- Institute of Educational Technology,
The Open University,
Walton Hall,
Milton Keynes,
MK7 6AA
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University of Nottingham, Computer Science, Alumnus add
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Mobile Technology, Informal Learning, Ubiquitous Learning, Ubiquitous Computing, Location-Based Learning, Location-based media, and 29 moreMobile Web 2.0, Mobile Media, Blended And Mobile Learning, Mobile Learning, Mobile HCI, Political Identity, Web 2.0, Computer Science, Online Media, Computer-Mediated Communication, Mobile Augmented Reality, Virtual Communities, New Media, Media theory and Research, Social Networking, ICT in Education, Mobile and Location-Based Media, Social Sciences, E-learning, Political communication, Mobile GIS, Foundation of educational technology, Social Media, Educational Technology, Digital Media, Digital Media & Learning, Online social networks, Peer Support (Learning and Teaching), and Human Computer Interaction edit
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Dr Liz FitzGerald is the Director of the LTI Scholarship Centre (LATIS) and a Senior Fellow of the Higher Education A... moreDr Liz FitzGerald is the Director of the LTI Scholarship Centre (LATIS) and a Senior Fellow of the Higher Education Academy. In her role as Senior Lecturer at the Open University, she leads on Knowledge Exchange training and the Distance educator Career Development (DCD) programme within the OU's APD (Academic Professional Development) unit and is co-chair for the OU's new PGCAP (Postgraduate Certificate in Academic Practice) programme. She previously taught on the Masters (MA) in Online and Distance Education.
Her overarching research interests are concerned broadly with situated learning and sensemaking in educational technology. This has included research into mobile and location-based learning; the role of technology in changing or maintaining professional practice; and how personalisation in TEL can contribute to effective learning and teaching. She supervises doctoral students in a number of educational technology areas.
She worked previously at the University of Nottingham, at the Learning Sciences Research Institute (LSRI); the Schools of Computer Science and Biology; and in the Graduate School. She is also a qualified secondary school teacher.
For details of her projects and publications, please visit her Open University webpage (https://iet.open.ac.uk/people/elizabeth.fitzgerald). edit
Research Interests:
Research Interests:
Artificial Intelligence, Human Computer Interaction, Information Technology, Educational Technology, Social Sciences, and 35 moreAdaptive Hypermedia, User Modeling, Research Methodology, Digital Media, Learning and Teaching, Virtual Communities, Human Factors, Educational evaluation, Human Information Interaction, Learning Styles, Computer Mediated Communication, Multimodal Interaction, Multimedia Learning, Quantitative Methods, Online Learning, Multimodality, Use and user issues, Learning Style, Human Information Processing, Adaptive Systems, Online Media, Learning Analytics, Computer Assisted Instruction, Case Study, Computer Based Learning, Artificial Intelligent, Information Technologies, Adaptive System, User Modelling, Media theory and Research, Evaluation Methodology, Digital Media Learning, Personalized Learning, Quantitative Evaluation, and Quantitative Method
Research Interests:
Human Computer Interaction, Educational Technology, Social Sciences, Adaptive Hypermedia, User Modeling, and 26 moreSocial Networking, Multimedia, Learning and Teaching, Virtual Communities, Human Factors, Learning Styles, Political communication, Web Applications, Computer Mediated Communication, Multimodal Interaction, Cognitive Styles, Multimedia Learning, Online Learning, Multimodality, Cognitive Style, Learning Style, Political Identity, Online Media, Case Study, Subject Areas, Computer Based Learning, User preferences, User Trial, User Modelling, Media theory and Research, and Mobile and Location-Based Media
In this paper we will describe AnswerTree, a collaborative mobile location-based educational game designed to teach 8-12 year olds about trees within the University of campus. The activity is designed around collecting cards (similar to... more
In this paper we will describe AnswerTree, a collaborative mobile location-based educational game designed to teach 8-12 year olds about trees within the University of campus. The activity is designed around collecting cards (similar to Top Trumps) with information about notable trees. Each player begins by collecting one card then other players gain further cards by answering questions using the knowledge shared by a current cardholder. This allows each player to be a subject expert at the start of the game and requires interaction in order that the game is successfully completed. In this initial paper we will outline the structure and background of the game. The game is based on the Hyperplace framework and is a first implementation of a wider process to develop a flexible, multi-purpose platform for location-based mobile learning (both individual and collaborative).
Research Interests:
Human Computer Interaction, Educational Technology, Social Sciences, Location Based Services, Mobile Learning, and 15 moreSocial Networking, Ubiquitous Computing, Virtual Communities, Mobile Technology, Political communication, Computer Supported Collaborative Learning CSCL, Computer Mediated Communication, Collaborative Learning, Political Identity, Online Media, Jigsaw Learning, Media theory and Research, Mobile and Location-Based Media, Digital Media Learning, and Location Based Media
Research Interests:
Human Computer Interaction, Educational Technology, Social Sciences, Adaptive Hypermedia, Digital Media, and 18 moreMultimedia, Learning Styles, Rational Choice, Computer Mediated Communication, Multimodal Interaction, Bounded Rationality, Online Learning, Multimodality, Rational Choice Theory, Learning Style, Hypermedia, Online Media, Learning Analytics, Computer Based Learning, User Behaviour, Media theory and Research, Adaptive Educational Hypermedia Systems, and Digital Media Learning
In this paper, we examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit for mobile learning but, to date, little has... more
In this paper, we examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit for mobile learning but, to date, little has been done that discusses the phenomenon in detail or that examines its potential for learning, in a balanced fashion that identifies both positive and negative aspects of AR. We seek to provide a working definition of AR and examine how it is embedded within situated learning in outdoor settings.
In this paper, we examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit for mobile learning but, to date, little has... more
In this paper, we examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit for mobile learning but, to date, little has been done that discusses the phenomenon in detail or that examines its potential for learning, in a balanced fashion that identifies both positive and negative aspects of AR. We seek to provide a working definition of AR and examine how it is embedded within situated learning in outdoor settings.
This paper describes the design and initial testing of AnswerPro, a mobile academic peer support system for UK Key Stage 3 and 4 pupils (11-16 year olds). AnswerPro is a web application that enables pupils to seek support from their... more
This paper describes the design and initial testing of AnswerPro, a mobile academic peer support system for UK Key Stage 3 and 4 pupils (11-16 year olds). AnswerPro is a web application that enables pupils to seek support from their knowledgeable peers on various subjects. This paper correlates the findings from a previous requirements-gathering exercise, and from research into academic motivation, to propose design elements embedded within AnswerPro. A pilot study was conducted with 7 school pupils over 3 weeks. Participants then engaged in a focus group which discussed their experience using AnswerPro and the motivational elements embedded within it. Findings from their use of AnswerPro, and from the subsequent discussion, highlighted some problems with the embedded motivational features. As a result, suggestions for potential solutions and their merits are proposed for the next version of AnswerPro.
