Constructing a user experience user experience-based mobile learning environment

Mobile learning, in the past defined as learning with mobile devices, now refers to any type of learning-on-the-go or learning that takes advantage of mobile technologies. This new definition shifted its focus from the mobility of technology to the mobility of the learner (O'Malley and Stanton 2002; Sharples, Arnedillo-Sanchez et al. 2009). Placing emphasis on the mobile learner’s perspective requires studying “how the mobility of learners augmented by personal and public technology can contribute to the process of gaining new knowledge, skills, and experience” (Sharples, Arnedillo-Sanchez et al. 2009). The demands of an increasingly knowledge based society and the advances in mobile phone technology are combining to spur the growth of mobile learning. Around the world, mobile learning is predicted to be the future of online learning, and is slowly entering the mainstream education. However, for mobile learning to attain its full potential, it is essential to develop more advanced technologies that are tailored to the needs of this new learning environment. A research field that allows putting the development of such technologies onto a solid basis is user experience design, which addresses how to improve usability and therefore user acceptance of a system. Although there is no consensus definition of user experience, simply stated it focuses on how a person feels about using a product, system or service. It is generally agreed that user experience adds subjective attributes and social aspects to a space that has previously concerned itself mainly with ease-of-use. In addition, it can include users’ perceptions of usability and system efficiency. Recent advances in mobile and ubiquitous computing technologies further underline the importance of human-computer interaction and user experience (feelings, motivations, and values) with a system. Today, there are plenty of reports on the limitations of mobile technologies for learning (e.g., small screen size, slow connection), but there is a lack of research on user experience with mobile technologies. This dissertation will fill in this gap by a new approach in building a user experience-based mobile learning environment. The optimized user experience we suggest integrates three priorities, namely a) content, by improving the quality of delivered learning materials, b) the teaching and learning process, by enabling live and synchronous learning, and c) the learners themselves, by enabling a timely detection of their emotional state during mobile learning. In detail, the contributions of this thesis are as follows: • A video codec optimized for screencast videos which achieves an unprecedented compression rate while maintaining a very high video quality, and a novel UI layout for video lectures, which together enable truly mobile access to live lectures. • A new approach in HTTP-based multimedia delivery that exploits the characteristics of live lectures in a mobile context and enables a significantly improved user experience for mobile live lectures. • A non-invasive affective learning model based on multi-modal emotion detection with very high recognition rates, which enables real-time emotion detection and subsequent adaption of the learning environment on mobile devices. The technology resulting from the research presented in this thesis is in daily use at the School of Continuing Education of Shanghai Jiaotong University (SOCE), a blended-learning institution with 35.000 students.

Plattform Musikalische Bildung

Bei der Plattform Musikalische Bildung handelt es sich um ein Projekt der Hochschule für Musik Detmold. Die Plattform vereinigt in sich Ideen zum vernetzten Musiklernen, neu entwickelten Online-Musiklern-Tools sowie den Austausch und die Modifizierung dieser erstellten Kurse durch andere Dozenten und Lehrenden. Die Plattform steht allen Dozenten und Lehrern, Studierenden und Schülern an Hochschulen, aber auch Musikschulen und allgemein bildenden Schulen kostenlos zur Verfügung. Auf die Einblendung von Werbebannern wird verzichtet. Die Inbetriebnahme einer Betaversion ist im Oktober 2014 erfolgt. Weitere Ausbaustufen sind in Planung aber noch nicht gegenfinanziert.

Probleme der Pharmakotherapie in der Hausarztpraxis : Pharmakotherapie konkret - Ein E-Learning für Medizinstudierende

Hintergrund Fehler in der Pharmakotherapie sind häufig und betreffen wahrscheinlich etwa 2-10% aller Verschreibungen. Direkt nach Abschluss des Studiums beschreibt sich nur eine Minderheit der jungen Ärzte als „kompetent zu Verordnen“. Unser Ziel ist es, die Medizinstudierenden in Ergänzung zu den Vorlesungen optimal auf die klinische Tätigkeit des Medikamente Verordnens vorzubereiten. Bereits umgesetzt sind die beiden blended learning Module „Arzneimittelrezepte korrekt schreiben“ und „Polypharmazie im Alter“.

