design tools to plan collaborative learning activities and support orchestrating integrated learning flows across virtual and physical spaces.
Manuel Salamanca (Complutense University of Madrid, ES) on “Dissemination of knowledge in the virtual environment: organization of activities of I+D+I” held on 29.04.2015 at the international conference "Archival Cooperation and Community Building in the Digital Age" within the panel "Learning the past to build the future: education in the Digital Age" at Břevnov Archabbey in Prague (CZ).
Keynote talk on Remote Labs, for IEEE Kenya 15 July 2021Timothy Drysdale
This was an invited talk at the "Engineering for
Sustainable Future and Transformative Innovation" event organised by IEEE Kenya for 15/16 July. The talk was given remotely and included a live demonstration of our labs. The license for the slides is CC-BY-NC-4.0.
Enhancement of e-learning in geomatics by the integration of dynamic mathemat...adeshogues
- Develop innovative resources for teaching the fundamentals in engineering geomatics.
- Improve e-learning tools with a focus on calculus exercises, saving on office hours (teaching staff).
- Increase the students’ autonomy in learning and in doing exercises by themselves.
- Facilitate the creation of datasets for the exercises.
Quality assurance strategies in distance education - the hellenic open univer...EADTU
The document describes the Educational Content, Methodology and Technology Laboratory (e-CoMeT Lab) at the Hellenic Open University (HOU). The e-CoMeT Lab ensures quality assurance of educational content and methodologies for distance learning programs at HOU. It oversees the production of educational materials, assessment of teaching methods, and evaluation of teaching staff, students, and administrative processes. The lab has divisions for educational content, methodologies, systems and technology, and massive open online courses. It works to develop high-quality digital educational resources and implement innovations in distance education.
Project-based learning (PBL) is a student-centered approach that uses hands-on activities to help students learn skills like collaboration, problem-solving, and time management. PBL acknowledges that learning occurs through social activities and experiences. It allows students to explore problems and construct solutions that can apply to real-world issues. PBL is significant because it prepares students for a changing world where skills like research, technology use, and information synthesis are increasingly important for solving complex problems. It also allows flexibility for different learning styles and interactions that promote critical thinking.
Active learning and ICT-enhanced teaching in HE
Active learning involves students engaging with content through activities that require them to think critically, discuss concepts with peers, and apply knowledge. ICT tools like mobile learning, adaptive learning, and virtual exchanges can enhance teaching by providing interactive content and connecting students across contexts. Emerging trends include project-based learning, learning analytics, extended reality technologies, and personalized learning environments. Lectures can incorporate varying degrees of interactivity, from formal presentations to discussions, facilitated by polling tools or other ICT. Overall, active and technology-enhanced learning empowers students and promotes autonomy by making them stakeholders in their own education.
Efficient and effective mobile collaborative learningdavinia.hl
Keynote at mLearn22 https://www.iamlearn.org/mlearn/
In this talk I will summarize research results leading to practical implications in the achievement of efficient and effective (enjoyable, appealing) collaborative learning, both from the perspective of learners and teachers. In particular, I will focus on how technology can support the design and orchestration of mobile collaborative learning scenarios. The technology presented will include authoring tools, teaching community platforms, enactment systems, orchestration dashboards and data-driven intervention based on learning analytics. I will also discuss synergies between technological solutions emphasizing human-in-control and machine-in-control perspectives. During the talk, participants will be able to experience some notions covered by interacting using the PyramidApp tool.
Scaling Informal Learning and Meaning Making at the Workplacetobold
The document discusses mechanisms for scaling informal learning at the workplace. It describes how informal learning currently occurs through asking colleagues and learning from experience, but traditional learning technologies don't support this and instead follow formal classroom models. It then outlines several mechanisms that can help scale informal learning, such as looking at learning within work practices, unlocking peer production, providing scaffolding for meaningful learning, and scaling through regional clusters.
Educating online/remote Future Engineering Leaders with Practical Competences...Manuel Castro
https://www.icwl-sete.eu/keynotes.html
This presentation will show the principles to include in our Engineering studies the practical competences and to show the long way we were involved during more than thirty years around distance/online education and the implementation of practical competences, the convergence with online learning in the use of Technology Enhanced Learning (TEL) in Engineering and the new way that we are facing after the main effects of the pandemic time where we should go a new era, more inclusive, diverse and personalized adapted for all.
The way we include the practical competences inside the engineering studies, problems, simulations, virtual, remote and pocket labs open a new era in those applications and the incoming immersive environments that drives us to a new hybrid environment as we are facing this in other important areas like industry or conferences. We will include in the presentation some introduction of the IEEE Education Society inside the area of educational activities and collaboration events as well as European projects like ECoVEM where we are applying some of those principles on the development.
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
Disrupting the way education is delivered at schools - DevCon2019sarguroh
This document discusses using Alfresco content services and an "ecoLearn" methodology to improve how education is delivered in schools. It proposes moving from traditional paper-based and USB-drive methods to a structured digital system that allows teachers to collaborate, reuse content, and track student learning and progress across contexts using intelligent learning environments. Implementing this system could empower teachers with smarter tools and potentially improve student attainment through continued progression, depth of learning, and assessment tracking based on contexts rather than isolated topics.