The idea behind Situ8 is a simple one: enable learners to browse and/or create their own content that is geolocated, i.e. somehow related to a physical place in the “real world” (FitzGerald, 2012a). It was inspired by the popular mScape... more
The idea behind Situ8 is a simple one: enable learners to browse and/or create their own content that is geolocated, i.e. somehow related to a physical place in the “real world” (FitzGerald, 2012a). It was inspired by the popular mScape platform (Stenton et al., 2007), that enabled users to attach multimedia content to a map and deploy it through a mobile device, with such media being ‘triggered’ by a user’s geographical position, as measured by GPS (Global Positioning System) technology. However, unlike mScape, Situ8 allows both the creation and delivery of geolocated media i.e. it is a two-process.
Research Interests:
In this paper, we examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit but little has been done to discuss the... more
In this paper, we examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit but little has been done to discuss the phenomenon in detail or to examine in a balanced fashion its potential for learning, identifying both positive and negative aspects. We seek to provide a working definition of AR and to examine how it can be embedded within situated learning in outdoor settings. We classify it according to key aspects (device/technology, mode of interaction/learning design, type of media, personal or shared experiences, whether the experience is portable or static, and the learning activities/outcomes). We discuss the technical and pedagogical challenges presented by AR, before looking at ways in which it can be used for learning. Finally, the paper looks ahead to AR technologies that may be employed in the future.
Research Interests:
The Open University has published the second in its influential series of Innovating Pedagogy reports that explore new forms of teaching, learning and assessment, to guide educators and policy makers. The 2013 report updates four previous... more
The Open University has published the second in its influential series of Innovating Pedagogy reports that explore new forms of teaching, learning and assessment, to guide educators and policy makers. The 2013 report updates four previous areas of innovation and introduces six new ones: Crowd Learning, Learning from Gaming, Maker Culture, Geo-Learning, Digital Scholarship and Citizen Inquiry. The report can be downloaded from www.open.ac.uk/innovating.
Research Interests:
This position paper gives exemplars of location-based ‘in the wild’ learning and their relationship to GeoHCI, and also describes the challenges and research questions inherent in doing so. We present several projects that encompass both... more
This position paper gives exemplars of location-based ‘in the wild’ learning and their relationship to GeoHCI, and also describes the challenges and research questions inherent in doing so. We present several projects that encompass both formal and informal learning experiences. We discuss the issues arising from the use of outdoor in the wild ‘blended spaces’ to change geoscience practices, together with a suggestion that we should also be considering a more responsible and scalable approach when designing these interventions.
Research Interests:
Researchers designing and deploying technologies in the wild can find it difficult to balance pure innovation with scalable solutions. Tensions often relate to expectations around current and future roles of the technology development. We... more
Researchers designing and deploying technologies in the wild can find it difficult to balance pure innovation with scalable solutions. Tensions often relate to expectations around current and future roles of the technology development. We propose a catwalk technology metaphor where researchers as boundary creatures focus on innovation whilst providing links to prêt-à-porter (ready to wear) developments. Evidence from 140 participants, within three ‘in-the-wild’ field-based learning case studies (for mobile, distributed, sensor and augmented reality systems), conceptualise the researchers’ ‘boundary creature’ role in managing design process tensions. Stakeholders, including participants, expected the research projects to produce ready to wear (prêt-à-porter) boundary objects for current practices even when researchers sought to take catwalk approaches by innovating technologies and changing practices. The researcher design role (RDR) model articulates researchers’ narratives with the design team, stakeholders and users around what is innovated (e.g. technology, activities) and how the intervention changes or sustains current practices.
Research Interests:
This paper describes and compares two audio guides used to inform the general public about local historical events, specifically the 1831 Reform Riot as it happened in and around Nottingham in the UK. One audio guide consisted of a guided... more
This paper describes and compares two audio guides used to inform the general public about local historical events, specifically the 1831 Reform Riot as it happened in and around Nottingham in the UK. One audio guide consisted of a guided walk, organised and produced by a local community history group, where members of the group performed spoken narratives at specific points of interest around Nottingham city centre, delivered to a large group of participants. The other guide was a trail of geolocated audio files, created by the same community history group and delivered via location-aware smartphones to a smaller group of participants. This second guide provided similar historical information at the same points of interest as the guided walk, authored using a third party software app that employed a mapping facility to trigger audio events at specified locations. Our central research question was to examine how these experiences differed, or were similar; whether they provided an effective means of learning by the general public about local historical events; and how these kinds of techniques can be used in the future or by other community groups.
Research Interests:
Human Computer Interaction, Music, Location-based media, New Media, Informal Learning, and 31 moreEducational Technology, Mobile Learning, Digital Media, Ubiquitous Computing, Gesture, Audio (Education), Multimedia, Poetry, Mobile Technology, Situated Learning, Embodiment, Augmented Reality, Narrative and Design, Bakhtin, Sound, Machinima, Performance, Pervasive Computing, Reading, Technology Enhanced Learning, Dialogism, Art and technology, Virtual Worlds, Ubiquitous Learning, Radical history, Cyborgs, Narrative, Mulitmedia editing, Journalism, Photojournalism, Storytelling, Audio and Video editing and digitizing, Television Journalism, Visual Communication, Audio Guides, Game Spaces, Spatial Story Telling, and Mobile and Location-Based Media
Educational field trips are a part of the curriculum for many subject areas and with different age groups. The purpose of the field trip is generally to remove students from their normal, everyday, classroom setting and put them into an... more
Educational field trips are a part of the curriculum for many subject areas and with different age groups. The purpose of the field trip is generally to remove students from their normal, everyday, classroom setting and put them into an environment that enables them to have experiences which they otherwise might not. Some broad objectives of field trips include the acquisition of knowledge through observing, interpreting and modelling; the development of technical skills such as the use of specific equipment through recording, testing and analysis; the creation of new perspectives though experiencing, interpreting, reflection and evaluation; and the development of transferrable skills suited to the workplace (Clark, 1996).
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"Museums are designed as social spaces. They are places where people can talk, share experiences, and create collective memories. The spatial layout of exhibits allows groups of visitors to view and converse. Talk is encouraged and staff... more
"Museums are designed as social spaces. They are places where people can talk, share experiences, and create collective memories. The spatial layout of exhibits allows groups of visitors to view and converse. Talk is encouraged and staff are employed to support families, school groups and tours. Yet much of the computer technology that has been introduced into museums is for individual rather than collaborative use. Handheld guides have been designed to be held up to the ear and multimedia museum displays usually have a single small screen. Recent developments such as museum guide applications for mobile phones continue the theme of supporting the solitary museum visitor. It is not surprising that some curators regard computer technologies as barriers to social engagement with the museum (Tallon & Walker, 2008).
