Rosemary Luckin
Rosemary Luckin
2f7e6b1b5d6eb9544ac6094171e8048017194e98
Aldo Gangemi
Aldo
Gangemi
Energy sustainability is prevalent in political and popular rhetoric and yet energy consumption is rising. Teenagers are an important category of future energy consumers, but little is known of their conceptions about energy, energy saving, and energy related problems. We report on a study with a group of teenagers that explored their conceptions about¬ energy and their skills in finding information about their personal energy consumption. In this paper we focus our discussion on the challenges in using Web technologies to support learning about complex real world issues like energy consumption. An initial analysis of the data indicates that teenagers struggle to grasp the complexity of problems around energy and to search for information on examples of their personal energy consumption. We highlight that, to fulfil the learning potential of Web technologies, educators must provide support both in terms of learners’ initial conceptual understanding of the learning topic and the process of searching for information. Motivation is also critical if learners are to engage in the time intense process of searching for information and creating content. These findings have implications for the design of technology enhanced learning experiences that build on young people’s Web technology skills to support learning about complex real world issues.
Learner-centred design
From kinetic energy to climate change: Design of technology to link school science to personal energy consumption
informal learning
scaffolding
science learning
energy
From kinetic energy to climate change: Design of technology to link school science to personal energy consumption
Serge Garlatti
Serge Garlatti
622e65217449dec62b7d4987185f296271e63571
Martin Wolpers
Martin Wolpers
8307cc934f4dabb477176d9cb6cb2a11d9910b3d
Hypios & STIH, Université Paris-Sorbonne, France
Hypios & STIH, Université Paris-Sorbonne, France
Carlos Delgado Kloos
Carlos Delgado Kloos
f9edc035a0b951ff4aa50c893144351fd544ede5
Benjamin Wassermann
Benjamin Wassermann
7d66bd0428863a1343c8d32004c03382d404a17e
London Knowledge Lab
London Knowledge Lab
Katerina Avramides
Katerina Avramides
fa9235dac07845baa14026a69d35171c25d9fc31
MAGELLAN, Université Lyon 3 - IAE
MAGELLAN, Université Lyon 3 - IAE
Valentina Presutti
Valentina
Presutti
Fraunhofer Institute of Applied Information Technology
Fraunhofer Institute of Applied Information Technology
Valerie Emin
Valerie Emin
b5f9dd2df91afeffa0bfc91a2db4fe7e89ba0b88
Beuth University of Applied Sciences Berlin
Beuth University of Applied Sciences Berlin
Elise Lavoué
Elise Lavoué
f807ce8e503f3e8495a1e11dffc2cd989fd6eec8
Peter Brusilovsky
Peter Brusilovsky
e2e380d7796bee0527f7809db178751e1ee067fe
Computer Science Department, Institute TELECOM/TELECOM- Bretagne
Computer Science Department, Institute TELECOM/TELECOM- Bretagne
Access Technologies Group
Access Technologies Group
Brock Craft
Brock Craft
f08c04b082af8dbf075e7ccbd39220e67d9d497a
Dataset about ewfe2012.