2021_01_15 «Applying Learning Analytics in Living Labs for Educational Innova...eMadrid network
The document describes research being conducted at Tallinn University in Estonia on applying learning analytics in living labs for educational innovation. It discusses 6 key points:
1) The research group uses living labs and involves practitioners in each step of the research to study new pedagogical methods and support teacher training and innovation adoption.
2) Six living lab case studies are exploring learning analytics for STEM education across 300+ schools, 800+ teachers, and 5000+ students.
3) The research aims to help gather evidence on innovations, support teacher professional development and decision making, and be flexible based on stakeholder needs.
4) Examples of research projects include using sensors and mobile analytics for outdoor collaborative learning
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.
The document discusses the history and use of technology in K-8 science education. It covers how technology can support learning through various roles like knowledge acquisition, providing interactive experiences, and assisting instruction. Examples of technologies that have been used over time include magic lanterns, film clips, educational television, and now the internet and multimedia. The document also provides guidance on integrating technology into lesson planning, assessments, and constructing learning units to engage students in hands-on science learning.
The document discusses the history and use of technology in K-8 science education. It covers how technology can support learning through various roles like knowledge acquisition, providing interactive experiences, and assisting instruction. Examples of technologies that have been used over time include magic lanterns, film clips, educational television, computers, and the internet. The document also provides guidance on integrating technology into lesson planning, instructional strategies, and assessing student understanding of science concepts.
The document discusses the history and use of technology in K-8 science education. It covers how technology can support learning through various roles like knowledge acquisition, interaction levels between students and computers, and instructional strategies. Examples of technologies that have been used over time include magic lanterns, film clips, educational television and current tools like computers and the internet. The document also provides guidance on integrating technology into unit planning, assessment, and constructing a collaborative learning environment in the science classroom.
- Davinia Hernández-Leo is a visiting Fulbright scholar from Universitat Pompeu Fabra in Barcelona, Spain working in the CS department and POET Lab at Virginia Tech.
- She is an assistant professor coordinating the Educational Technologies section of the Interactive Technologies Group, which does research on computer-supported collaborative learning and educational technologies.
- Her research focuses on providing teachers with design tools to plan collaborative learning activities and support orchestrating integrated learning flows across virtual and physical spaces.
Manuel Salamanca (Complutense University of Madrid, ES) on “Dissemination of knowledge in the virtual environment: organization of activities of I+D+I” held on 29.04.2015 at the international conference "Archival Cooperation and Community Building in the Digital Age" within the panel "Learning the past to build the future: education in the Digital Age" at Břevnov Archabbey in Prague (CZ).
Keynote talk on Remote Labs, for IEEE Kenya 15 July 2021Timothy Drysdale
This was an invited talk at the "Engineering for
Sustainable Future and Transformative Innovation" event organised by IEEE Kenya for 15/16 July. The talk was given remotely and included a live demonstration of our labs. The license for the slides is CC-BY-NC-4.0.
Enhancement of e-learning in geomatics by the integration of dynamic mathemat...adeshogues
- Develop innovative resources for teaching the fundamentals in engineering geomatics.
- Improve e-learning tools with a focus on calculus exercises, saving on office hours (teaching staff).
- Increase the students’ autonomy in learning and in doing exercises by themselves.
- Facilitate the creation of datasets for the exercises.
Quality assurance strategies in distance education - the hellenic open univer...EADTU
The document describes the Educational Content, Methodology and Technology Laboratory (e-CoMeT Lab) at the Hellenic Open University (HOU). The e-CoMeT Lab ensures quality assurance of educational content and methodologies for distance learning programs at HOU. It oversees the production of educational materials, assessment of teaching methods, and evaluation of teaching staff, students, and administrative processes. The lab has divisions for educational content, methodologies, systems and technology, and massive open online courses. It works to develop high-quality digital educational resources and implement innovations in distance education.
Project-based learning (PBL) is a student-centered approach that uses hands-on activities to help students learn skills like collaboration, problem-solving, and time management. PBL acknowledges that learning occurs through social activities and experiences. It allows students to explore problems and construct solutions that can apply to real-world issues. PBL is significant because it prepares students for a changing world where skills like research, technology use, and information synthesis are increasingly important for solving complex problems. It also allows flexibility for different learning styles and interactions that promote critical thinking.
Active learning and ICT-enhanced teaching in HE
Active learning involves students engaging with content through activities that require them to think critically, discuss concepts with peers, and apply knowledge. ICT tools like mobile learning, adaptive learning, and virtual exchanges can enhance teaching by providing interactive content and connecting students across contexts. Emerging trends include project-based learning, learning analytics, extended reality technologies, and personalized learning environments. Lectures can incorporate varying degrees of interactivity, from formal presentations to discussions, facilitated by polling tools or other ICT. Overall, active and technology-enhanced learning empowers students and promotes autonomy by making them stakeholders in their own education.
