Teaching and Learning in a Digital World

Table of Contents

1. Frontmatter

2. Collaborative Learning

   1. Frontmatter

   2. Scratch as Educational Tool to Introduce Robotics

      Pedro Plaza, Elio Sancristobal, German Carro, Manuel Castro, Manuel Blázquez, Javier Muñoz, Mónica Álvarez

      Abstract

      There are many necessities that need to be improved in STEM (Science, Technology, Engineering and Math) education. The robotics represents a promising educational tool. Nowadays, robotic education tools arise with the aim of promoting the innovation and the motivation of the students during the learning process. Robots are becoming more common in our daily life; thus, it is important to integrate robots at all levels of our society. The aim of this paper is to present the use of Scratch - a widely-used tool - in order to guide educational robotics as the first step in introducing students into robotics. The robotics requires several skills such as systems thinking, programming mindset, active learning, mathematics, science, judgement and decision making, good communication, technology design, complex problem solving and persistence. These skills can be easily developed using Scratch. The obtained outcomes from the educational robotic course demonstrate how children without previous experience in programming or robotics can start learning both through experiences in the classroom. The result of this work shows that it is better to make very easy challenges, to adapt the difficulty to each of the children. Furthermore, it is necessary to develop previous concepts. Moreover, it is necessary to work the design, instead of programming directly. Additionally, it is important to combine theory and practice with the aim of including fun tasks intertwined with the challenges that are posed to apply theory in problem solving.

   3. Design and Set-up of an Automated Lecture Recording System in Medical Education

      Herwig Rehatschek

      Abstract

      In classroom lectures with huge groups it is still time consuming for students to follow the teacher and accumulate all the information given on various media. Scripts provided in advance may support the learning and understanding process, however, this is – for various reasons - in many cases not done or done too short before the start of the lesson. So far we provided eLectures which contained the slides and the voice of the teacher. They were produced on an individual basis causing a lot of efforts. On our new Medical Campus we decided to provide a fully automated lecture recording system which is easy to operate by the teachers and provides a maximum of flexibility for the students. We introduce a concept and the implementation of this recording system which enables students to receive to full HD streams of the PC output and the whiteboard, which can be scaled to their individual needs.

   4. Collaborative Learning Advancing International Students

      A Multidisciplinary Approach Ana Virtudes, Ilda Inacio Rodrigues, Victor Cavaleiro

      Abstract

      Universities are making great efforts in order to improve their rates in terms of internationalization. With the rise of international mobility, among students, new challenges are emerging on the high education system. In this sense, this paper aims to show some key strategies in terms of teaching methodologies that Universities should follow forward to a better internationalization performance. It is based on the case of University of Beira Interior in Portugal, in a multidisciplinary approach, which involves scholars from the Department of Civil Engineering and Architecture, and from the Department of Mathematics, teaching at the Civil Engineering studies. The main research questions of this paper are the following: are the currently used teaching methodologies prepared to accommodate international students who have different standards of proficiency whether in terms of language or in basic knowledge of mathematics? Which are the challenges of high education system, in order to improve the performance of international students, engaging them as part of a collaborative learning approach? The conclusions show that there is the need of following new teaching methodologies in a more collaborative approach, in order to promote the integration of international students.

   5. Collaborative Learning of DC Transients in Series Circuit with MATLAB as a Learning Aid

      Gargi Basu, Urmila Kar

      Abstract

      This paper proposes an active learning approach for study of DC transients in series circuits. Students, divided into small groups, are advised to simulate various circuits using MATLAB and study the waveforms and construct the equations characterizing them. This method helps in concept development through collaborative learning.