Tue May 03 19:03:52 CEST 2016
Innovation labs - Tata Consultancy Services
Innovation labs - Tata Consultancy Services
Innovation Labs - Tata Consultancy Services
Innovation Labs - Tata Consultancy Services
Agathe Merceron
Agathe Merceron
c8d6eb7540c1d1df3c42bc06cb6bdf8b50eb747d
Eric Bruillard
Eric Bruillard
46de8198f06d748362460fdb3208e3df9086bb21
Swiss Federal Institute of Technology in Lausanne (EPFL)
Swiss Federal Institute of Technology in Lausanne (EPFL)
gaze-enhanced web
gaze events
Generic Gaze Interaction Events for Web Browsers: Using the Eye Tracker as Input Device
Generic Gaze Interaction Events for Web Browsers: Using the Eye Tracker as Input Device
gaze based interaction
gaze-enhanced eLearning
eye tracking
In the last decade much research has been conducted on analyzing human eye and gaze movements using eye tracking technology, not only in the fields of neuroscience, psychology and marketing, but also in the field of human computer interaction. However, no flexbile framework exist to integrate eye tracking directly into web applications to easily create and test new interaction concepts. We have created a JavaScript library based on the latest HTML5 Web technology and the jQuery library to close this gap. Facilitated by HTML5 WebSocket, the browser directly receives gaze input samples from an eye tracker, generating events that are similar to those of a mouse input device. Events like gazeOver/-Out or fixationStart/-End can be attached to any HTML element in the DOM tree. New custom events derived from the eye tracking data, e.g.blink or read, can easily be added. Using this library we have successfully implemented a number of Web applications, allowing the user to interact with their eyes. This paper also describes our gaze enabled Web-based eLearning environment. Our JavaScript library is used within the eLearning environment to capture and interpret eye gaze events for the purpose to support users in the acquisition of new knowledge.
Adrian Hardt
Adrian Hardt
dd9b955e6595faeade3f6be9c69e51ea5aab9f31
Jean-Gabin Ntebutse
Jean-Gabin Ntebutse
8a05a8b04dac21f5f724c4111aecb411490f9cd7
ENSL-IFE
ENSL-IFE
Pratik Mishra
Pratik Mishra
0fd3c074fcf9fcc94cb785dd7507e6a5e2833008
Issam Rebai
Issam Rebai
65b61804f6398b9bb3c1680228be473e08aed24c
(unknown)
(unknown)
Christine Michel
Christine Michel
87966b1978526efbe9064b18e3cff7719743c33c
Service Icap - Université Claude Bernard Lyon1
Service Icap - Université Claude Bernard Lyon1
University of Western Sydney
University of Western Sydney
Emerging Technologies for Education affect a broad spectrum of schools, universities and other educational institutions, academic disciplines, pedagogy, administration, innovation, and, most importantly, the people involved, viz. students, teachers, administrators and, at a remove, parents and society at large. It is therefore necessary to define at the outset how much of this spectrum one wants to cover. This paper reports on efforts and experience of a group of academics in computing in a university who have used the Web as an emerging technology, from 1996 onwards, specifically in terms of how it affected the delivery of education at tertiary level. The paper describes initiatives that led to changes in the administration and examination techniques at an individual level at first and then, in successive as well as parallel steps, in administrative procedures, pedagogy and careful attention to emerging technologies and student cohorts across the university. There are several lessons from this engagement. In chronological order, the first conclusion is that introduction of online delivery of educational material by a few academics generated pressure on the others to emulate the effort, leading to demands from them for easy procedures to meet the demands from both students and administration. Next came changes to curriculum to introduce the emerging technologies to the undergraduate students in computing, followed by the recognition that undergraduate students were ill-prepared to analyse and understand the implications of the emerging technologies. This led to the introduction of a specially designed postgraduate programme in IT. Pedagogically, the emphasis shifted from quizzes and examinations to project work over a semester, at times continuing onto another semester. New technologies were introduced as assignments, short projects and group projects. Existing and new Web sites and Web applications were tracked along with the administrative policies within the university to add to the teaching and learning experience. Over time, behaviour of student cohorts has also changed from being predominantly innovators and experimenters to consumers in the main, waiting to be shown how the new technologies could be used to create new and/or better applications.