Similar to Questinsitu - Signal Orchestration System React-conference-2012 (20)
Efficient and effective mobile collaborative learningdavinia.hl
Keynote at mLearn22 https://www.iamlearn.org/mlearn/
In this talk I will summarize research results leading to practical implications in the achievement of efficient and effective (enjoyable, appealing) collaborative learning, both from the perspective of learners and teachers. In particular, I will focus on how technology can support the design and orchestration of mobile collaborative learning scenarios. The technology presented will include authoring tools, teaching community platforms, enactment systems, orchestration dashboards and data-driven intervention based on learning analytics. I will also discuss synergies between technological solutions emphasizing human-in-control and machine-in-control perspectives. During the talk, participants will be able to experience some notions covered by interacting using the PyramidApp tool.
The evolution and adoption of Learning Analytics (LA) participates in the debate about the ethical challenges associated to technological advancement and the need to provide responsible technology. This debate in the field of educational technology focuses on the tension between the potential of LA to achieve more effective education and its impact on human behavior and well-being. In this talk I will present examples of solutions based on learning analytics proposed in the TIDE research group of Pompeu Fabra University - Barcelona (https://www.upf.edu/web/tide) that try to meet requirements of human-centred design, support for human agency, transparency, or human well-being. Examples include systems with LA components to support the design and orchestration of active learning activities, especially collaborative learning activities.
Open Science and Ethics studies in SLE researchdavinia.hl
Beardsley, M., Santos, P., Hernández-Leo, D., Michos, K. (2019). Ethics in educational technology research: informing participants in data sharing risks. British Journal of Educational Technology, 50(3), 1019-1034, https://doi.org/10.1111/bjet.12781
Beardsley, M., Hernández-Leo, D., Ramirez, R., (2018) Seeking reproducibility: Assessing a multimodal study of the testing effect. Journal of Computer Assisted Learning, 2018, vol. 34, no 4, p. 378-386.
Open Science: EATEL and the case of the TIDE_UPF research groupdavinia.hl
This document discusses open science practices within technology enhanced learning (TEL) research, specifically the practices of the TIDE_UPF research group. It outlines their open access publishing, open data sharing on platforms like GitHub and Zenodo, community curation efforts, and pre-registration practices. It also describes their Integrated Learning Design Environment (ILDE) platform, which makes available research outcomes to the broader community. The document emphasizes opening research to increase impact, technology transfer, ask more relevant questions, and gather data, while discussing the need to go beyond consent forms to better inform participants of data sharing risks.
Supporting teachers with community, design and learning analytics, Davinia He...davinia.hl
Apoyo al profesorado con analíticas de comunidad, diseño y aprendizaje
Supporting teachers with community, design and learning analytics
Seminario eMadrid, UAM 05/2019
http://www.emadridnet.org/index.php/es/eventos2/1100-seminario-emadrid-sobre-tecnologias-dentro-y-fuera-del-aula
http://www.emadridnet.org/index.php/es/28-eventos-y-seminarios/1102-apoyo-al-profesorado-con-analiticas-de-comunidad-diseno-y-aprendizaje
Abstract
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. PyramidApp for collaborative learning, edCrumble for blended learning) and the use of data analytics at different levels (learning, design, community) to support community awareness and teacher reflection when designing for learning. The presentation will include results of several research projects (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
En esta ponencia presentaré un resumen de la investigación en tecnologías educativas llevada a cabo por el grupo TIDE del Departamento de Tecnologías de la Información y las Comunicaciones en la Universidad Pompeu Fabra en Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). El resumen se presenta desde la perspectiva del apoyo al profesorado y a comunidades de profesores (como, por ejemplo, una escuela) en el diseño de buenas actividades de aprendizaje considerando los estudiantes y sus contextos. Las contribuciones principales incluyen una plataforma de comunidad para el diseño integrado de actividades de aprendizaje (ILDE), incluidas herramientas de autoría (como PyramidApp para aprendizaje colaborativo apoyado por ordenador, edCrumble para aprendizaje híbrido) y el uso de analíticas de datos a diferentes niveles (aprendizaje, diseño, comunidad) ara facilitar la conciencia de comunidad y la reflexión por los profesores cuando diseñan para generar aprendizajes. La presentación incluirá resultados de varios proyectos de investigación (METIS, CoT, MdM-EDS, RESET, SmartLET, Illuminated).
http://www.upf.edu/web/tide
Teacher communities: learning design support, social mechanisms, and case stu...davinia.hl
Teacher communities: learning design support, social mechanisms, and case studies
Davinia_Hernandez-Leo @JRC_EU_Seville_2019
JCR Seville, 11-12 April 2019Joint Workshop WG 2 & WG 4: Exploring the interplay between Human Learning and Machine Learning - The Citizen Science Perspective
I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g., a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE), including multiple authoring tools (e.g. edCrumble for blended learning, PyramidApp for collaborative learning) and the use of data analytics at different levels (learning, design, community) to facilitate meaningful social interactions between teachers (e.g. supporting community inquiry, learning redesign). The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated, Spotlighters).