Encapsulation of caesium-loaded Ionsiv in cement

The microporous material Ionsiv is used for 137Cs removal from aqueous nuclear waste streams. In the UK, Cs-loaded Ionsiv is classed as an intermediate-level waste; no sentencing and disposal route is yet defined for this material and it is currently held in safe interim storage on several nuclear sites. In this study, the suitability of fly ash and blast furnace slag blended cements for encapsulation of Cs-Ionsiv in a monolithic wasteform was investigated. No evidence of reaction or dissolution of the Cs-Ionsiv in the cementitious environment was found by scanning electron microscopy and X-ray diffraction. However, a small fraction (<= 1.6 wt.%) of the Cs inventory was released from the encapsulated Ionsiv during leaching experiments carried out on hydrated samples. Furthermore, it was evident that K and Na present in the cementitious pore water exchanged with Cs and H in the Ionsiv. Therefore, cement systems lower in K and Na, such as slag based cements, showed lower Cs release than the fly ash based cements.

Virtual Patients in continuing medical education and residency training: a pilot project for acceptance analysis in the framework of a residency revision course in pediatrics.

AIM Virtual patients (VPs) are a one-of-a-kind e-learning resource, fostering clinical reasoning skills through clinical case examples. The combination with face-to-face teaching is important for their successful integration, which is referred to as "blended learning". So far little is known about the use of VPs in the field of continuing medical education and residency training. The pilot study presented here inquired the application of VPs in the framework of a pediatric residency revision course. METHODS Around 200 participants of a pediatric nephology lecture ('nephrotic and nephritic syndrome in children') were offered two VPs as a wrap-up session at the revision course of the German Society for Pediatrics and Adolescent Medicine (DGKJ) 2009 in Heidelberg, Germany. Using a web-based survey form, different aspects were evaluated concerning the learning experiences with VPs, the combination with the lecture, and the use of VPs for residency training in general. RESULTS N=40 evaluable survey forms were returned (approximately 21%). The return rate was impaired by a technical problem with the local Wi-Fi firewall. The participants perceived the work-up of the VPs as a worthwhile learning experience, with proper preparation for diagnosing and treating real patients with similar complaints. Case presentations, interactivity, and locally and timely independent repetitive practices were, in particular, pointed out. On being asked about the use of VPs in general for residency training, there was a distinct demand for more such offers. CONCLUSION VPs may reasonably complement existing learning activities in residency training.

Evaluation of Bt and Non-Bt Corn with and without Soil Insecticides for Control of Corn Rootworm

The purpose of this study was to evaluate the effectiveness of Bt corn and soil insecticides, either alone or in combination, for the control of corn rootworm. Evaluation of Bt hybrids included SmartStax, SmartStax with a blended refuge (refuge in the bag), and Herculex XTRA. Soil insecticides evaluated were SmartChoice-SB, Counter-SB, Aztec, and Force.

Impacto de la plataforma virtual Webinfo en los procesos de aprendizaje del idioma inglés en el nivel universitario : Experiencia aúlica

Se presentan los resultados obtenidos del seguimiento efectuado durante el año 2006 a alumnos del primer año de las carreras del profesorado y traductorado de inglés de la Facultad de Humanidades y Ciencias de la Educación (F.H.C.E.) de la Universidad Nacional de La Plata (U.N.L.P.) en el uso de una plataforma virtual de enseñanza-aprendizaje. La motivación principal en la implementación de una plataforma virtual surge de la necesidad de poder brindar a los alumnos de Lengua Inglesa 1 más horas de práctica del idioma y de poder guiarlos en su primer año de estudios. Si bien la experiencia realizada en los prácticos de la cátedra de Lengua Inglesa 1 por parte de los alumnos en el uso de una plataforma virtual no fue muy extensa en tiempo, sí fue enriquecedora en datos que nos proporcionaron los usuarios con respecto a la factibilidad de poder implementar la modalidad 'blended learning' en futuros cursos. Este trabajo resume los datos y presenta algunas conclusiones preliminares

