In the European Research Projects track we have a paper reporting results from the TELMAP project. This paper is co-authored with Michael Derntl who is also chairing the session on serious games at the ICALT 2012.
Social Network Analysis of European Project Consortia to Reveal Impact of Technology-Enhanced Learning Projects
Michael Derntl, Ralf Klamma
The European Commission (EC) has spent hundreds of millions of euros on collaborative Technology Enhanced Learning (TEL) projects in recent years. Consequently the EC is interested in the impact generated by those projects. Spawning sustained collaboration ties can be interpreted as one aspect of project impact. In this paper we present a novel way of analyzing this latent impact of TEL projects by applying social network analysis on the projects’ collaboration structures. Our analysis includes TEL projects funded under FP6, FP7 and eContentplus, and identifies central projects and strong, sustained organizational collaboration ties.
Michael has also another paper about IMS Learning Design. This paper won the ICALT 2012 best full paper award. Congratulations to Michael.
Interactions for Learning as Expressed in an IMS LD Runtime Environment (Best Paper)
Michael Derntl, Susanne Neumann, Petra Oberhuemer
The way pedagogical aspects are expressed in the user interface of virtual learning environments greatly impacts the learning process, in particular the interactions between students and other human or non-human actors in the learning environment. This paper presents an evaluation of how the interactions for learning are expressed in the user interface of an IMS Learning Design (LD) runtime environment. Specifically, we selected Reigeluth and Moore’s set of interactions for learning and tested how these are visually expressed and supported in the user interface of the SLeD Player. The findings show that there are several drawbacks in the current way of visualizing units of learning during runtime: the synchronization of participants in corresponding learning and support activities is not clearly expressed, the current role remains unclear in multi-role settings, and the nested display of unit of learning contents impedes navigation. Drawing from these findings, we provide indications regarding future development of IMS LD runtime user interfaces.
There is also another TELMAP paper and a presentation from our network of excellence in serious games (GALA). Only yesterday I announced a new proposal for a bachelor thesis in our ACIS group.
Also in the context of GALA we have another full paper describing the developement and the deployment of a mobile game engine for location-based educational games on the Android OS.
Developing a Mobile Game Environment to Support Disadvantaged Learners
Birgit Schmitz, Roland Klemke, Marcus Specht, Marvin Hoffmann, Ralf Klamma
This paper reports on the development of WeBuild, a mobile learning game designed to engage learners difficult to reach with IT learning. The development is based on a mobile game engine for the Android smart phone that was devised to support the required multiplayer and location based services. We played and tested the mobile learning game in a training facility of the building industry. The results indicate that the learners accepted the game for the low entry barriers and were motivated to use the game in an educational context. This paper describes the WeBuild prototype and the underlying game engine. Eventually, it presents results from the game session that was carried to assess interface and gameplay usability, technical functionality and motivational aspects of the game design.
From the http://www.role-project.eu/ project we present another workshop paper about design aspect of personal learning environments. The workshop is chaired by Milos Kravcik.
Supporting Self-Regulation by Personal Learning Environments
Milos Kravcik, Ralf Klamma
In this paper we attempt to address the issue of supporting self-regulation in Personal Learning Environments (PLE), which provide the learner with a freedom to design and compose his or her learning environment according to personal preferences and context demands. Psychology and neuroscience provide a lot of highly relevant results that should be taken into account. We report on our experiments mainly with PhD students, which represent a community of advanced learners. This needs to be considered when interpreting their feedback, as for most of the learners is self-regulation even more challenging.
Last year we did also an analysis of the ICALT author community which can be viewed here.
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