Davinia Hernández-Leo is Associate Professor and Serra Hunter Fellow in the Department of Information and Communications Technologies at Universitat Pompeu Fabra, Barcelona (UPF), the Head of the Interactive and Distributed Technologies for Education group (TIDE), Vice-Dean of the UPF Engineering School and the Director of its Unit for teaching quality and innovation. She obtained her PhD at University of Valladolid (2007), has been a visiting scholar at the Open University of the Netherlands (2006), Virginia Tech (2012) and the University of Sydney (2015). Davinia's research lies at the intersection of network and computer applications, human-computer interaction, and learning sciences, with a special focus on technologies for learning design, computer-supported collaborative learning (CSCL), analytics, architectures and devices for learning. She is Vice-President of the European Association of Technology-Enhanced Learning, Chair of the IEEE ICICLE SIG on learning technology standards, and a member of the editorial board of the IEEE Transactions of Learning Technologies. http://www.upf.edu/web/tide
Learning design and data analytics: from teacher communities to CSCL scriptsdavinia.hl
Open Seminar at the University of Oulu, 4th Dec. 2018
http://www.oulu.fi/koulutusteknologia/node/56057
Learning design and data analytics: from teacher communities to computer-supported collaborative learning scripts
Presenter: Davinia Hernández-Leo, Associate Professor, Information and Communication Technologies Department, University Pompeu Fabra, Barcelona
Brief description: I will present an overview of the educational technologies research conducted by the TIDE research group of the Information and Communication Technologies Department at Universitat Pompeu Fabra in Barcelona (http://www.upf.edu/web/tide @TIDE_UPF). The overview will be articulated around the perspective, central to TIDE work, of supporting teachers and teacher communities (e.g a school) in the design of the best possible (technology-enhanced) learning activities considering their students and their contexts. Main research contributions that will be presented include a community platform for integrated learning design (ILDE, including multiple authoring tools e.g. edCrumble), scalable and flexible orchestration of computer-supported collaborative learning scripts (PyramidApp), and the use of data analytics at different levels (learning, design, community) to support teachers in learning (re)design. The presentation will include results of European, Spanish and Catalan projects (METIS, RESET, CoT) and our initial work in recently started projects (SmartLET, Illuminated).
Hernández-Leo, D., et al. (available online) Analytics for learning design: A layered framework and tools, British Journal of Educational Technology. https://doi.org/10.1111/bjet.12645
Hernández-Leo, D., et al. (2018). An Integrated Environment for Learning Design. Frontiers in ICT, 5, 9. doi: 10.3389/fict.2018.00009
Michos, K., Hernández-Leo, D., (2018) Supporting awareness in communities of learning design practice, Computers in Human Behavior, 85, 255-270. https://doi.org/10.1016/j.chb.2018.04.008
Michos, K., & Hernández-Leo, D., Albó, L. (2018). Teacher-led inquiry in technology-supported school communities. British Journal of Educational Technology 49(6), 1077-1095. https://doi.org/10.1111/bjet.12696.
Manathunga, K., Hernández-Leo, D., (2018), Authoring and enactment ofmobile pyramid-based collaborative learning activities, British Journal ofEducational Technology, 49(2),262–275,doi:10.1111/bjet.12588
Albo L, Hernández-Leo D. edCrumble: designing for learning with data analytics. Proceedings of the 13th European Conference on Technology-Enhanced Learning (EC-TEL 2018); 2018 Sep 3-6; Leeds, UK, 605-609.
Open Science strategies in TEL labs: the case of the TIDE_UPF research groupdavinia.hl
Presented at the 1st EATEL/ECTEL Workshop on the “Profession” in Technology-Enhanced Learning: Open Science, https://www.upf.edu/web/tide/eatelworkshop
"Evolución mediante el diseño para el aprendizaje en un ecosistema de múltiples espacios, tiempos, tecnologías y datos", a càrrec de Davinia Hernández-Leo, professora del Departament de Tecnologies de la Informació i les Comunicacions de la UPF
Grupo de investigación @TIDE_UPF
www.upf.edu/web/tide
Unidad para la Calidad e Innovación Docente de @EnginyeriesUPF
www.usquidesup.upf.edu
davinia.hernandez-leo@upf.edu, @daviniahl
https://www.slideshare.net/davinia.hl/
Helping teachers to think about their design problem: a pilot study to stimul...davinia.hl
Hernández-Leo D, Agostinho S, Beardsley M, Bennett S, Lockyer L. Helping teachers to think about their design problem: a pilot study to stimulate design thinking. Paper presented at: 9th annual International Conference on Education and New Learning Technologies EDULEARN17; 2017 July 3-5; Barcelona, Spain, pp. 5681-5690. Open access: http://hdl.handle.net/10230/32247
Lecciones aprendidas trabajando hacia la calidad e innovación docente.davinia.hl
Lecciones aprendidas trabajando hacia la calidad e innovación docente. Conferencia Invitada; Jornada de Innovación docente 2017: Resultados y estrategias; Universidad Carlos III de Madrid, Leganés, 29 de junio de 2017. https://www.uc3m.es/ss/Satellite/UC3MDigital/es/TextoMixta/1371233057636/
A Social Learning Space Grid for MOOCs, EMOOCs2017davinia.hl
Manathunga, K., Hernández-Leo, D., Sharples, M., (2017) A Social Learning Grid for MOOCs: Exploring a FutureLearn Case, Springer LNCS (vol. 10254) Proceedings of eMOOCs 2017, Madrid, Spain, 243-253.
