GTI, SOS and QuesTInSitu participation at the European Conference on Technology-Enhanced Learning 2012
Davinia Hernández-Leo, member of the GTI (responsible of its Educational Technologies section), has been the Poster & Demonstration Chair of the European Conference on Technology-Enhanced Learning 2012 (Saarbrücken, Germany – September 2012). The proceedings have been published by Springer, LNCS 7563.
In the conference, the GTI also presented a poster summarizing scenarios carried out with QuesTInSitu for assessment routes in-situ: Formal and informal learning scenarios with QuesTInSitu geolocated questions (by P. Santos, M. Pérez-Sanagustín, D. Hernández-Leo and J. Blat)
Moreover, Davinia participated in the ARTEL12 workshop, where she presented a contribution focused on exploiting awareness to orchestrate f2f collaborative learning using the Signal Orchestration System (SOS):
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) (slides
The SOS is described in detail in a journal paper accepted for publication:
Hernández-Leo, D., Nieves, R., Arroyo, E., Rosales, A., Melero, J., Blat, J., (accepted for publication) SOS: Orchestrating collaborative activities across digital and physical spaces using wearable signaling devices, Journal of Universal Computer Science (pre-print
The Signal Orchestration System (SOS) augments the physical classroom 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.