The state of the nations:current and future developments in technology enhanced learning

Right across Europe technology is playing a vital part in enhancing learning for an increasingly diverse population of learners. Learning is increasingly flexible, social and mobile and supported by high quality multi-media resources. Institutional VLEs are seeing a shift towards open source products and these core systems are supplemented by a range of social and collaborative learning tools based on web 2.0 technologies. Learners undertaking field studies and those in the workplace are coming to expect that these off-campus experiences will also be technology-rich whether supported by institutional or user-owned devices. As well as keeping European businesses competitive, learning is seen as a means of increasing social mobility and supporting an agenda of social justice. For a number of years the EUNIS E-Learning Task Force (ELTF) has conducted snapshot surveys of e-learning across member institutions, collected case studies of good practice in e-learning see (Hayes, et al., 2009) in references, supported a group looking at the future of e-learning, and showcased the best of innovation in its e-learning Award. Now for the first time the ELTF membership has come together to undertake an analysis of developments in the member states and to assess what this might mean for the future. The group applied the techniques of World Café conversation and Scenario Thinking to develop its thoughts. The analysis is unashamedly qualitative and draws on expertise from leading universities across eight of the EUNIS member states. What emerges is interesting in terms of the common trends in developments in all of the nations and similarities in hopes and concerns about the future development of learning.

Learning and Exploiting Camera Geometry for Computer Vision

This work explores the use of statistical methods in describing and estimating camera poses, as well as the information feedback loop between camera pose and object detection. Surging development in robotics and computer vision has pushed the need for algorithms that infer, understand, and utilize information about the position and orientation of the sensor platforms when observing and/or interacting with their environment.

The first contribution of this thesis is the development of a set of statistical tools for representing and estimating the uncertainty in object poses. A distribution for representing the joint uncertainty over multiple object positions and orientations is described, called the mirrored normal-Bingham distribution. This distribution generalizes both the normal distribution in Euclidean space, and the Bingham distribution on the unit hypersphere. It is shown to inherit many of the convenient properties of these special cases: it is the maximum-entropy distribution with fixed second moment, and there is a generalized Laplace approximation whose result is the mirrored normal-Bingham distribution. This distribution and approximation method are demonstrated by deriving the analytical approximation to the wrapped-normal distribution. Further, it is shown how these tools can be used to represent the uncertainty in the result of a bundle adjustment problem.

Another application of these methods is illustrated as part of a novel camera pose estimation algorithm based on object detections. The autocalibration task is formulated as a bundle adjustment problem using prior distributions over the 3D points to enforce the objects' structure and their relationship with the scene geometry. This framework is very flexible and enables the use of off-the-shelf computational tools to solve specialized autocalibration problems. Its performance is evaluated using a pedestrian detector to provide head and foot location observations, and it proves much faster and potentially more accurate than existing methods.

Finally, the information feedback loop between object detection and camera pose estimation is closed by utilizing camera pose information to improve object detection in scenarios with significant perspective warping. Methods are presented that allow the inverse perspective mapping traditionally applied to images to be applied instead to features computed from those images. For the special case of HOG-like features, which are used by many modern object detection systems, these methods are shown to provide substantial performance benefits over unadapted detectors while achieving real-time frame rates, orders of magnitude faster than comparable image warping methods.

The statistical tools and algorithms presented here are especially promising for mobile cameras, providing the ability to autocalibrate and adapt to the camera pose in real time. In addition, these methods have wide-ranging potential applications in diverse areas of computer vision, robotics, and imaging.