   6. The Practical Experiences with Educational Software for Modelling Interactive Collaborative Teaching

      Stefan Svetsky, Oliver Moravcik, Pavol Tanuska, Iveta Markechova

      Abstract

      In comparison with the traditional learning, the CSCL (Computer Supported Collaborative Learning) represents a combination of didactics and informatics approaches. This requires researchers to solve an additional design of specific educational software and suitable ICT infrastructure as was presented at previous ICL Conferences by the authors. This contribution describes a continuous progress under the umbrella of the research on technology-enhanced learning; and how the ICT integration is modelled for the collaborative writing and activities when using an educational beta-software BIKE(E)/WPad. The practical experiences are demonstrated with some examples of how the WPad is applied to the CSCL issues, in off-line mode or shared virtual space.

   7. Exploring Student Interest of Online Peer Assisted Learning Using Mixed-Reality Technology

      Sasha Nikolic, Benjamin Nicholls

      Abstract

      Supplementary Instruction, also known as Peer Assisted Study Sessions (PASS), is a popular program supporting the educational development of students in a collaborative setting. Flexibility of delivery has been explored for a number of reasons including: work and family commitments; distance from campus; and integrating regional and transnational satellite campuses. Previous studies have found attempts to undertake online delivery of PASS lacking in student interest and have been restrained by the technology. This study attempts to build upon this research by investigating student interest and the suitability of using a mixed reality technology called iSee, based on video avatars within a 3D virtual world. Consistent with previous studies student interest was low, converting a planned quasi-experimental study into a simulation. The simulation suggests that the technology was suitable for online collaboration, with effective communication of course content between participants and a good sense of presence. This suggests this trial may gain greater student interest if undertaken within institutions offering predominantly online, distance education.

   8. Monitoring the Knowledge Building Process in a CSCL Environment: A Case Study from Turkey

      Gülgün Afacan Adanır

      Abstract

      The Computer Supported Collaborative Learning (CSCL) field is based on social learning theories which offer that knowledge is constructed through learners’ interaction, knowledge sharing, and knowledge building as a community. Knowledge Building Theory presents a conceptual framework that allows researchers to investigate the social character of learning and its application with corresponding methods of CSCL area. This case study mainly aims to reveal learners’ knowledge building process located in time-stamped logs of a VMT environment that covers chat, shared whiteboard, and wiki functions. The study was conducted in the setting of a graduate level course in a state university in Turkey. In order to examine learners’ knowledge construction process in the VMT system, their verbal interaction related to course assignments were considered. Sentences of messages were applied as the unit of analysis and inspected them based on Progressive Knowledge Building Inquiry cycle (Hakkarainen 2003; White and Frederiksen 1998), which begins with a trigger activity and covers of four main stages; (a) idea generation, (b) idea connection, (c) idea improvement, and (d) rise above. In addition, we applied content analysis method to analyze learners’ submissions to wiki environment.

   9. Improving Online Interaction Among Blended Distance Learners at Makerere University

      Harriet M. Nabushawo, Paul B. Muyinda, Ghislain M. N. Isabwe, Andreas Prinz, Godfrey Mayende

      Abstract

      This article reports on a study done to improve interaction among distance learners offering the blended Bachelor of Education (B.Ed.) programme at Makerere University. The study attempts to answer the question: How can a Learning Management System be used to improve learner interaction on the blended B.Ed. programme at Makerere University? The study adopted the Affordance eLearning Design Framework. This study was done among 54 students studying a Policy Planning and Implementation course on the B.Ed. programme. The study employed qualitative approaches to data collection and analysis. These included semi-structured interviews and observation of the interaction logs within the groups and open forums. The results revealed that LMS affordances coupled with well-structured activities increased interaction among learners. Other factors that accelerated interaction and participation included grading of contributions and regular tutor presence. In conclusion, technology alone cannot bring about interaction among students; the way the activity is structured should be emphasized for interaction.

   10. A Technological Proposal Using Virtual Worlds to Support Entrepreneurship Education for Primary School Children

       Angela Pereira, Paulo Martins, Leonel Morgado, Benjamim Fonseca, Micaela Esteves

       Abstract

       The importance of entrepreneurship education from elementary school through college is now recognized as an important aspect of children’s education. At the level of basic education, the development of entrepreneurial activities using Information and Communication Technologies, specifically three-dimensional virtual worlds, is seen as an area with potential for exploration.

