Kickoff, CoT project
logo_worthplay Worthplay
Life-2.0-Logo-PH-ver_3_03 Life 2.0
Athletic Stadium 3D visualization of Bilbao Athletic Club Stadium
noaMax_newsCover_spa Noa & Max – Animating science for future scientists
orquestration1 EEE: Educational Reflected Spaces
metis2 Metis: Meeting teachers co-design needs by means of Integrated Learning Environments
logo4 IMPART
c_logo IJIE: Integrated Journalism in Europe
Intelligent graph generation tool produced through a collaboration between Bestiario & GTI Bestiario and GTI collaboration produces a tool for intelligent graph generation
Collaborative composition of non-linear interactive storytelling
borja_background Automatic Sign Language Avatar for video News
bwr The Game Barcelona World Race
PAGINA:

Use of communication tools by older people and its evolution over time

The paper by Sergio Sayago, David Sloan and Josep Blat, Everyday use of computer-mediated communication tools and its evolution over time: an ethnographical study with older people (draft), was accepted for publication at Interacting with Computers on June 8, 2011. The paper elaborates on Sergio’s PhD dissertation, which was conducted  at the GTI, and has been written and published at his current postdoctoral position at the University of Dundee, in the Digital Media Access Group (DMAG) group of the School of Computing. You can find more material related to this journal paper in Sergio’s web page.

The abstract of the paper:
Based on a 3-year ethnographical study, this paper discusses the prolonged use of Computer- Mediated Communication (CMC) tools by approximately 400 older people in an adult education centre in Barcelona (Spain). Contrary to oversimplified views of older people as ICT users, this paper shows that they make a very rich use of CMC tools. Relevant elements of this use are their permanent desire to feel and be included, social, independent and competent ICT users. Despite the numerous interaction issues they face when using ICT, some are constant across different tools. Difficulties due to cognition limit their interactions more severely than those problems due to perceiving visual information or using the mouse. By examining the longitudinal aspect of the study, this paper addresses the evolution of technology use and whether the interaction issues that most of the current older people exhibit will be relevant when today’s more ICT literate young adults grow older. Interaction issues due to cognition are time-persistent, and independent of both experience and practice with ICT. Difficulties reading from the screen or using input devices are overcome with ICT experience. The strategies adopted by older people for coping with all these interaction issues are always targeted at feeling and being included, social, independent and competent ICT users. The results deepen current understanding of tools use in connecting older people with their social circles and the interaction issues most of them encounter when using ICT. The results also suggest that cognitive-related problems will be the most important ones in our work with the next generation of older people.

EC-TEL 2011 Workshop: Learning activities across physical and virtual spaces (AcrossSpaces2011)

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Call for workshop position statements and abstracts

Learning activities across physical and virtual spaces (AcrossSpaces2011)

to be held in conjunction with EC-TEL 2011, Palermo (Italy)
September 20 or 21, 2011  (Web page)

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This workshop seeks to foster discussions regarding new educational scenarios and technological solutions that exploit an integrated transfer from physical spaces, such as the classroom or the playground, to virtual spaces, such as virtual learning environments or 3D worlds. This workshop aims at bringing together both educational researchers, technologists and open public working and interested in this topic in order to identify the possibilities and challenges involved in the design and implementation of learning activities across physical and virtual spaces.

*** Workshop background and aim ***

Nowadays education does not happen exclusively face-to-face, in the physical space. Neither does it happen exclusively through online tools in the virtual space, like Virtual Learning Environments, blogs or wikis. There is a continuous transfer from one space to another: certain activities are done in the classroom, some are accessed on a web virtual learning environment or a 3D world, then the students perform the activities and collaborate ubiquitously either physically or digitally.

This is what has been traditionally understood under the heading of blended learning, but recent technological advances have opened broad opportunities to link these spaces more profoundly, thus enabling the realization of learning activities across spaces that incorporate and coordinate objects from them all. Examples are: the use of augmented reality, that superimposes a digital layer on top of the physical space, providing extra information or linking objects; the use of 3D virtual spaces mirroring the physical space (e.g. showing an image from the physical world coming from a camera); sensors or RFID technology in the physical space that can provide information such as identity or location to digital applications; or tangible computing devices that enable the manipulation of objects in the physical space that have impact on the digital space…

The main different spaces that can be linked to support innovative activities include virtual learning environments, 3D virtual worlds, physical classrooms and open learning spaces that can be integrated with virtual spaces through roomware, mobile and location-aware technologies. The main question to explore with workshop contributions is How to design and technologically support innovative learning scenarios across physical and virtual spaces? Associated research questions include: What are the opportunities and challenges that learning scenarios across spaces pose to the learners’ assessment? Can educational technology specifications offer interoperability solutions to facilitate the transfer between spaces? How can educators orchestrate, adapt, monitor and evaluate the learning process occurring across different virtual and physical spaces?

*** Workshop topics ***

Educational scenarios, technological solutions and evaluation studies focused on learning activities happening across spaces, which can include, but are not limited to:

* Virtual Learning Environments

* 3D Virtual Worlds

* Roomware and other pervasive devices for the classroom

* Mobile and location-aware technologies for open learning space

Transversal topics include, but are not limited to:

* Architectures, frameworks, models

* Design of activities, assessment

* Interoperability, educational technology specifications, data flow, linked data

* Orchestration, adaptation, monitoring, evaluation

Related topics include also:

* Augmented reality

* Augmented virtuality

* Mediated reality

*** Submissions ***
Authors are invited to submit original unpublished work as position statements (max. 2 pages) or extended abstracts (max. 4 pages). Submissions should use the Springer LCNS template (http://www.springer.com/computer/lncs?SGWID=0-164-6-793341-0) and will be handled through EasyChair (https://www.easychair.org/conferences/?conf=acrossspaces2011).