Next generation e-learning platform: virtual laboratory simulations

Bioscience subjects require a significant amount of training in laboratory techniques to produce highly skilled science graduates. Many techniques which are currently used in diagnostic, research and industrial laboratories require expensive equipment for single users; examples of which include next generation sequencing, quantitative PCR, mass spectrometry and other analytical techniques. The cost of the machines, reagents and limited access frequently preclude undergraduate students from using such cutting edge techniques. In addition to cost and availability, the time taken for analytical runs on equipment such as High Performance Liquid Chromatography (HPLC) does not necessarily fit with the limitations of timetabling. Understanding the theory underlying these techniques without the accompanying practical classes can be unexciting for students. One alternative from wet laboratory provision is to use virtual simulations of such practical which enable students to see the machines and interact with them to generate data. The Faculty of Science and Technology at the University of Westminster has provided all second and third year undergraduate students with iPads so that these students all have access to a mobile device to assist with learning. We have purchased licences from Labster to access a range of virtual laboratory simulations. These virtual laboratories are fully equipped and require student responses to multiple answer questions in order to progress through the experiment. In a pilot study to look at the feasibility of the Labster virtual laboratory simulations with the iPad devices; second year Biological Science students (n=36) worked through the Labster HPLC simulation on iPads. The virtual HPLC simulation enabled students to optimise the conditions for the separation of drugs. Answers to Multiple choice questions were necessary to progress through the simulation, these focussed on the underlying principles of the HPLC technique. Following the virtual laboratory simulation students went to a real HPLC in the analytical suite in order to separate of asprin, caffeine and paracetamol. In a survey 100% of students (n=36) in this cohort agreed that the Labster virtual simulation had helped them to understand HPLC. In free text responses one student commented that "The terminology is very clear and I enjoyed using Labster very much”. One member of staff commented that “there was a very good knowledge interaction with the virtual practical”.

A Proposed Framework for Simulation Based Learning of Inheritance

Different types of serious games have been used in elucidating computer science areas such as computer games, mobile games, Lego-based games, virtual worlds and webbased games. Different evaluation techniques have been conducted like questionnaires, interviews, discussions and tests. Simulation have been widely used in computer science as a motivational and interactive learning tool. This paper aims to evaluate the possibility of successful implementation of simulation in computer programming modules. A framework is proposed to measure the impact of serious games on enhancing students understanding of key computer science concepts. Experiments will be held on the EEECS of Queen’s University Belfast students to test the framework and attain results.

The Impact of Student Response Systems on the Learning Experience of Undergraduate Psychology Students

Student response systems (SRS) are hand-held devices or mobile phone polling systems which collate real-time, individual responses to on-screen questions. Previous research examining their role in higher education has highlighted both advantages and disadvantages of their use. This paper explores how different SRS influence the learning experience of psychology students across different levels of their programme. Across two studies, first year students’ experience of using Turningpoint clickers and second year students’ experience of using Poll Everywhere was investigated. Evaluations of both studies revealed that SRS has a number of positive impacts on learning, including enhanced engagement, active learning, peer interaction, and formative feedback. Technical and practical issues emerged as consistent barriers to the use of SRS. Discussion of these findings and the authors’ collective experiences of these technologies are used to provide insight into the way in which SRS can be effectively integrated within undergraduate psychology programmes.

A comparison of sound localisation techniques using cross-correlation and spiking neural networks for mobile robotics

This paper outlines the development of a crosscorrelation algorithm and a spiking neural network (SNN) for sound localisation based on real sound recorded in a noisy and dynamic environment by a mobile robot. The SNN architecture aims to simulate the sound localisation ability of the mammalian auditory pathways by exploiting the binaural cue of interaural time difference (ITD). The medial superior olive was the inspiration for the SNN architecture which required the integration of an encoding layer which produced biologically realistic spike trains, a model of the bushy cells found in the cochlear nucleus and a supervised learning algorithm. The experimental results demonstrate that biologically inspired sound localisation achieved using a SNN can compare favourably to the more classical technique of cross-correlation.

Mapping Learning and Game Mechanics for Serious Games Analysis in Engineering Education

In a world where students are increasing digitally tethered to powerful, ‘always on’ mobile devices, new models of engagement and approaches to teaching and learning are required from educators. Serious Games (SG) have proved to have instructional potential but there is still a lack of methodologies and tools not only for their design but also to support game analysis and assessment. This paper explores the use of SG to increase student engagement and retention. The development phase of the Circuit Warz game is presented to demonstrate how electronic engineering education can be radically reimagined to create immersive, highly engaging learning experiences that are problem-centered and pedagogically sound. The Learning Mechanics–Game Mechanics (LM-GM) framework for SG game analysis is introduced and its practical use in an educational game design scenario is shown as a case study.

Portland College: Mobile tech boosts student progression

Mobile and video technologies are being used to boost the confidence and employability of students with disabilities at Portland College - an independent specialist college for students aged 16 to 25, it provides educational opportunities and fosters independent living skills for students with physical or learning disabilities.