Impacto de la plataforma virtual Webinfo en los procesos de aprendizaje del idioma inglés en el nivel universitario : Experiencia aúlica

Se presentan los resultados obtenidos del seguimiento efectuado durante el año 2006 a alumnos del primer año de las carreras del profesorado y traductorado de inglés de la Facultad de Humanidades y Ciencias de la Educación (F.H.C.E.) de la Universidad Nacional de La Plata (U.N.L.P.) en el uso de una plataforma virtual de enseñanza-aprendizaje. La motivación principal en la implementación de una plataforma virtual surge de la necesidad de poder brindar a los alumnos de Lengua Inglesa 1 más horas de práctica del idioma y de poder guiarlos en su primer año de estudios. Si bien la experiencia realizada en los prácticos de la cátedra de Lengua Inglesa 1 por parte de los alumnos en el uso de una plataforma virtual no fue muy extensa en tiempo, sí fue enriquecedora en datos que nos proporcionaron los usuarios con respecto a la factibilidad de poder implementar la modalidad 'blended learning' en futuros cursos. Este trabajo resume los datos y presenta algunas conclusiones preliminares

Impacto de la plataforma virtual Webinfo en los procesos de aprendizaje del idioma inglés en el nivel universitario : Experiencia aúlica

Se presentan los resultados obtenidos del seguimiento efectuado durante el año 2006 a alumnos del primer año de las carreras del profesorado y traductorado de inglés de la Facultad de Humanidades y Ciencias de la Educación (F.H.C.E.) de la Universidad Nacional de La Plata (U.N.L.P.) en el uso de una plataforma virtual de enseñanza-aprendizaje. La motivación principal en la implementación de una plataforma virtual surge de la necesidad de poder brindar a los alumnos de Lengua Inglesa 1 más horas de práctica del idioma y de poder guiarlos en su primer año de estudios. Si bien la experiencia realizada en los prácticos de la cátedra de Lengua Inglesa 1 por parte de los alumnos en el uso de una plataforma virtual no fue muy extensa en tiempo, sí fue enriquecedora en datos que nos proporcionaron los usuarios con respecto a la factibilidad de poder implementar la modalidad 'blended learning' en futuros cursos. Este trabajo resume los datos y presenta algunas conclusiones preliminares

The CMCC Eddy-permitting Global Ocean Physical Reanalysis (C-GLORS v5, 1980-2014), links to NetCDF files

The CMCC Global Ocean Physical Reanalysis System (C-GLORS) is used to simulate the state of the ocean in the last decades. It consists of a variational data assimilation system (OceanVar), capable of assimilating all in-situ observations along with altimetry data, and a forecast step performed by the ocean model NEMO coupled with the LIM2 sea-ice model. KEY STRENGTHS: - Data are available for a large number of ocean parameters - An extensive validation has been conducted and is freely available - The reanalysis is performed at high resolution (1/4 degree) and spans the last 30 years KEY LIMITATIONS: - Quality may be discontinuos and depend on observation coverage - Uncertainty estimates are simply derived through verification skill scores

Density of alkyl esters and its mixtures

Biodiesel density is a key parameter in biodiesel simulations and process development. In this work we selected, evaluated and improved two density models, one theoretical (Rackett-Soave) and one empirical (Lapuerta's method) for methanol based biodiesels (FAME) and ethanol based biodiesel (FAEE). For this purpose, biodiesel was produced from vegetable oils (sunflower, rapeseed, soybean, olive, safflower and other two commercial mixtures of vegetable oils) and animal fats (edible and crude pork fat and beef tallow) using both methanol and ethanol for the transesterification reactions, and blended to get 21 FAME and 21 FAEE, reporting their density and detailed composition. Bibliographic data have also been used. The Rackett-Soave method has been improved by the use of a new acentric factor correlation, whereas the parameters of the empirical one are improved by considering a bigger density data bank. Results show that the evaluated models could be used to estimate the biodiesel density with a good grade of accuracy but the performed modifications improve the accuracy of the models: ARD (%) for FAME; 0.33, and FAEE; 0.26, both calculated with the modification of Rackett-Soave method and ARD (%) for FAME; 0.40 calculated with the modification of the Lapuerta's method).