https://repositori.upf.edu/handle/10230/28273
https://link.springer.com/chapter/10.1007/978-3-319-59044-8_29
How educators value data analytics about their moocs (1)davinia.hl
Michos, K., Hernández-Leo, D., Jiménez, M., (2017) How educators value data analytics about their MOOCs, CEUR Proceedings of Work in Progress Papers of the Experience and Research Tracks and Position Papers of the Policy Track at EMOOCs 2017 co-located with the EMOOCs 2017 Conference (Vol-1841), Madrid, Spain, 77-82.
http://ceur-ws.org/Vol-1841/R06_117.pdf
Towards Data Driven Group Formation Support in MOOCsdavinia.hl
This document discusses using data-driven approaches to form groups in MOOCs. It notes that social interactions lead to learning, even with limited educator attention. The document examines criteria that could be used for group formation from CSCL literature, including forming homogeneous and heterogeneous groups. The proposed approach uses learning analytics and constraint optimization to suggest group formations based on student background knowledge, age, language preferences, and other factors. The goal is to form groups that promote both homogeneity and heterogeneity to increase participation and interactions with different perspectives.
A Social Learning Grid for MOOCs: Exploring a FutureLearn Casedavinia.hl
This document discusses a study exploring the use of different collaboration spaces in a MOOC on the FutureLearn platform. It introduces a collaboration space grid categorizing spaces by size, task constraints, and time constraints. The study examined three spaces in a MOOC on 3D graphics: conversational flows for the whole cohort, prompt-based study groups of up to 30 learners, and PyramidApp groups with task and time constraints. Observations found conversational flows were widely used while study group participation varied and PyramidApp engaged some learners in rating and discussion. Challenges included keeping late-joiners and study groups on task. The spaces provided opportunities for learning but more structured activities and facilitation may be needed.
Scaling up active learning, MOOC research FutureLearndavinia.hl
This document summarizes a meeting that took place in Barcelona on January 27, 2017 about the FutureLearn Academic Network. It discusses reformulating learning at scale through MOOC research projects at Universitat Pompeu Fabra. Several presentations were given on using learning analytics to support educators in MOOCs and exploring social learning grids and group formation support in MOOCs. It also mentions using MOOC resources for blended learning models in higher education and designing human-centered learning with technology. Areas of MOOC research included using MOOCs for social impact and public engagement.
Open collaborative platforms, education and research: MOOCs, ILDEdavinia.hl
Open collaborative platforms, education and research: MOOCs, ILDE
Plenary session: Global partnership for development. The role of academia in empowering participatory and collaborative action
SIS2016, 1st Conference on Social Impact of Science, Barcelona, July 27, 2016
https://daviniahl.wordpress.com/
"NATO Hackathon Winner: AI-Powered Drug Search", Taras KlobaFwdays
This is a session that details how PostgreSQL's features and Azure AI Services can be effectively used to significantly enhance the search functionality in any application.
In this session, we'll share insights on how we used PostgreSQL to facilitate precise searches across multiple fields in our mobile application. The techniques include using LIKE and ILIKE operators and integrating a trigram-based search to handle potential misspellings, thereby increasing the search accuracy.
We'll also discuss how the azure_ai extension on PostgreSQL databases in Azure and Azure AI Services were utilized to create vectors from user input, a feature beneficial when users wish to find specific items based on text prompts. While our application's case study involves a drug search, the techniques and principles shared in this session can be adapted to improve search functionality in a wide range of applications. Join us to learn how PostgreSQL and Azure AI can be harnessed to enhance your application's search capability.
How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
Discover the Unseen: Tailored Recommendation of Unwatched ContentScyllaDB
The session shares how JioCinema approaches ""watch discounting."" This capability ensures that if a user watched a certain amount of a show/movie, the platform no longer recommends that particular content to the user. Flawless operation of this feature promotes the discover of new content, improving the overall user experience.
JioCinema is an Indian over-the-top media streaming service owned by Viacom18.
This talk will cover ScyllaDB Architecture from the cluster-level view and zoom in on data distribution and internal node architecture. In the process, we will learn the secret sauce used to get ScyllaDB's high availability and superior performance. We will also touch on the upcoming changes to ScyllaDB architecture, moving to strongly consistent metadata and tablets.
ScyllaDB is making a major architecture shift. We’re moving from vNode replication to tablets – fragments of tables that are distributed independently, enabling dynamic data distribution and extreme elasticity. In this keynote, ScyllaDB co-founder and CTO Avi Kivity explains the reason for this shift, provides a look at the implementation and roadmap, and shares how this shift benefits ScyllaDB users.
"Choosing proper type of scaling", Olena SyrotaFwdays
Imagine an IoT processing system that is already quite mature and production-ready and for which client coverage is growing and scaling and performance aspects are life and death questions. The system has Redis, MongoDB, and stream processing based on ksqldb. In this talk, firstly, we will analyze scaling approaches and then select the proper ones for our system.
LF Energy Webinar: Carbon Data Specifications: Mechanisms to Improve Data Acc...DanBrown980551
This LF Energy webinar took place June 20, 2024. It featured:
-Alex Thornton, LF Energy
-Hallie Cramer, Google
-Daniel Roesler, UtilityAPI
-Henry Richardson, WattTime
In response to the urgency and scale required to effectively address climate change, open source solutions offer significant potential for driving innovation and progress. Currently, there is a growing demand for standardization and interoperability in energy data and modeling. Open source standards and specifications within the energy sector can also alleviate challenges associated with data fragmentation, transparency, and accessibility. At the same time, it is crucial to consider privacy and security concerns throughout the development of open source platforms.