Since the 1960s attempts have been made to design more social museum technology, including dual earpieces for audio guides (Tallon, 2008), quiz questions for pairs of museum users equipped with communicating handheld devices (Yatani, Onuma, Sugimoto & Kusunoki, 2004), multimedia displays that allow visitors to leave opinions and arguments relating to museum exhibits for others to view and respond (Hsi, 1997), and the use of social media to provoke conversations around museum collections (Johnson, et al., 2010). While these have had varying success in connecting and engaging visitors, they can create a fragmented experience where the visitor’s attention is divided between the museum environment, the technology and the social interaction. In this chapter we explore how narrative structures can create threads of experience that connect visitors with museum exhibits and with the narratives woven by other groups of visitors through their conversations and interactions. Computer technology can be designed to anchor these narratives to locations and enhance them through social interactions to create memorable experiences that can be replayed and shared.
The chapter draws on the model of ‘explicit interactivity’ proposed by the US game designer Eric Zimmerman (Zimmerman, 2004), where interactive objects in the environment combine to tell a story, presenting individuals or groups (who may variously be termed audience, players, readers or users) with opportunities to affect the content of the story as it is being delivered. The human participants, computer applications, and locations intermingle to form narratives that unfold through a combination of human-computer interactions and physical movements around the space."
Since the 1960s attempts have been made to design more social museum technology, including dual earpieces for audio guides (Tallon, 2008), quiz questions for pairs of museum users equipped with communicating handheld devices (Yatani, Onuma, Sugimoto & Kusunoki, 2004), multimedia displays that allow visitors to leave opinions and arguments relating to museum exhibits for others to view and respond (Hsi, 1997), and the use of social media to provoke conversations around museum collections (Johnson, et al., 2010). While these have had varying success in connecting and engaging visitors, they can create a fragmented experience where the visitor’s attention is divided between the museum environment, the technology and the social interaction. In this chapter we explore how narrative structures can create threads of experience that connect visitors with museum exhibits and with the narratives woven by other groups of visitors through their conversations and interactions. Computer technology can be designed to anchor these narratives to locations and enhance them through social interactions to create memorable experiences that can be replayed and shared.
The chapter draws on the model of ‘explicit interactivity’ proposed by the US game designer Eric Zimmerman (Zimmerman, 2004), where interactive objects in the environment combine to tell a story, presenting individuals or groups (who may variously be termed audience, players, readers or users) with opportunities to affect the content of the story as it is being delivered. The human participants, computer applications, and locations intermingle to form narratives that unfold through a combination of human-computer interactions and physical movements around the space."
Research Interests:
Human Computer Interaction, Music, New Media, Informal Learning, Educational Technology, and 24 moreMuseum learning, Narrative, Digital Media, Gesture, Multimedia, Poetry, Mobile Technology, Embodiment, Narrative and Design, Museum Education, Bakhtin, Sound, Machinima, Performance, Reading, Dialogism, Art and technology, Virtual Worlds, Cyborgs, Audio narratives, Location-Based Experiences, Audio Guides, Game Spaces, and Spatial Story Telling
This short paper is aimed at inspiring dialogue and debate around the theoretical perspectives underpinning research into learning in technology-enhanced augmented places, and the engagement by such learners with blended... more
This short paper is aimed at inspiring dialogue and debate around the theoretical perspectives underpinning research into learning in technology-enhanced augmented places, and the engagement by such learners with blended environments/spaces. The author argues that current theories do not fully model or explain our interactions with technology-enhanced physical environments and that a new theory that combines aspects of these may be required in order to fully understand the way in which we move, interact and learn within such surroundings.
Research Interests:
Human Computer Interaction, Location-based media, Educational Technology, Environmental Education, Mobile Learning, and 12 moreUbiquitous Computing, Spatial cognition, Situated Cognition, Embodied Cognition, Situated Learning, Augmented Reality, Pervasive Computing, Mobile Augmented Reality, Geo Web, VGI, LBS, and Mobile and Location-Based Media
In this paper, we examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit for mobile learning but, to date, little has... more
In this paper, we examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit for mobile learning but, to date, little has been done that discusses the phenomenon in detail or that examines its potential for learning, in a balanced fashion that identifies both positive and negative aspects of AR. We seek to provide a working definition of AR and examine how it is embedded within situated learning in outdoor settings. We also attempt to classify AR according to several key aspects (device/technology; mode of interaction; type of media involved; personal or shared experiences; if the experience is portable or static; and the learning activities/outcomes). We discuss the technical and pedagogical challenges presented by AR before looking at ways in which AR can be used for learning. Lastly, the paper looks ahead to what AR technologies may be on the horizon in the near future.
Research Interests:
Location-based media, Educational Technology, Environmental Education, Mobile Learning, Spatial cognition, and 15 moreLearning Technology, Mobile Technology, Situated Cognition, Embodied Cognition, Situated Learning, Augmented Reality, Digital Media & Learning, Pervasive Computing, Interactive and Digital Media, Technology Enhanced Learning, Mobile Augmented Reality, Geo Web, VGI, LBS, and Mobile and Location-Based Media
In this paper, we discuss work in progress into the design of a mobile academic peer support system that enables 11-to-14 year old children to request and provide academic help to each other. Our proposed system was designed based on... more
In this paper, we discuss work in progress into the design of a mobile academic peer support system that enables 11-to-14 year old children to request and provide academic help to each other. Our proposed system was designed based on background research into the areas of peer learning, child development, help-seeking and academic motivation. Several methods, such as focus groups, interviews and Wizard of Oz, were used during the requirements gathering and initial testing stages. The proposed system is currently under development and will be tested in a study with school-pupils, over an extended period of time, in the next few months.
Research Interests:
Educational Technology, Social Sciences, Mobile Learning, Peer Support (Learning and Teaching), Social Networking, and 9 moreVirtual Communities, Student Motivation And Engagement, Mobile Technology, Computer-Mediated Communication, Digital Media & Learning, Online social networks, Technology Enhanced Learning, Academic support, and Media theory and Research
This is the first in a series of reports exploring new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. The first report proposes ten innovations that are... more
This is the first in a series of reports exploring new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in postschool education. We have not deliberately excluded school education, but that is not our area of expertise. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised in rough order of immediacy and timescale to widespread implementation.
The report is also available at http://www.open.ac.uk/innovating - you can see a summary of each innovation at the menu on the right-hand side, under 'themes'. We welcome comments on the report and the innovations so please do take a look and let us know what you think!
The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in postschool education. We have not deliberately excluded school education, but that is not our area of expertise. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised in rough order of immediacy and timescale to widespread implementation.