All submitted position statements and extended abstracts will be peer-reviewed by at least two members of the program committee. Selected contributions will be invited for extension and submission to a special issue of the Journal of Universal Computer Science.

*** Important dates ***

Deadline for papers: 04 July 2011
Notification of acceptance: 29 July 2011
Deadline camera-ready: 01 September 2011
Dates of the workshop: 20 or 21 September 2011

*** Organizers ***

Davinia Hernández-Leo, Universitat Pompeu Fabra, Barcelona (Spain)
Contact: davinia.hernadez@upf.edu

Carlos Delgado-Kloos, Universidad Carlos III de Madrid (Spain)

Juan I. Asensio-Pérez, Universidad de Valladolid (Spain)

QuesTInSitu- BDigital Award

The GTI Technology enhanced Learning team has been nominated with the project QuesTInSitu to the BDigital Awards for Digital Innovation in the category of universities and institutions. The next 31th of May, in the 13th edition of the BDigital Global Congress, the final decision will be made.

 

 

Day: 31th of May 2011

Time: 12.30h

Place: Auditori del CaixaForum. Barcelona.

More info:

http://www.bdigitalglobalcongress.com/lang-en/zona/pagina/premi-innovacio-digital/

The purpose of the BDigital Awards for Digital Innovation is fostering innovative ideas and projects with a clear technological application, based upon results generated at companies, technological centres and universities, and innovative products and services, developed or under development, designed for encouraging an industrial use of the results and/or technology generated within the society of information and the digital world.

CATEGORIES:

The BDigital Awards for Digital Innovation, which are sponsored by Fujitsu, are divided into three categories:

  • Projects submitted by large and medium-sized companies
  • Projects submitted by small companies and entrepreneurs
  • Projects submitted by universities and institutions

QuesTInSitu is nominated to the category universities and institutions:

  • QuesTInSitu : is a web-based system designed and built to support assessment in situ activities based on tests. Users can create geolocated questions and tests (routes) in a webmap (from Google Maps). The questions follow the educational technology standard for assessment IMS Question & Test Interoperability (QTI). QuesTInSitu also is a player of questions where users can answer the geolocated questions and they are automatically corrected. Using the application an author can create two types of assessment in situ activities: assessment in real & virtual situ. Currently the web map application used to play the questions is Google Maps.  QuesTInSitu has a web-mobile version that allows students to follow the assessment in real situ activities, answering the questions, receiving feedback and score in situ and personalizing the questions with their own pictures and comments using a mobile phone.

 

Link video QuesTInSitu BDigital: http://www.youtube.com/watch?v=INUB6kIPI94&feature=youtu.be&a

Special Mention for a Final Degree Project (PFC) carried out within the GTI

The Final Degree Project (PFC) of Alejandro García Núñez, carried out in 2010 within the GTI, has received a Special Mention in the MadridOnRails-eMadrid 2011 Awards. The project was co-directed by Davinia Hernández-Leo and Jonathan Chacón, with the support of Miguel A. Carralero and other members of the GTI (Technology-Enhanced Learning research line). In the project, Alejandro (Alex) developed an IMS LD compliant wizard for the LdShake tool.

LdShake is a web tool for the social sharing and co-edition of learning design solutions. The name “LdShake” stands for “Learning design solutions – Sharing and (k)co-edition” and uses the “shake” metaphor to emphasize that the tool aims at facilitating teachers to shake their hands with other educators in their social network by collaborating with them in the co-edition of joint learning design solutions, to shake their way of working by sharing designs with other teachers, and to shake different learning design solutions shared by others to elaborate new designs in order to shake the students.

Discovering the campus together: a mobile and computer-based learning experience

The paper: Pérez-Sanagustín, M.; Ramírez-González, G.; Hernández-Leo, D.; Muñoz-Organiero, M.; Santos, P.; Blat, J.; Delgado-Kloos, C. Discovering the campus together: a mobile and computer-based learning experience (doi:10.1016/j.physletb.2003.10.071),  has been just accepted for publication at Journal of  Network and Computer Applications. This work has been carried out in collaboration with the group GAST of the Universidad Carlos III de Madrid (UC3M) and framed in the Learn 3 Project.

Have a look at the video of the experience and the abstract of the paper.

The abstract of the paper:

One of the most relevant difficulties faced by first year undergraduate students is to settle into the educational environment of universities. This paper presents a case study that proposes a computer-assisted collaborative experience designed to help students in their transition from high school to university. This is done by facilitating their first contact with the campus and its services, the university community, methodologies and activities. The experience combines individual and collaborative activities, conducted in and out of the classroom, structured following the Jigsaw Collaborative Learning Flow Pattern. A specific environment including portable Technologies with network and computer applications has veni developed to support and facilitate the orchestration of a flow of learning activities into a single integrated learning setting. The result is a Computer Supported Collaborative Blended Learning scenario, which has been evaluated with first-year university students of the negrees of Software and Audiovisual Engineering within the subject Introduction to Information and CommunicationsTechnologies. Thefindings reveal that the scenario improves significantly students’ interest in their Studies and their understanding about the campus and services provided. The environments also an innovative approach to successfully support the heterogeneous activities conducted by both teachers and students during the scenario. This paper introduces the goals and context of the case study, describes how the technology was employed to conduct the learning scenario, the evaluation methods and the main results of the experience.