Das Labor im Rucksack – mobile computing in der psychologischen Grundlagenausbildung

Mobile Notebooks, die einen campusweiten Zugriff auf das Hochschulnetzwerk erlauben, eröffnen neue Möglichkeiten der Integration netzbasierter Ressourcen in die reguläre Lehre. Es wird über Entwicklung und gebündelten Einsatz netzbasierter Tools in der psychologischen Grundlagenausbildung berichtet. Spezifische Funktionalitäten mobiler Notebooks wurden in vielfältigen Anwendungen – von Online-Feedback-Instrumenten bis zum virtuellen Experimentallabor – zur Förderung von Lehr-Lern-Prozessen nutzbar gemacht. Sie fördern die individuelle Wissenskonstruktion, indem sie selbstreguliertes und kooperatives Lernen vernetzen, unmittelbares Feedback gewährleisten sowie darüber hinaus die Entwicklung sozialer Bezugsnormen unterstützen. So schaffen sie einen Rahmen, in dem die Studierenden – dem Cognitive Apprenticeship Ansatz folgend – auf ihrem Weg in die wissenschaftliche Community experimentell arbeitender Psychologen von Mitlernenden und Lehrenden unterstützt werden. Innerhalb nur eines Semesters konnten mobile Notebooks und netzbasierte Tools erfolgreich in die reguläre Lehre integriert werden. Die kognitiven und affektiven Grundlagen einer nachhaltigen Verbesserung der Lehr-Lern-Qualität durch den Einsatz derartiger Instrumente werden diskutiert.(DIPF/Orig.)

Das Mobile Hardware-Praktikum

Im Rahmen der wissenschaftlichen Ausbildung sind Praktika vielerorts ein wichtiger Bestandteil der Lehre. Sie zeichnen sich im Regelfall dadurch aus, dass die Studierenden die gestellten Versuche an speziell ausgestatteten Laborplätzen durchführen, was neben extrem hohen Kosten zu einer Begrenzung der maximalen Teilnehmerzahl führt. In diesem Zusammenhang scheint es auf den ersten Blick nicht möglich, Konzepte einer Virtuellen Universität umzusetzen, da die Studierenden „vor Ort“ sein müssen. In diesem Dokument stellen wir das so genannte Mobile Hardware-Praktikum vor, das den Studierenden die Teilnahme zu jeder Zeit und von jedem beliebigen Ort aus erlaubt und dennoch ein Gefühl der Präsenz im Labor vermittelt. Gleichzeitig kann weit mehr als 100 Studierenden die Teilnahme ermöglicht werden. Erreicht wird dies durch ein speziell für diesen Zweck entwickeltes webbasiertes Learning Management System in Kombination mit Hardware-Komponenten, die einem voll ausgestatteten Labor-Arbeitsplatz entsprechen und den Teilnehmern für die Zeit des Praktikums auf Leihbasis zur Verfügung gestellt werden. Die Experimente werden von den teilnehmenden Gruppen in Eigenregie gelöst und elektronisch abgegeben. Die Bewertung erfolgt ebenfalls elektronisch.(DIPF/Orig.)

Playing for Real: Designing Alternate Reality Games in Learning Contexts

Alternate Reality Game (ARG) represent a new genre of transmedia practice where players hunt for scattered clues, make sense of disparate information, and solve puzzles to advance an ever-evolving storyline. Players participate in ARGs using multiple communications technologies, ranging from print materials to mobile devices. However, many interaction design challenges must be addressed to weave these everyday communication tools together into an immersive, participatory experience. Transmedia design is not an everyday process. Designers must create and connect story bits across multiple media (video, audio, text) and multiple platforms (phones, computers, physical spaces). Furthermore, they must engage with players of varying skill levels. Few studies to-date have explored the design process of ARGs in learning contexts. Fewer still have focused on challenges involved in designing for youth (13-17 years old). In this study, I explore the process of designing ARGs as vehicles for promoting information literacy and participatory culture for adolescents (13-17 years old). Two ARG design scenarios, distinguished by target learning environment (formal and informal context) and target audience (adolescents), comprise the two cases that I examine. Through my analysis of these two design cases, I articulate several unique challenges faced by designers who create interactive, transmedia stories for – and with – youth. Drawing from these design challenges, I derive a repertoire of design strategies that future designers and researchers may use to create and implement ARGs for teens in learning contexts. In particular, I propose a narrative design framework that allows for the categorization of ARGs as storytelling constructs that lie along a continuum of participation and interaction. The framework can serve as an analytic tool for researchers and a guide for designers. In addition, I establish a framework of social roles that designers may employ to craft transmedia narratives before live launch and to promote and scaffold player participation after play begins. Overall, the contributions of my study include theoretical insights that may advance our understanding of narrative design and analysis as well as more practical design implications for designers and practitioners seeking to incorporate transmedia features into learning experiences that target youth.