The report is also available at http://www.open.ac.uk/innovating - you can see a summary of each innovation at the menu on the right-hand side, under 'themes'. We welcome comments on the report and the innovations so please do take a look and let us know what you think!
Research Interests:
Educational Technology, E-learning, Assessment, Innovation statistics, Diversity, and 15 moreHigher Education, Learning and Teaching, Learner Autonomy, Pedagogy, Assessment in Higher Education, Online Learning, Networked Learning, Openness, Interactivity, Connectivism, Connectedness to Nature, MOOC, CCK08, Stephen Downes, and George Siemens
This paper presents the findings from a study that investigated how geolocated audio could be used to provide opportunities for public learning of history. The project, utilising mobile media and informal learning, was a collaboration... more
This paper presents the findings from a study that investigated how geolocated audio could be used to provide opportunities for public learning of history. The project, utilising mobile media and informal learning, was a collaboration between academic and community-based historians interested in enhancing public understanding of selected aspects of the history of Nottingham. It was concerned with supporting the enhancement of historical literacy, historical ‘empathy’, and participants’ abilities to draw informed conclusions about contested historical subject matter. The historical subject matter was the 1831 Reform Riots in Nottingham, around which a local community history group designed a guided ‘history walk’.
The project supported a realisation of this walk and also gathered participant responses from both a ‘people-led’ walk and an alternative ‘technology-led’ version of the walk, where a media experience was delivered to participants through handheld devices that triggered the playing of audio files with information contained from different historical sources at specific locations of relevance to the Reform Riots around the city of Nottingham. Responses were recorded via a combination of methods: by questionnaires filled in immediately after each walk, researcher observations, and debriefing sessions of selected participants.
The project supported a realisation of this walk and also gathered participant responses from both a ‘people-led’ walk and an alternative ‘technology-led’ version of the walk, where a media experience was delivered to participants through handheld devices that triggered the playing of audio files with information contained from different historical sources at specific locations of relevance to the Reform Riots around the city of Nottingham. Responses were recorded via a combination of methods: by questionnaires filled in immediately after each walk, researcher observations, and debriefing sessions of selected participants.
Research Interests:
History, Music, Communication, Location-based media, Journalism, and 17 moreInformal Learning, Educational Technology, Mobile Learning, Literature, Audio (Education), Mobile Technology, Media Literacy, Digital Media & Learning, Social History, Alternative Media, Audio Augmented Reality, ICTs, Audiovisual, Location-Based Experiences, Social, Docs, and Polical
Technology-enhanced learning research is exploring how the worlds of informal and formal education can be connected. Organising access to school intranets, school-provided podcasts and social media at home is a start. But simply importing... more
Technology-enhanced learning research is exploring how the worlds of informal and formal education can be connected. Organising access to school intranets, school-provided podcasts and social media at home is a start. But simply importing school into the home is not enough. Equally, allowing children to bring personal devices into the classroom can be seen as disruptive and dangerous. Yet evidence is emerging of the benefits of such devices when harnessed to target learning.
Technology-enhanced learning can reconceive the connections between formal and nonformal learning. Both worlds are transformed if young people are engaged in productive learning using personal technologies and networks within and outside the classroom.
Technology-enhanced learning can reconceive the connections between formal and nonformal learning. Both worlds are transformed if young people are engaged in productive learning using personal technologies and networks within and outside the classroom.
Research Interests:
Across many subject disciplines, video and audio data are recorded in order to document processes, procedures or interactions. These video and audio data are consequently analysed using a number of techniques, in order to try and make... more
Across many subject disciplines, video and audio data are recorded in order to document processes, procedures or interactions. These video and audio data are consequently analysed using a number of techniques, in order to try and make sense of what was happening at the time of the recording, sometimes in relation to initial hypotheses or sometimes in terms of a 'post hoc' analysis where a more grounded approach is used. This paper contains an overview of tools and techniques for examining video data and looks at potential new methods borrowed from the field of learning analytics, related to discourse analysis. Discourse analysis, where conversations and the spoken word are explored and dissected in detail, can provide us with information about the learning context and the ways in which learners interact with people and other resources in their environment.
Research Interests:
Two recent emerging trends are that of Web 2.0, where users actively create content and publish it on the Web and also location awareness, where a digital device utilises a person’s physical location as the context to provide specific... more
Two recent emerging trends are that of Web 2.0, where users actively create content and publish it on the Web and also location awareness, where a digital device utilises a person’s physical location as the context to provide specific services and/or information. This paper examines how these two phenomena can be brought together, so that user-generated content on mobile devices are used to provide informal learning opportunities relevant to a person’s location. However, the generative process of such media does not always have much guidance on how or what to create, so the quality of such information can be highly variable. To overcome this, a framework has been designed to guide the authoring of user-generated content so that it can be used for informal learning about one’s immediate surroundings (particularly in an outdoor setting), combining pedagogical aspects with those from human-computer interaction and environmental aesthetics. The framework consists of six dimensions that include aspects such as curriculum area (e.g. science; art); type of communication; use of language/media related to the landscape; knowledge level of content; contextual aspects and types of interaction. In order to test the framework before it could be used to scaffold new content, it was first used to analyse and evaluate over 200 items of existing user-generated content, to investigate the appropriateness of the proposed dimensions and the items contained therein or if any were missing. This paper presents the findings of this initial testing phase, together with a discussion of how the framework can be improved, in order to help scaffold the creation of new user-generated content in the future.
Research Interests:
Human Computer Interaction, Location-based media, Informal Learning, Educational Technology, Digital Humanities, and 17 moreSocial Sciences, Mobile Learning, Social Networking, Digital Media, Ubiquitous Computing, Virtual Communities, Mobile Technology, Computer-Mediated Communication, User-Generated Content, Digital Culture, Political communication, Digital Media & Learning, Ubiquitous Learning, Political Identity, Online Media, Media theory and Research, and Mobile and Location-Based Media
We describe the building and testing of a museum audio tour with content recorded as spontaneous interactive dialogue between two curators as they walked around an art gallery. The aim was to produce a guide which would increase the... more
We describe the building and testing of a museum audio tour with content recorded as spontaneous interactive dialogue between two curators as they walked around an art gallery. The aim was to produce a guide which would increase the amount of topically relevant talk shared by people visiting a museum in groups of two or more. Conversation analysis is used to show how a pair of visitors engaged more with the content of the guide than they would have with audio produced as traditional scripted monologue. Examples of a variety of engagement types are detailed and a supporting rationale drawing on Goffman's theory of 'footing' is discussed. The approach potentially offers a low cost way for organisations involved in informal learning to produce flexible in-house audio content for mobile and e-learning, which improves visitor engagement both with the content and with one another, and leads to a more enjoyable visitor/learner experience than traditional forms of audio.