Impact of medium-term exposure to elevated pCO2 levels on the physiological energetics of the mussel Mytilus chilensis

This study evaluated the impact of medium-term exposure to elevated pCO2 levels (750-1200 ppm) on the physiological processes of juvenile Mytilus chilensis mussels over a period of 70 d in a mesocosm system. Three equilibration tanks filled with filtered seawater were adjusted to three pCO2 levels: 380 (control), 750 and 1200 ppm by bubbling air or an air-CO2 mixture through the water. For the control, atmospheric air (with aprox. 380 ppm CO2) was bubbled into the tank; for the 750 and 1200 ppm treatments, dry air and pure CO2 were blended to each target concentration using mass flow controllers for air and CO2. No impact on feeding activity was observed at the beginning of the experiment, but a significant reduction in clearance rate was observed after 35 d of exposure to highly acidified seawater. Absorption rate and absorption efficiency were reduced at high pCO2 levels. In addition, oxygen uptake fell significantly under these conditions, indicating a metabolic depression. These physiological responses of the mussels resulted in a significant reduction of energy available for growth (scope for growth) with important consequences for the aquaculture of this species during medium-term exposure to acid conditions. The results of this study clearly indicate that high pCO2 levels in the seawater have a negative effect on the health of M. chilensis. Therefore, the predicted acidification of seawater associated with global climate change could be harmful to this ecologically and commercially important mussel.

Project Management Learning in a Collaborative Distant Learning Context - An Actual On-going Experience

The goal of this paper is to show the results of an on-going experience on teaching project management to grade students by following a development scheme of management related competencies on an individual basis. In order to achieve that goal, the students are organized in teams that must solve a problem and manage the development of a feasible solution to satisfy the needs of a client. The innovative component advocated in this paper is the formal introduction of negotiating and virtual team management aspects, as different teams from different universities at different locations and comprising students with different backgrounds must collaborate and compete amongst them. The different learning aspects are identified and the improvement levels are reflected in a rubric that has been designed ad hoc for this experience. Finally, the effort frameworks for the student and instructor have been established according to the requirements of the Bologna paradigms. This experience is developed through a software-based support system allowing blended learning for the theoretical and individual?s work aspects, blogs, wikis, etc., as well as project management tools based on WWW that allow the monitoring of not only the expected deliverables and the achievement of the goals but also the progress made on learning as established in the defined rubric

El Vídeo Didáctico como soporte para un b-learning sostenible

En este artículo se describe una experiencia de innovación educativa realizada en el marco de la titulación de Sistemas de Telecomunicación de la EUITT de la Universidad Politécnica de Madrid, en la que se ha intentado graduar la dificultad de acceso de los alumnos al uso de ciertos laboratorios altamente tecnificados, por medio de instrumentos pedagógicos basados en el uso de tecnologías de la información y las comunicaciones. Se presenta, por tanto, un escenario propicio para la aplicación de una metodología educativa de formación combinada o blended-learning que potencie el proceso de aprendizaje de los estudiantes así como la optimización del uso de los costosos recursos materiales puestos a su disposición.

A policy-driven architecture for supporting joint degrees through e-learning services