Idiotypic Immune Networks in Mobile Robot Control

Jerne's idiotypic network theory postulates that the immune response involves inter-antibody stimulation and suppression as well as matching to antigens. The theory has proved the most popular Artificial Immune System (AIS) model for incorporation into behavior-based robotics but guidelines for implementing idiotypic selection are scarce. Furthermore, the direct effects of employing the technique have not been demonstrated in the form of a comparison with non-idiotypic systems. This paper aims to address these issues. A method for integrating an idiotypic AIS network with a Reinforcement Learning based control system (RL) is described and the mechanisms underlying antibody stimulation and suppression are explained in detail. Some hypotheses that account for the network advantage are put forward and tested using three systems with increasing idiotypic complexity. The basic RL, a simplified hybrid AIS-RL that implements idiotypic selection independently of derived concentration levels and a full hybrid AIS-RL scheme are examined. The test bed takes the form of a simulated Pioneer robot that is required to navigate through maze worlds detecting and tracking door markers.

Idiotypic Immune Networks in Mobile Robot Control

Jerne's idiotypic network theory postulates that the immune response involves inter-antibody stimulation and suppression as well as matching to antigens. The theory has proved the most popular Artificial Immune System (AIS) model for incorporation into behavior-based robotics but guidelines for implementing idiotypic selection are scarce. Furthermore, the direct effects of employing the technique have not been demonstrated in the form of a comparison with non-idiotypic systems. This paper aims to address these issues. A method for integrating an idiotypic AIS network with a Reinforcement Learning based control system (RL) is described and the mechanisms underlying antibody stimulation and suppression are explained in detail. Some hypotheses that account for the network advantage are put forward and tested using three systems with increasing idiotypic complexity. The basic RL, a simplified hybrid AIS-RL that implements idiotypic selection independently of derived concentration levels and a full hybrid AIS-RL scheme are examined. The test bed takes the form of a simulated Pioneer robot that is required to navigate through maze worlds detecting and tracking door markers.

The development of an eBook for teaching and learning mathematics

Mobile devices, smartphones, phablets and tablets, are widely avail‐ able. This is a generation of digital natives. We cannot ignore that they are no longer the same students for which the education system was designed tradition‐ ally. Studying math is many times a cumbersome task. But this can be changed if the teacher takes advantage of the technology that is currently available. We are working in the use of different tools to extend the classroom in a blended learning model. In this paper, it is presented the development of an eBook for teaching mathematics to secondary students. It is developed with the free and open standard EPUB 3 that is available for Android and iOS platforms. This specification supports video embedded in the eBook. In this paper it is shown how to take advantage of this feature, making videos available about lectures and problems resolutions, which is especially interesting for learning mathematics.

Project Flappy Crab : an edugame for music learning

This chapter discusses some possibilities of gamification and remixing processes for music education. It also analyzes the concepts of gamification, mashup/remix and presents its possible usage in education—music teaching—through the development of the project/educational game FLAPPY CRAB. The chapter begins with a brief introduction to the concepts listed above, trying to consider them in the school context. After that, we will make the summary presentation of the music educational game FLAPPY CRAB, a clone of the GEARS Studios Flappy Bird, developed for mobile devices and other platforms with the UNITY 3D© game engine. In this chapter we’ll talk yet, albeit briefly, about the game engine used in the development of this educational application. This educational game aims to assess the possible impacts that its use has on learning and skill development related to auditory memory, qualitative discrimination of musical sound height (pitch—in the range of an octave with a central point in 440 Hz), visual identification of musical notation symbols and its relative organization according to the grammar rules of traditional music spelling. The game has been tested by a group of approximately 30 teenagers over a period of about 6 months, over which data was collected. In this chapter, we will present a review of the preliminary data collected to date.