Research Interests:
Human Computer Interaction, Location-based media, Informal Learning, Educational Technology, Mobile Learning, and 12 moreConversation Analysis, Digital Media, Ubiquitous Computing, Audio (Education), Mobile Technology, Digital Culture, Digital Media & Learning, Ubiquitous Learning, Audio narratives, Location-Based Experiences, Audio Guides, and Footing
In this paper, we discuss the value of location-based and movement-sensitive audio for learning. We distinguish three types of audio learning experience, based primarily upon differing levels of narrative cohesion: audio vignettes,... more
In this paper, we discuss the value of location-based and movement-sensitive audio for learning. We distinguish three types of audio learning experience, based primarily upon differing levels of narrative cohesion: audio vignettes, movement-based guides and mobile narratives. An analysis of projects in these three areas has resulted in the formulation of guidelines for the design of audio experiences. We offer a case study of a novel audio experience, called "A Chaotic Encounter", that delivers an adaptive story based on the pattern of movements of the user.
Research Interests:
It has been estimated that 85.5% of school aged children own a mobile phone in the UK from which 29% of them access the Internet. It is assumed that this ownership provides the children with the opportunity to establish and maintain... more
It has been estimated that 85.5% of school aged children own a mobile phone in the UK from which 29% of them access the Internet. It is assumed that this ownership provides the children with the opportunity to establish and maintain social connections with their fellow peers. According to Vygotsky’s Social Development Theory this social interaction with peers plays a role in children’s cognitive development that has been exploited in modern educational systems in various ways.
This ongoing research aims to make further use of this association between ownership of mobile devices, social interaction and learning by ultimately introducing a technological solution for children to communicate with their peers and access peer generated content. It will investigate whether the mobility and the information source; peer versus non-peer, enhances children’s learning. Two separate investigations have been conducted, so far, to determine the sources and the tools children use to obtain support for their learning. A survey of 74 Key Stage 3 children and two focus group sessions with 34 similar age children found that they actively use technologies, such as Facebook, SMS and email, to establish peer interaction.
This ongoing research aims to make further use of this association between ownership of mobile devices, social interaction and learning by ultimately introducing a technological solution for children to communicate with their peers and access peer generated content. It will investigate whether the mobility and the information source; peer versus non-peer, enhances children’s learning. Two separate investigations have been conducted, so far, to determine the sources and the tools children use to obtain support for their learning. A survey of 74 Key Stage 3 children and two focus group sessions with 34 similar age children found that they actively use technologies, such as Facebook, SMS and email, to establish peer interaction.
Research Interests:
Educational Technology, Social Sciences, Mobile Learning, Peer Support (Learning and Teaching), Social Networking, and 9 moreVirtual Communities, Mobile Technology, Computer-Mediated Communication, Digital Media & Learning, Social Media, Peer learning, Online social networks, Online Media, and Media theory and Research
This final section of the report has been reproduced from “D3.1 The STELLAR Rendez-Vous I report and white papers”, published in 2009 by the STELLAR Network of Excellence. It is included here for completeness; we, as co-authors, felt that... more
This final section of the report has been reproduced from “D3.1 The STELLAR Rendez-Vous I report and white papers”, published in 2009 by the STELLAR Network of Excellence. It is included here for completeness; we, as co-authors, felt that it was important to look back at the main contributions to theworkshop and also where the challenges lie for the future.
This chapter addresses 2 critical questions:
- What has been learned from this workshop, especially in respect to the STELLAR Grand Challenges (“Connecting learners”, “Orchestration” and “Contextualisation”)?
- What are the new research questions and issues for location-based learning, with respect to the Grand Challenges (“Connecting learners”, “Orchestration”and “Contextualisation”)?
This chapter addresses 2 critical questions:
- What has been learned from this workshop, especially in respect to the STELLAR Grand Challenges (“Connecting learners”, “Orchestration” and “Contextualisation”)?
- What are the new research questions and issues for location-based learning, with respect to the Grand Challenges (“Connecting learners”, “Orchestration”and “Contextualisation”)?
Research Interests:
In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is... more
In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project.
Research Interests:
Geography, Location-based media, Educational Technology, Digital Humanities, Social Sciences, and 16 moreMobile Learning, Social Networking, Digital Media, Ubiquitous Computing, Virtual Communities, Mobile Technology, Educational evaluation, Computer-Mediated Communication, Political communication, Digital Media & Learning, Field Methods & Techniques (Human & Physical), Political Identity, Online Media, Field Trips/Educational Visits, Media theory and Research, and Mobile and Location-Based Media
The distinguishing aspect of mobile learning is the assumption that learners are continuously on the move. This is not just their physical mobility, but also how learners are active in different contexts and how frequently these might... more
The distinguishing aspect of mobile learning is the assumption that learners are continuously on the move. This is not just their physical mobility, but also how learners are active in different contexts and how frequently these might change, depending on an individual’s location.
Research Interests:
Human Computer Interaction, Location-based media, Educational Technology, Digital Humanities, Social Sciences, and 14 moreMobile Learning, Social Networking, Digital Media, Virtual Communities, Mobile Technology, Computer-Mediated Communication, Political communication, Digital Media & Learning, Ubiquitous Learning, Political Identity, Online Media, Location-Based Learning, Media theory and Research, and Mobile and Location-Based Media
In this paper, we discuss the value of location-based and movement-sensitive audio for learning. We distinguish three types of audio learning experience: audio vignettes, movement-based guides and mobile narratives. An analysis of... more
In this paper, we discuss the value of location-based and movement-sensitive audio for learning. We distinguish three types of audio learning experience: audio vignettes, movement-based guides and mobile narratives. An analysis of projects in these three areas has resulted in the formulation of guidelines for the design of audio experiences. We offer a case study of a novel audio experience, called "A Chaotic Encounter", that delivers an adaptive story based on the pattern of movements of the user.
Research Interests:
Human Computer Interaction, Location-based media, Educational Technology, Digital Humanities, Mobile Learning, and 10 moreDigital Media, Audio (Education), Spatial Audio, Digital Media & Learning, Interactive and Digital Media, Ubiquitous Learning, Audio narratives, Audio Guides, Location-Based Learning, and Design Guidelines
The LSRI has added to its collection, a new report: "Education in the Wild: contextual and location-based mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series", published by the University of Nottingham:... more
The LSRI has added to its collection, a new report: "Education in the Wild: contextual and location-based mobile learning in action. A report from the STELLAR Alpine Rendez-Vous workshop series", published by the University of Nottingham: Learning Sciences Research Institute (LSRI) - ISBN 9780853582649.
The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning.
The 56-page PDF is available FREE for download from the IAmLearn and TELearn websites, also from http://tinyurl.com/edwild
The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning.