This webinar will delve into the motivations behind establishing LF Energy’s Carbon Data Specification Consortium. It will provide an overview of the draft specifications and the ongoing progress made by the respective working groups.
Three primary specifications will be discussed:
-Discovery and client registration, emphasizing transparent processes and secure and private access
-Customer data, centering around customer tariffs, bills, energy usage, and full consumption disclosure
-Power systems data, focusing on grid data, inclusive of transmission and distribution networks, generation, intergrid power flows, and market settlement data
Lee Barnes - Path to Becoming an Effective Test Automation Engineer.pdfleebarnesutopia
So… you want to become a Test Automation Engineer (or hire and develop one)? While there’s quite a bit of information available about important technical and tool skills to master, there’s not enough discussion around the path to becoming an effective Test Automation Engineer that knows how to add VALUE. In my experience this had led to a proliferation of engineers who are proficient with tools and building frameworks but have skill and knowledge gaps, especially in software testing, that reduce the value they deliver with test automation.
In this talk, Lee will share his lessons learned from over 30 years of working with, and mentoring, hundreds of Test Automation Engineers. Whether you’re looking to get started in test automation or just want to improve your trade, this talk will give you a solid foundation and roadmap for ensuring your test automation efforts continuously add value. This talk is equally valuable for both aspiring Test Automation Engineers and those managing them! All attendees will take away a set of key foundational knowledge and a high-level learning path for leveling up test automation skills and ensuring they add value to their organizations.
Getting the Most Out of ScyllaDB Monitoring: ShareChat's TipsScyllaDB
ScyllaDB monitoring provides a lot of useful information. But sometimes it’s not easy to find the root of the problem if something is wrong or even estimate the remaining capacity by the load on the cluster. This talk shares our team's practical tips on: 1) How to find the root of the problem by metrics if ScyllaDB is slow 2) How to interpret the load and plan capacity for the future 3) Compaction strategies and how to choose the right one 4) Important metrics which aren’t available in the default monitoring setup.
[OReilly Superstream] Occupy the Space: A grassroots guide to engineering (an...Jason Yip
The typical problem in product engineering is not bad strategy, so much as “no strategy”. This leads to confusion, lack of motivation, and incoherent action. The next time you look for a strategy and find an empty space, instead of waiting for it to be filled, I will show you how to fill it in yourself. If you’re wrong, it forces a correction. If you’re right, it helps create focus. I’ll share how I’ve approached this in the past, both what works and lessons for what didn’t work so well.
Introducing BoxLang : A new JVM language for productivity and modularity!Ortus Solutions, Corp
Just like life, our code must adapt to the ever changing world we live in. From one day coding for the web, to the next for our tablets or APIs or for running serverless applications. Multi-runtime development is the future of coding, the future is to be dynamic. Let us introduce you to BoxLang.
Dynamic. Modular. Productive.
BoxLang redefines development with its dynamic nature, empowering developers to craft expressive and functional code effortlessly. Its modular architecture prioritizes flexibility, allowing for seamless integration into existing ecosystems.
Interoperability at its Core
With 100% interoperability with Java, BoxLang seamlessly bridges the gap between traditional and modern development paradigms, unlocking new possibilities for innovation and collaboration.
Multi-Runtime
From the tiny 2m operating system binary to running on our pure Java web server, CommandBox, Jakarta EE, AWS Lambda, Microsoft Functions, Web Assembly, Android and more. BoxLang has been designed to enhance and adapt according to it's runnable runtime.
The Fusion of Modernity and Tradition
Experience the fusion of modern features inspired by CFML, Node, Ruby, Kotlin, Java, and Clojure, combined with the familiarity of Java bytecode compilation, making BoxLang a language of choice for forward-thinking developers.
Empowering Transition with Transpiler Support
Transitioning from CFML to BoxLang is seamless with our JIT transpiler, facilitating smooth migration and preserving existing code investments.
Unlocking Creativity with IDE Tools
Unleash your creativity with powerful IDE tools tailored for BoxLang, providing an intuitive development experience and streamlining your workflow. Join us as we embark on a journey to redefine JVM development. Welcome to the era of BoxLang.
The Department of Veteran Affairs (VA) invited Taylor Paschal, Knowledge & Information Management Consultant at Enterprise Knowledge, to speak at a Knowledge Management Lunch and Learn hosted on June 12, 2024. All Office of Administration staff were invited to attend and received professional development credit for participating in the voluntary event.
The objectives of the Lunch and Learn presentation were to:
- Review what KM ‘is’ and ‘isn’t’
- Understand the value of KM and the benefits of engaging
- Define and reflect on your “what’s in it for me?”
- Share actionable ways you can participate in Knowledge - - Capture & Transfer
"$10 thousand per minute of downtime: architecture, queues, streaming and fin...Fwdays
Direct losses from downtime in 1 minute = $5-$10 thousand dollars. Reputation is priceless.
As part of the talk, we will consider the architectural strategies necessary for the development of highly loaded fintech solutions. We will focus on using queues and streaming to efficiently work and manage large amounts of data in real-time and to minimize latency.
