Using location-aware technology for learning Geography in a real digital space outside the classroom

The use of new mobile technologies is still in its infancy in many secondary schools and there is limited evidence of the educational and pedagogical benefits on pupils’ learning in the formal school context. This qualitative study focuses on the use of handheld devices to teach a topic in geography to an examination class. Action research combined with pupil observations and focus group interviews are used to capture the pupils’ experiences of using mediascapes. Activity Theory is used as a lens to structure the analysis of the data and to report on the cognitive and affective impact of m-learning on pupils’ academic performance in the topic. Increased attainment and the development of wider skills for lifelong learning were identified in the study. The adaptability of the majority of pupils to the technology resulted in increased levels of willingness to learn in this novel context.

Investigation of AIMD based charging strategies for EVs connected to a low-voltage distribution network

In this paper we consider charging strategies that mitigate the impact of domestic charging of EVs on low-voltage distribution networks and which seek to reduce peak power by responding to time-ofday pricing. The strategies are based on the distributed Additive Increase and Multiplicative Decrease (AIMD) charging algorithms proposed in [5]. The strategies are evaluated using simulations conducted on a custom OpenDSS-Matlab platform for a typical low voltage residential feeder network. Results show that by using AIMD based smart charging 50% EV penetration can be accommodated on our test network, compared to only 10% with uncontrolled charging, without needing to reinforce existing network infrastructure. © Springer-Verlag Berlin Heidelberg 2013.

What is the learning in games-based learning?

This chapter explores the nature of “learning” in games-based learning and the cognitive and motivational processes that might underpin that learning by drawing on psychological theories and perspectives. Firstly, changing conceptions of learning over the last few decades are reviewed. This is described in relation to the changes in formal learning theories and connections made between learning theory and GBL. Secondly, the chapter reviews empirical research on the learning outcomes that have been identified for GBL, with specific focus on cognitive benefits, school attainment, collaborative working, and the motivational and engaging appeal of games. Finally, an overview of the dominant theoretical perspectives/findings mostly associated with GBL is presented in an attempt to broaden understanding of the potential for GBL in the classroom.