       The research presented herein is a model that allows the development of entrepreneurial activities in virtual worlds with children attending primary education. This model allows the preparation, monitoring and development of entrepreneurship education activities in virtual worlds, including safe interaction in virtual worlds between the children and the community. For this, we identified a set of requirements that would allow the teaching and learning of entrepreneurship in virtual worlds, from which a technological model was implemented through an application, EMVKids (after the Portuguese expression “Empreendedorismo em Mundos Virtuais com Crianças”, entrepreneurship with children in virtual worlds).

   11. Social Life in Virtual Universities

       Jozef Hvorecký, Monika Dávideková

       Abstract

       Teaching and learning at virtual universities have their own obstacles. The isolation of students separated from the rest of their “classmates” results into specific problems non-observable in traditional classrooms. The students miss their social contacts which naturally evolve in traditional educational environments. They contribute to cohesion in the group and support team building. The feeling of belongingness is an important motivational factor and has a positive impact on the capability of an individual to overcome problems (in our discussed case, the ones connected to his/her study). This paper aims to study the ways in which the “university spirit” can be enhanced.

   12. Evaluating Collaborative Learning Using Community of Inquiry Framework for a Blended Learning Formal Methods Course

       Saad Zafar, Naurin Farooq Khan, Seema Hussain

       Abstract

       A Formal Methods course was taught using a blended-learning pedagogy at graduate level. The blended-learning environment was designed with the objective of improving the students’ learning experience and to address some of the inherent challenges of teaching FM. This study presents results of evaluating the contents of online discussion forums that were used in the course. The Community of Inquiry (CoI) framework was used to assess the level of collaborative learning by measuring social presence, teaching presence and cognitive presence of the participants. The results of the study show healthy levels of participation on all the three CoI dimensions. More importantly, there was no or little difference between mandatory and non-mandatory discussions. However, the discussion in mandatory forum was more open and organized on social front indicating an evolved sense of community and trust for time-critical and mission critical tasks within the course.

   13. The “Architectural Jewels of Lublin” Game as a Tool for Collaborative Interactive Learning of History

       Marek Milosz, Jerzy Montusiewicz

       Abstract

       The city of Lublin in Poland is a place of many overlapping cultures and religions: Polish, Russian, Ukrainian, Armenian, Jewish, German, etc. Remains of these cultures are present in the city space in the form of architectural monuments. Unfortunately, the awareness of this fact disappears in society, especially among the school youth.

       The paper presents the results of a survey of the level of knowledge about the architectural monuments of the city of Lublin, Poland. The study was conducted among K14 youngsters with the use of questionnaires and 3D models. The results of the research show a low level of knowledge about monuments and their history.

       The next part of the article presents the game “Architectural Jewels of Lublin”, which was developed as a board game, using modern information technologies such as RFID systems, 3D modelling and printing, gamification and real time systems programming. The technical layer of the game is an electronic board with the city plan of Lublin and models of architectural monuments, a sensory network using RFID technology, and a palmtop with game control software. The game allows the implementation of collaborative interactive learning of history. The article also presents the logic of the game and the elements of gamification used in it. The directions of its development and dissemination are also presented.

   14. Acquiring the History of the City with Collaborative Game Based Learning

       Dariusz Czerwinski, Marek Milosz, Patryk Karczmarczyk, Mateusz Kutera, Marcin Najda

       Abstract

       The paper presents the 3D maze collaborative game for learning the history of the city. The idea of the game was described as also the main functionalities. Collective gameplay consists in helping the lost participant to get between two points of the 3D maze. The research on the influence of joint gameplay on historical facts acquiring was made. The results of interview and survey were described. The study focused on game design and gamebased learning results.