The 56-page PDF is available FREE for download from the IAmLearn and TELearn websites, also from http://tinyurl.com/edwild
Research Interests:
Human Computer Interaction, Location-based media, Informal Learning, Educational Technology, Digital Humanities, and 16 moreSocial Sciences, Mobile Learning, Social Networking, Virtual Communities, Context Aware Technology Enhanced Learning, Computer-Mediated Communication, Political communication, Digital Media & Learning, Context-Aware Computing, Outdoor Education, Ubiquitous Learning, Political Identity, Online Media, Location-Based Learning, Media theory and Research, and Mobile and Location-Based Media
This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly... more
This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done.
Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning?
Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning?
Research Interests:
Human Computer Interaction, Educational Technology, Social Sciences, Mobile Learning, Social Networking, and 11 moreVirtual Communities, Context Aware Technology Enhanced Learning, Mobile Technology, Computer-Mediated Communication, Political communication, Ubiquitous Learning, Political Identity, Context Awareness, Online Media, Media theory and Research, and Mobile and Location-Based Media
We report a study in which 30 university geography students compared five techniques to enhance the experience of visiting outdoor locations. The techniques were: a pre-prepared acetate overlay of the visual scene; a custom-designed... more
We report a study in which 30 university geography students compared five techniques to enhance the experience of visiting outdoor locations. The techniques were: a pre-prepared acetate overlay of the visual scene; a custom-designed visitor guide running on a PDA; the mScape location-based software running on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted virtual reality display. The students were given the assignment as part of their assessed coursework for a field trip to the UK Lake District, where they had to evaluate the techniques and propose improvements or future designs to enable tourists or students on field trips to gain an enhanced understanding of their surroundings. The paper describes these techniques, reports the process and results of the student assignment, and concludes with a discussion of some broader issues emerging from the project.
Research Interests:
In this paper we present AnswerTree, a collaborative mobile location-based educational game designed to teach 8-12 year olds about trees and wildlife within the University of Nottingham campus. The activity is designed around collecting... more
In this paper we present AnswerTree, a collaborative mobile location-based educational game designed to teach 8-12 year olds about trees and wildlife within the University of Nottingham campus. The activity is designed around collecting virtual cards (similar in nature to the popular Top Trumps games) containing graphics and information about notable trees. Each player begins by collecting one card from a game location, but then he or she can only collect further cards by answering questions – whose solutions are obtainable through sharing knowledge with other cardholders. This ostensibly allows each player to become a subject expert at the start of the game, encouraging collaborative interaction for the game to be successfully completed. In this initial paper we will outline the structure and background of this location based game. AnswerTree has been authored within the Hyperplace framework, and is a first implementation of a wider process to develop a flexible, multi-purpose platform for both individual and group location-based mobile learning.
Research Interests:
Human Computer Interaction, Location-based media, Educational Technology, Social Sciences, Location Based Services, and 15 moreMobile Learning, Social Networking, Ubiquitous Computing, Virtual Communities, Mobile Technology, Computer-Mediated Communication, Political communication, Digital Media & Learning, Computer Supported Collaborative Learning (CSCL), Collaborative Learning, Political Identity, Online Media, Jigsaw Learning, Media theory and Research, and Mobile and Location-Based Media
This project was intended to inform the future design of learning spaces for higher education. It created an annotated directory of the methods and tools currently used to evaluate the contribution technology-supported physical learning... more
This project was intended to inform the future design of learning spaces for higher education. It created an annotated directory of the methods and tools currently used to evaluate the contribution technology-supported physical learning spaces make to learning and teaching. It considered teaching and learning in newly-designed contexts, both formal and informal, looking at the interaction of four elements: learning/learners, teaching/teachers, space and technology.
The project reviewed the methods and tools currently used to evaluate the contribution technology-supported physical learning spaces make to learning and teaching.
The objectives were:
* To identify ‘good practice’ in the evaluation of physical learning space,
* To identify tools, models and data sources that can be used to monitor learning activities, to inform the development of new spaces and help improve the layout and operation of existing spaces, thus enabling development of baseline information to inform the design of new projects,
* To identify aspects (and examples) of space configuration, and of elements within a space, that contribute to effective learning by individuals and groups.
The full report and study plan can be found at http://www.jisc.ac.uk/whatwedo/projects/learningspaces08.aspx
The project reviewed the methods and tools currently used to evaluate the contribution technology-supported physical learning spaces make to learning and teaching.
The objectives were:
* To identify ‘good practice’ in the evaluation of physical learning space,
* To identify tools, models and data sources that can be used to monitor learning activities, to inform the development of new spaces and help improve the layout and operation of existing spaces, thus enabling development of baseline information to inform the design of new projects,
* To identify aspects (and examples) of space configuration, and of elements within a space, that contribute to effective learning by individuals and groups.
The full report and study plan can be found at http://www.jisc.ac.uk/whatwedo/projects/learningspaces08.aspx
Research Interests:
Human Computer Interaction, Educational Technology, Social Sciences, Mobile Learning, Social Networking, and 12 moreVirtual Communities, Educational evaluation, Computer-Mediated Communication, Political communication, Digital Media & Learning, Learning Spaces, Physical Planning (Architecture), Ubiquitous Learning, Political Identity, Online Media, Media theory and Research, and Mobile and Location-Based Media
It is a widely held assumption that learning style is a useful model for quantifying user characteristics for effective personalized learning. We set out to challenge this assumption by discussing the current state of the art, in relation... more
It is a widely held assumption that learning style is a useful model for quantifying user characteristics for effective personalized learning. We set out to challenge this assumption by discussing the current state of the art, in relation to quantitative evaluations of such systems and also the methodologies that should be employed in such evaluations. We present two case studies that provide rigorous and quantitative evaluations of learning-style-adapted e-learning environments. We believe that the null results of both these studies indicate a limited usefulness in terms of learning styles for user modeling and suggest that alternative characteristics or techniques might provide a more beneficial experience to users.
Research Interests:
Human Computer Interaction, Educational Technology, Social Sciences, Adaptive Hypermedia, User Modeling, and 21 moreResearch Methodology, Digital Media, Computer-Based Learning, Learning and Teaching, Virtual Communities, Human Factors, Educational evaluation, Human Information Interaction, Computer-Mediated Communication, Learning Styles, Digital Media & Learning, Multimodal Interaction, Multimedia Learning, Quantitative Methods, Online Learning, Multimodality, Use and user issues, Online Media, Learning Analytics, User Modelling, and Media theory and Research
In this paper, we analyse web log data from user trials of the WHURLE-LS adaptive educational hypermedia (AEH) system from a behavioural perspective. This system allows users to switch from one presentational mode to another (visual,... more
In this paper, we analyse web log data from user trials of the WHURLE-LS adaptive educational hypermedia (AEH) system from a behavioural perspective. This system allows users to switch from one presentational mode to another (visual, verbal or neutral), and this paper investigates users’ choice of mode as they interacted with the system. We present the main findings of the browsing behaviours within the framework of rational choice theory, and discuss why and when switching might have occurred.