We will focus special attention on the architectural patterns used in the design of the fintech system, microservices and event-driven architecture, which ensure scalability, fault tolerance, and consistency of the entire system.
QR Secure: A Hybrid Approach Using Machine Learning and Security Validation F...AlexanderRichford
QR Secure: A Hybrid Approach Using Machine Learning and Security Validation Functions to Prevent Interaction with Malicious QR Codes.
Aim of the Study: The goal of this research was to develop a robust hybrid approach for identifying malicious and insecure URLs derived from QR codes, ensuring safe interactions.
This is achieved through:
Machine Learning Model: Predicts the likelihood of a URL being malicious.
Security Validation Functions: Ensures the derived URL has a valid certificate and proper URL format.
This innovative blend of technology aims to enhance cybersecurity measures and protect users from potential threats hidden within QR codes 🖥 🔒
This study was my first introduction to using ML which has shown me the immense potential of ML in creating more secure digital environments!
Questinsitu - Signal Orchestration System React-conference-2012
1. GTI http://gti.upf.edu
Davinia Hernández-Leo, et al.
@daviniahl // davinia.hernandez@upf.edu
EEE Project
(TIN2011-28308-C03-03) Universitat Pompeu Fabra, Barcelona
Interactive Technologies Group – Educational Technologies
2. GTI http://gti.upf.edu
Signal Orchestration System
Structured Flow Perception of
activity flows enactment increased
designed by mediated by autonomous
teachers technologies behaviour
3. GTI http://gti.upf.edu
QuesTInSitu: learning/assessment in situ
• QuesTInSitu Web & Mobile app - support “Assessment in situ”
activities where the questions of a test have to be answered in front of a
related real location (in situ)
• Teachers can create geo-located QTI questions and tests (routes), and
students answer the tests using a mobile device with GPS and 3G
Santos, P., Pérez-Sanagustín, M., Hernández-Leo, D. & Blat, J. (2011). QuesTInSitu: From tests to
routes for assessment in situ activities. Computers & Education, 57 (4), 2517-2534.
4. GTI http://gti.upf.edu
Discovering Barcelona!
• 34 students, in groups, visited 6 districts of Barcelona
to reflect about socio-economic aspects and town-planning
while observing the districts (vs. visiting 1 district!)
• 6 different routes
• Teacher monitoring the activity in real time
• Automatic feedback enhances reflection in situ
5. GTI http://gti.upf.edu
Exploring the History, Art and Architecture of Girona
• 53 High School students explored the city observing and
interacting with the architecture and the street furniture with to
practice local history and art
• The teacher created a route of 70 geolocated questions, and
monitored the activity in real time using an IPAD
• + twitter for communication!
http://www.tv3.cat/videos/4015110/Telenoticies-Girona-23032012 (at 2′ 30”)
http://www.tv3.cat/videos/4015290/Telenoticies-Barcelona-23032012 (at 16′ 55”)
6. GTI http://gti.upf.edu
Assessing Botany in situ
The professor created a route where 50 university students had
to answer questions in situ observing the Barcelona botany
garden, and finding, touching and measuring specific plants.
7. GTI http://gti.upf.edu
A literature adventure in situ
A group of 20 senior learners
(~70 years old), members of a
literature group, created two
routes with the aim of proposing
questions about of a
novel set in a district of
Barcelona.
http://www.youtube.com/watch?v=7w29vfCZOJ0&feature=youtu.be
8. GTI http://gti.upf.edu
Signal Orchestration System
Structured Flow Perception of
activity flows enactment increased
designed by mediated by autonomous
teachers technologies behaviour
9. GTI http://gti.upf.edu
Dynamic collaborative activities
in the classroom
• Orchestration “overhead”:
• Indicate group formation and role assignment for every activity,
distribution of resources/tools, collaboration areas, …
considering the evolution of the learning situation/constraints
• Time-consuming, noise / disorganization, attention, doesn’t scale
Signal Orchestration System
Augmenting physical educational spaces
with “orchestration awareness
mechanisms” can facilitate the
orchestration of collaborative dynamics
10. GTI http://gti.upf.edu
Signal Orchestration System
Prototypes
• Visual and auditory signals (color, blinking, sound,…)
• From manager to wearable devices
Signals collectively perceived
• Examples:
• Colors: group formation, work areas
• Blinking: role distribution
• Sound: change of activity
• (Depends on teachers’ creativity and needs)
Hernández-Leo, D., et al. (in press). SOS: Orchestrating Collaborative Activities Across Digital and
Physical Spaces Using Wearable Signaling Devices. Journal of Universal Computer Science.
10
11. GTI http://gti.upf.edu
Wearable devices: designs / experiments
- Necklace: + visible,
considerable size / weight,
uncomfortable
- Fabric: Lighter and thinner,
aesthetically nicer;
- visible: since + comfortable
risk of forgetting to check,
too similar to clothes
of classmates
12. GTI http://gti.upf.edu
Wearable devices: designs / experiments
• Intermediate approach:
arm bracelet
• Compact, more robust…
• Awareness: also when sitting down
13. GTI http://gti.upf.edu
Results from
experiments…
- Enables a flexible orchestration
(changes on the fly, reconfiguration of signals, scalability)
- High dynamism experienced by students
- Hypothesis that the system facilitates students and teachers
focus more their attention to the task (and less to the orchestration
aspects)
- Orchestration load for teachers decreases
- Arm bracelets vs. control group:
-time
+ group awareness, enjoyment, performance
13
13
14. GTI http://gti.upf.edu
METIS Meeting teachers co-desing needsEnvironments
by means of Integrated Learning
EC EACEA Lifelong Learning Programme
KA3 ICT Multilateral Projects
... coming soon (November 2012)
15. GTI http://gti.upf.edu
Davinia Hernández-Leo, et al.