Web Technologies and Tertiary Education: A Case Study
curriculum development
Web Technologies and Tertiary Education: A Case Study
emerging technologies
project-based teaching and learning
pedagogy
Eric Sanchez
Eric Sanchez
e6d718c85eb339dcdf274f8d82d35e6cdc5f54bc
University of Pittsburgh
University of Pittsburgh
LORIA, UHP Nancy1
LORIA, UHP Nancy1
Jelena Jovanovic
Jelena Jovanovic
5ddd6730daa6dc71c732d2416a378b2dacf99c73
Yogesh Deshpande
Yogesh Deshpande
35b4f1433fd95e058bf4227273c4ac0ae1e3d7fb
Collaborative learning
Actualizing Progressive Learning - Discovering Resolute Paradigm In Social World
Homophily
Context awareness
Extended cognition is now a reality with rise of social web. Smart devices and emerging collective intelligence is aiding us to take part in tasks much bigger than we can naturally handle. In the age of digital natives, learning is the most affected process by this phenomenon, and has created a void in this space to rethink the model to suit the generation of web. Current educational model is not future proof as its creating more autonomous problem solvers, while future demands high caliber people to collaborate on interdisciplinary problems with potential global impact. Primary motto of this learning model is to develop critical thinking andcontinuous learning among individuals. Can such process be engineered in the first place? If ones goal is to attain the formal derivatives, what are the possible ways to realize it? Current paper discusses along with the generic web learning trends, a model based on Rhizomatic learning and contextual relations generated from similarity sets of social networks. This unique approach emphasizes more on distance among the similar sets to promote maximum diversity in the learning flows. Also leverages our earlier work, a feedback framework designed to judge diverse facets of a personality from interactions on the web.
Actualizing Progressive Learning - Discovering Resolute Paradigm In Social World
Social learning
Dinesh Pothineni
Dinesh Pothineni
1774a8c51c9e0a52aff4bab6ff0a4450820c0edf
Michael Power
Michael Power
02023ab4a9bce0883623be140dd8f0402184716a
Eberhard Karls University Tübingen
Eberhard Karls University Tübingen
University of Belgrade
University of Belgrade
Jean-Marie Gilliot
Jean-Marie Gilliot
23cf1147c866e018f16812e8e6f644bf91e13058
Vladan Devedzic
Vladan Devedzic
0937713cc165f9c0f818c201f0c85f18c289a917
Universidad Carlos III de Madrid
Universidad Carlos III de Madrid
Anna Lisa Gentile
Anna Lisa
Gentile
Media University Stuttgart
Media University Stuttgart
Milan Stankovic
Milan Stankovic
5bcf5873f64d7a8e7edb3d6ee7a19af043a82e81
USherbrooke
USherbrooke
Monique Grandbastien
Monique Grandbastien
a398c2a618e0f5e9af679a1320d0ab9a84c2854c
Cuong Pham Nguyen
Cuong Pham Nguyen
9cbbc4e655e4c0cb09495f98875ceba5a212a7d5
Andrea Giovanni Nuzzolese
Andrea Giovanni
Nuzzolese
Departement Computerwetenschappen, K.U.Leuven
Departement Computerwetenschappen, K.U.Leuven
Christophe Batier
Christophe Batier
a6bfc93105263dc133fd04a1cdf7aeb7517a9f23
Steeve Wheeler
Steeve Wheeler
d323051b9f08d8f9b22ad4540fae19b08c89ebd3
Gottfried Zimmermann
Gottfried Zimmermann
138fba2b33be3982880d4f57b10d7ef765f49935
Mobile learning
A Mobile Learning Scenario improvement for HST Inquiry Based learning
We investigate how the three technologies, social media, mobile / pervasive learning and semantic web, may enhance Inquiry-Based Science Teaching (IBST) approaches and digital literacy. IBST may be defined by engaging students in: i) authentic and problem-based activities, ii) experimental procedures, iii) self regulated learning sequences, iv) discursive argumentation and communication with peers. We analyze the benefits of each technology and their combination. From an existing IBST learning scenario, we propose an innovative one based on the convergence of the three following technologies: social media, mobile / pervasive learning and semantic web.
Inquiry based learning
A Mobile Learning Scenario improvement for HST Inquiry Based learning
learning scenario
Luc Trouche
Luc Trouche
4a54f48719c4b17861377eb7425a0abb6d95fae2
Denis Gillet
Denis Gillet
d7200857ab3d41e28e4a1e7a6902537bc0f8c6db
Erik Duval
Erik Duval
25f2d838a575e2112fa211c1cc2c183fe1dbcebd