Research Interests:
Human Computer Interaction, Educational Technology, Social Sciences, Adaptive Hypermedia, Digital Media, and 15 moreComputer-Based Learning, Multimedia, Computer-Mediated Communication, Learning Styles, Rational Choice, Digital Media & Learning, Multimodal Interaction, Bounded Rationality, Online Learning, Multimodality, Hypermedia, Online Media, Learning Analytics, User Behaviour, and Media theory and Research
This paper examines the current state of AEH (adaptive educational hypermedia) research into explicit learning style modelling for user personalisation. It addresses the problem of non-naïve test subjects, who are often in user trials,... more
This paper examines the current state of AEH (adaptive educational hypermedia) research into explicit learning style modelling for user personalisation. It addresses the problem of non-naïve test subjects, who are often in user trials, thus contributing to experimental bias. Instead, the authors suggest using "real people", i.e. users with a range of backgrounds and abilities, in order to gain a truer insight into evidence-based research.
We report on a study carried out with "real" users: around 80 children at a UK primary school. The study investigated sequential and global learning styles as a personalisation mechanism in an AEH system. The user trial involved matching and mismatching users and learning environments to see if learning improved. The AEH system used by the children was DEUS, a new e-learning platform that is conceptually similar to WHURLE, an AEH that also used learning styles as its user model.
No statistically significant differences were found between experimental groups, learning style preferences or learning environments. We discuss the significance of this, and then critically analyse the use of learning styles in relation to this study and also in the wider context.
We report on a study carried out with "real" users: around 80 children at a UK primary school. The study investigated sequential and global learning styles as a personalisation mechanism in an AEH system. The user trial involved matching and mismatching users and learning environments to see if learning improved. The AEH system used by the children was DEUS, a new e-learning platform that is conceptually similar to WHURLE, an AEH that also used learning styles as its user model.
No statistically significant differences were found between experimental groups, learning style preferences or learning environments. We discuss the significance of this, and then critically analyse the use of learning styles in relation to this study and also in the wider context.
Research Interests:
Educational Technology, Social Sciences, Adaptive Hypermedia, User Modeling, Research Methodology, and 19 moreSocial Networking, Digital Media, Computer-Based Learning, Learning and Teaching, Virtual Communities, Human Factors, Educational evaluation, Computer-Mediated Communication, Learning Styles, Political communication, Digital Media & Learning, Interactive and Digital Media, Multimodal Interaction, Online Learning, Multimodality, Political Identity, Online Media, Media theory and Research, and Mobile and Location-Based Media
""Computer-based learning has become a common phenomenon in the modern age. Many distance-learning systems distribute educational resources on the Internet and indeed entire study programmes are now widely available online. Such a large... more
""Computer-based learning has become a common phenomenon in the modern age. Many distance-learning systems distribute educational resources on the Internet and indeed entire study programmes are now widely available online. Such a large amount of content and information can be intimidating to learners, who may exhibit different individual characteristics, such as variation in goals, interests, motivation and/or learning preferences. This suggests that a uniform approach taken by learning environments to deliver materials and resources to students is not appropriate and that personalisation of such materials/resources should address users’ differences to provide a customised learning experience, thus enhancing its effectiveness, lowering drop-out rates and maintaining high student motivation.
This thesis addresses the latter issue of learning preferences, specifically investigating learning styles as an adaptation mechanism for personalised computer-based learning. A number of previous studies indicated the positive effect that this kind of adaptation provides, but under closer examination these were not conducted in a scientifically rigorous manner and thus their findings are somewhat limited. This research utilises a quantitative and highly objective approach to investigate visual/verbal and sequential/global learning styles in different user groups. Three user trials were carried out to discover whether there were any benefits to using these learning styles for studying in an adapted environment.
Overall, no statistically significant benefits were found and these findings now shed doubt as to whether learning styles are indeed an effective mechanism for personalised learning.""
This thesis addresses the latter issue of learning preferences, specifically investigating learning styles as an adaptation mechanism for personalised computer-based learning. A number of previous studies indicated the positive effect that this kind of adaptation provides, but under closer examination these were not conducted in a scientifically rigorous manner and thus their findings are somewhat limited. This research utilises a quantitative and highly objective approach to investigate visual/verbal and sequential/global learning styles in different user groups. Three user trials were carried out to discover whether there were any benefits to using these learning styles for studying in an adapted environment.
Overall, no statistically significant benefits were found and these findings now shed doubt as to whether learning styles are indeed an effective mechanism for personalised learning.""
Research Interests:
Human Computer Interaction, Educational Technology, Social Sciences, Adaptive Hypermedia, User Modeling, and 18 moreSocial Networking, Digital Media, Computer-Based Learning, Multimedia, Learning and Teaching, Virtual Communities, Human Factors, Computer-Mediated Communication, Learning Styles, Political communication, Digital Media & Learning, Multimodal Interaction, Multimedia Learning, Online Learning, Multimodality, Hypermedia, Online Media, and Media theory and Research
This paper describes how visual and verbal learning styles have been successfully integrated into an adaptive educational environment. User trials of this system were carried out, to determine the effect of the adaptation, and although... more
This paper describes how visual and verbal learning styles have been successfully integrated into an adaptive educational environment. User trials of this system were carried out, to determine the effect of the adaptation, and although these user trials do not indicate any statistically significant differences, the qualitative information gleaned from the study indicated that students preferred using this environment over other traditional revision methods, and that they perceived personalized tuition to be better than a ‘one size fits all’ approach.
Research Interests:
Educational Technology, Social Sciences, Adaptive Hypermedia, User Modeling, Social Networking, and 19 moreDigital Media, Computer-Based Learning, Multimedia, Learning and Teaching, Virtual Communities, Human Factors, Computer-Mediated Communication, Learning Styles, Political communication, Digital Media & Learning, Multimodal Interaction, Multimedia Learning, Online Learning, Multimodality, Hypermedia, Political Identity, Online Media, Media theory and Research, and Mobile and Location-Based Media
The mechanisms for personalisation used in web applications are currently the subject of much debate amongst researchers from many diverse subject areas. One of the most contemporary ideas for user modelling in web applications is that of... more
The mechanisms for personalisation used in web applications are currently the subject of much debate amongst researchers from many diverse subject areas. One of the most contemporary ideas for user modelling in web applications is that of cognitive styles, where a user’s psychological preferences are assessed stored in a database and then used to provide personalised content and/or links. We describe user trials of a case study that utilises visual-verbal preferences in an adaptive web-based educational system (AWBES). Students in this trial were assessed by the Felder-Solomon Inventory of Learning Styles (ILS) instrument, and their preferences were used as a means of content personalisation.