EEE Project @daviniahl // davinia.hernandez@upf.edu
(TIN2011-28308-C03-03)
a
Editor's Notes
Project: EEE Project (TIN2011-28308-C03-03) Synopsis: ICT-based orchestration of structured learning activity flows as a way to foster students' autonomy: a contradiction? In this talk, I will discussed two technologies developed as part of the Learn3/EEE Spanish projects: QuesTInSitu and The Signal Orchestration System. Both technologies orchestrate students' actions along a set of learning activities. The activities are structured according to a design previously defined by the teacher, however the experimental results show that teachers' and students' perception when conducting the activities is of increased autonomous behaviour. Synopsis: La orquestación mediada por tecnología de flujos de aprendizaje estructurados puede fomentar la autonomía de los estudiantes: una contradicción? En esta presentación, trataré dos tecnologías desarrolladas como parte de los proyectos españoles Learn3 y EEE:QuesTInSitu y el Sistema para la Orquestación mediante Señales (SOS, SignalOrchestration System). Ambas tecnologías permiten orquestar acciones de estudiantes en un conjunto de actividades de aprendizaje. Estas actividades están estructuradas según un diseño previamente definido por el profesor. Sin embargo, los resultados experimentales muestran que tanto profesores como alumnos perciben una mayor autonomía en actividades apoyadas por QuesTInSitu y SOS si lo comparan con experiencias similares previas.
In this talk, I will discussed two technologies developed as part of the Learn3/EEE Spanish projects: QuesTInSitu and The Signal Orchestration System. Both technologies orchestrate students' actions along a set of learning activities. The activities are structured according to a design previously defined by the teacher, however the experimental results show that teachers' and students' perception when conducting the activities is of increased autonomous behaviour.
Decir que no es la audiencia pero se aprovecha
In this talk, I will discussed two technologies developed as part of the Learn3/EEE Spanish projects: QuesTInSitu and The Signal Orchestration System. Both technologies orchestrate students' actions along a set of learning activities. The activities are structured according to a design previously defined by the teacher, however the experimental results show that teachers' and students' perception when conducting the activities is of increased autonomous behaviour.
In this talk, I will discussed two technologies developed as part of the Learn3/EEE Spanish projects: QuesTInSitu and The Signal Orchestration System. Both technologies orchestrate students' actions along a set of learning activities. The activities are structured according to a design previously defined by the teacher, however the experimental results show that teachers' and students' perception when conducting the activities is of increased autonomous behaviour.
RF12B, up to 100 m. JeeNodes, low-cost Arduino clone board ATmega329 microcontroller (logic) As illustrated in Fig. 2, the PS-device visualization module displays several color combinations associated to signals that teachers would like to send students for indicating orchestration aspects of the collaborative learning flow, such as resources distribution or group formation. It consists of 4 leds (red, green, blue and yellow), which can be turned on and off individually or in pairs trough a communication module. This module includes a transceiver RF12B that allows the PS-device to be remotely controlled by a central computer from up to 100 meters away. The hardware used in the development of the PS-devices is based on JeeNodes, a low-cost Arduino clone board [20]. The board is powered by 3 AA batteries and includes an ATmega328 microcontroller which supports embedding programmed logic. The system includes a master node that relays commands between the computer with the OS-manager and each PS-device. The communication is unidirectional in order to avoid message sequencing and bottlenecks. Moreover, the data sent is coded into only 1 byte in order to optimize communication speed data transfer rate.
Three different low-cost designs have been implemented and used in several Jigsaw collaborative learning dynamics (Fig. 1). The use of the first two designs (a, b) was evaluated in two experiments framed in real scenarios [4]. The necklace was more visible, but its size and weight made it more uncomfortable. The fabric belt was lighter, thinner and aesthetically nicer, but it was less visible (too comfortable and similar to their clothes). Considering these observations, we propose an arm bracelet as an intermediate approach (Fig. 1, c). It has been designed so that it is more compact (adapted to the size of its hardware components) and can be fixed to a bracelet worn in the arm. Its position in the arm facilitates the visibility of the signals even when the participants are sitting down at their desks. Fig. 1 (c) shows how students wearing the bracelets look for other students with the same color signals to form a group. We are currently analyzing the data collected in an experiment that compares the use of the SOS arm bracelets with a controlled group using a traditional approach based on paper cards. Preliminary results indicate that the awareness facilitated by the SOS leads to a more agile classroom orchestration promoting a more satisfactory learning experience.
Among the three different physical designs of the signaling wearable devices, the Textile version was more popularly preferred. However, each of the designs presented potentials and limitations when compared with the others, and this is probably why some students still preferred the Belt or the Necklace devices.