En un mercado de educación superior cada vez más competitivo, la colaboración entre universidades es una efectiva estrategia para acceder al mercado global. El desarrollo de titulaciones conjuntas es un importante mecanismo para fortalecer las colaboraciones académicas y diversificar los conocimientos. Las titulaciones conjuntas están siendo cada vez más implementadas en las universidades de todo el mundo. En Europa, el proceso de Bolonia y el programa Erasmus, están fomentado el reconocimiento de titulaciones conjuntas y dobles y promoviendo la colaboración entre las instituciones académicas. En el imparable proceso de la globalización y convergencia educativa, el uso de sistemas de e-learning para soportar cursos tanto semipresencial como online es una tendencia en crecimiento. Dado que los sistemas de e-learning soportan una amplia variedad de cursos, es necesario encontrar una solución adecuada que permita a las universidades soportar y gestionar las titulaciones conjuntas a través de sus sistemas de e-learning en conformidad con los acuerdos de colaboración establecidos por las universidades participantes. Esta tesis doctoral abordará las siguientes preguntas de investigación: 1. ¿Qué factores deben tenerse en cuenta en la implementación y gestión de titulaciones conjuntas? 2. ¿Cómo pueden los sistemas actuales de e-learning soportar el desarrollo de titulaciones conjuntas? 3. ¿Qué otros servicios y sistemas necesitan ser adaptados por las universidades interesadas en participar en una titulación conjunta a través de sus sistemas de e-learning? La implementación de titulaciones conjuntas a través de sistemas de e-learning es compleja e implica retos técnicos, administrativos, culturales, financieros, jurídicos y de seguridad. Esta tesis doctoral propone una serie de contribuciones que pueden ayudar a resolver algunos de los retos identificados. En primer lugar se ha elaborado un modelo conceptual que incluye la información del contexto de las titulaciones conjuntas que es relevante para la implementación de estas titulaciones en los sistemas de e-learning. Después de definir el modelo conceptual, se ha propuesto una arquitectura basada en políticas para la implementación de titulaciones interinstitucionales a través de sistemas de e-learning de acuerdo a los términos estipulados en los acuerdos de colaboración que son firmados por las universidades participantes. El autor se ha centrado en el componente de gestión de flujos de trabajo de esta arquitectura. Por último y con el fin de permitir la interoperabilidad de repositorios de objetos educativos, los componentes básicos a implementar han sido identificados y validados. El uso de servicios multimedia en educación es una tendencia creciente, proporcionando servicios de e-learning que permiten mejorar la comunicación y la interacción entre profesores y alumnos. Dentro de estos servicios, nos hemos centrado en el uso de la videoconferencia y la grabación de clases como servicios adecuados para el desarrollo de cursos impartidos en escenarios de educación colaborativos. Las contribuciones han sido validadas en proyectos de investigación de ámbito nacional y europeo en los que el autor ha participado. Abstract In an increasingly competitive higher education market, collaboration between universities is an effective strategy for gaining access to the global market. The development of joint degrees is an important mechanism for strengthening academic research collaborations and diversifying knowledge. Joint degrees are becoming increasingly implemented in universities around the world. In Europe, the Bologna process and the Erasmus programme have encouraged both the global recognition of joint and double degrees and promoted close collaboration between academic institutions. In the unstoppable process of globalization and educational convergence, the use of e-learning systems for supporting both blended and online courses is becoming a growing trend. Since e-learning systems covers a wide range of courses, it becomes necessary to find a suitable solution that enables universities to support and manage joint degrees through their e-learning systems in accordance with the collaboration agreements established by the universities involved. This dissertation will address the following research questions: 1. What factors need to be considered in the implementation and management of joint degrees? 2. How can the current e-learning systems support the development of joint degrees? 3. What other services and systems need to be adapted by universities interested in participating in a joint degree through their e-learning systems? The implementation of joint degrees using e-learning systems is complex and involves technical, administrative, security, cultural, financial and legal challenges. This dissertation proposes a series of contributions to help solve some of the identified challenges. One of the cornerstones of this proposal is a conceptual model of all the relevant issues related to the support of joint degrees by means of e-learning systems. After defining the conceptual model, this dissertation proposes a policy-driven architecture for implementing inter-institutional degree collaborations through e-learning systems as stipulated by a collaboration agreement signed by two universities. The author has focused on the workflow management component of this architecture. Finally, the building blocks for achieving interoperability of learning object repositories have been identified and validated. The use of multimedia services in education is a growing trend, providing rich e-learning services that improve the communication and interaction between teachers and students. Within these e-learning services, we have focused on the use of videoconferencing and lecture recording as the best-suited services to support collaborative learning scenarios. The contributions have been validated within national and European research projects that the author has been involved in.