Contrary to previous findings by other researchers, we found no significant differences in performance between matched and mismatched students. Conclusions are drawn about the value and validity of using cognitive styles as a way of modelling user preferences in educational web applications.
Contrary to previous findings by other researchers, we found no significant differences in performance between matched and mismatched students. Conclusions are drawn about the value and validity of using cognitive styles as a way of modelling user preferences in educational web applications.
Research Interests:
Human Computer Interaction, Educational Technology, Social Sciences, Adaptive Hypermedia, User Modeling, and 20 moreSocial Networking, Computer-Based Learning, Multimedia, Learning and Teaching, Virtual Communities, Human Factors, Computer-Mediated Communication, Learning Styles, Political communication, Web Applications, Multimodal Interaction, Multimedia Learning, Online Learning, Multimodality, Cognitive Style, Political Identity, Online Media, User Trial, Media theory and Research, and Mobile and Location-Based Media
This paper describes the use of adaptation patterns in the task of formulating standards for adaptive educational hypermedia (AEH) systems that is currently under investigation by the EU ADAPT project. Within this project, design... more
This paper describes the use of adaptation patterns in the task of formulating standards for adaptive educational hypermedia (AEH) systems that is currently under investigation by the EU ADAPT project. Within this project, design dimensions for high granularity patterns have been established. In this paper we focus on detailing lower granularity adaptive patterns based upon learning styles. Several patterns from existing AEH system case studies are identified and classified according to an extended learning style "onion" model. This model forms the basis of a learning style taxonomy, introduced here, whose components determine adaptation patterns for AEH. These patterns are of importance both for authoring, as well as for interfacing between adaptive hypermedia systems. From an authoring point of view, these patterns may be used to establish a fine-grain approach to instructional strategies that can be implemented in AEH systems, as a response to a particular learning style. The implementation of this adaptation pattern taxonomy is discussed, both generally and in detail.
Research Interests:
Cognitive Psychology, Human Computer Interaction, Educational Technology, Social Networks, Social Sciences, and 32 moreAdaptive Hypermedia, User Modeling, Usability, Data Mining, Social Networking, Accessibility, Computer-Based Learning, Learning and Teaching, Virtual Communities, Human Factors, Metadata, Computer-Mediated Communication, Taxonomy, Learning Styles, Political communication, Applied Linguistics, Design Patterns, Cultural Identity, Social Network Analysis (SNA), Cognitive Styles And Learning Differences In Design Education, Linguistics, Online Learning, Semantic Web, HCI, Cross-Cultural Communication, Political Identity, Online Media, Mobile Communications, User interfaces, ADAPT, Media theory and Research, and Mobile and Location-Based Media
Adaptive educational hypermedia (AEH - a branch of web-based learning) systems seek to personalise the learning experience for their users. User modelling can be performed using various criteria, such as prior ability or domain-specific... more
Adaptive educational hypermedia (AEH - a branch of web-based learning) systems seek to personalise the learning experience for their users. User modelling can be performed using various criteria, such as prior ability or domain-specific knowledge, in systems such as WHURLE, AHA! and MOT. Information about the user, forming a user profile, are usually stored in a database, and integrated with the AEH learning environment. The learner is then presented with material that is best suited to them, with adaptation occurring at either the content or link level, or both.
WHURLE (Web-based Hierarchical Universal Reactive Learning Environment) is an AEH system that has been used with many types of students. It is a hypermedia-rich educational tool, suitable for all subjects, that seeks to address the pedagogical limitations of existing commercial Virtual Learning Environments. Its current user model is broadly based upon domain-specific knowledge. Investigations are under way to implement a user model based on learning style theory. This may be integrated with the early user model, or developed simply as a stand-alone module. Uniquely, WHURLE can change the user model used, as it is not a 'hard-wired' part of the system, but rather a component that can easily be interchanged.
Learning style theory advocates that since individuals are all different, they should learn in different ways; this suggests a natural integration with the principles of adaptive educational tools. There are many different learning styles in use around the world, such as the Dunn and Dunn model, Gardner's Multiple Intelligences, Kolb's theory of experiential learning and Riding and Rayner's Cognitive Styles Analysis. We will be discussing how we have implemented the Felder-Silverman Inventory of Learning Styles into the WHURLE architecture in an attempt to enhance the learning experience for users.
WHURLE (Web-based Hierarchical Universal Reactive Learning Environment) is an AEH system that has been used with many types of students. It is a hypermedia-rich educational tool, suitable for all subjects, that seeks to address the pedagogical limitations of existing commercial Virtual Learning Environments. Its current user model is broadly based upon domain-specific knowledge. Investigations are under way to implement a user model based on learning style theory. This may be integrated with the early user model, or developed simply as a stand-alone module. Uniquely, WHURLE can change the user model used, as it is not a 'hard-wired' part of the system, but rather a component that can easily be interchanged.
Learning style theory advocates that since individuals are all different, they should learn in different ways; this suggests a natural integration with the principles of adaptive educational tools. There are many different learning styles in use around the world, such as the Dunn and Dunn model, Gardner's Multiple Intelligences, Kolb's theory of experiential learning and Riding and Rayner's Cognitive Styles Analysis. We will be discussing how we have implemented the Felder-Silverman Inventory of Learning Styles into the WHURLE architecture in an attempt to enhance the learning experience for users.
Research Interests:
Educational Technology, Social Sciences, Adaptive Hypermedia, User Modeling, Social Networking, and 16 moreComputer-Based Learning, Multimedia, Learning and Teaching, Virtual Communities, Computer-Mediated Communication, Learning Styles, Political communication, Digital Media & Learning, Multimedia Learning, Online Learning, Multimodality, Hypermedia, Political Identity, Online Media, Media theory and Research, and Mobile and Location-Based Media
The Department for Education and Skills, through LEAs and the National College for School Leadership, has promoted the idea of schools working together as networks to share learnings about school improvement. A large number of Networked... more
The Department for Education and Skills, through LEAs and the National College for School Leadership, has promoted the idea of schools working together as networks to share learnings about school improvement. A large number of Networked Learning Communities (NLCs) has been formed: over 100 networks consisting of more than 1,000 schools have been funded. NLCs are expected to research the improvement strategies they adopt, as well as to document the ways in which the network functions and develops.
This action research project added to an existing funded NLC a pupil-led ICT component. By supporting pupils to experiment with a range of ICT based communication strategies, this project aimed to help the NLC to develop their commitment to ‘pupil voice’ and to trial systematically an effective intra-communication and learning platform.
This action research project added to an existing funded NLC a pupil-led ICT component. By supporting pupils to experiment with a range of ICT based communication strategies, this project aimed to help the NLC to develop their commitment to ‘pupil voice’ and to trial systematically an effective intra-communication and learning platform.