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The astronomy domain provides rich opportunities for learning about natural phenomena. It can involve and motivate a variety of mathematical and physical knowledge and skills. However it is difficult to connect astronomic observations to modelling and calculation tools and to embed them into educational scenarios. It is particularly this challenge which is focused in this paper. Concretely, we build on an existing collaborative modelling framework (Cool Modes) and extend it with specific representations to support learning activities in astronomy. A first field test has been conducted with these extensions.
This paper presents some ideas of how to use Web Services
for the implementation of innovative collaborative technologies. A major goal here is the idea to build re-usable collaborative software components to foster knowledge exchange and learning. This paper describes two examples of how we used Web Services to achieve this goal. The first example we will describe implements a digital notice board with large, public displays. Here, we used web service to provide flexible data access. Web services provide the possibility to use our infrastructure with different programming languages and devices. The second example we will present is an application that enables students to construct and
model experiments descriptions using a control plant-growth system, the biotube, remotely via Web Services.
In this paper we describe our efforts to foster educational interoperability in scenarios using mobile and wireless technologies to support hands-on scientific experimentation and learning. A special focus is given to the idea that innovative uses of mobile and wireless technologies enhance the learners' scientific experience. Specific contributions include the creation of new applications to support interoperability between different mobile devices, thus to provide "glue" between different learning situations. We describe a number of educational scenarios as well as the technologies and the architectural principles behind them.
One of the latest hypes in IT is the well-known Cloud
Computing paradigm. This paradigm that showed up in recent years
is a paradigm for the dynamic usage of computational power, memory and other computational resources. With respect to hypes, the author strongly believes that the
Cloud Computing paradigm has the potential to survive the hype and to become a usual technology used for the provision of IT based services. Therefore, it will be necessary to deploy Cloud Computing based infrastructures in a professional, stable and reliable way. This would lead to the idea that the Cloud Computing paradigm needs to be concerned with respect to IT Service Management, since cloud based infrastructures have to be managed differently in comparison to a usual infrastructure. This paper discusses, based on the IT Infrastructure Library (ITIL), as the de-facto standard for IT Service Management, whether this de-facto standard might also be able to manage Cloud Computing based infrastructures, how the according processes might change and whether ITIL supports a division of labor between the customer and the service provider
of a Cloud Computing based infrastructure.
In recent years, hardware for the production and consumption of virtual reality content has reached level of prices that make it affordable to everyone. Accordingly schools and universities are showing increased interest in implementations of virtual reality technologies for supporting their innovative educational activities. Hence, this paper presents a flexible architecture for supporting the development of virtual reality learning scenarios conveniently deployed for educational purposes. We also suggest an example of such
educational scenario for medical purposes deployable with the suggested architecture. In addition, we developed and used a questionnaire answered by 17 medical students in order to derive additional requirements for refining such scenarios. Then, we present these efforts while aiming at deployments usable also for additional domains. Finally, we summarize and mention aspects we will address
in our coming efforts while deploying such activities.
Applications and research efforts in Mobile Learning constitute a growing field in the area of Technology Enhanced Learning. However, despite a permanent increase of mobile internet accessibility and availability of mobile devices over the past years, a mobile learning environment that is easy to use, widely accepted by teachers and learners, uses widespread off-the-shelf software, and that covers various application scenarios and mobile devices, is not yet available. In this paper, we address this issue by presenting an approach and technical framework called "Mobile Contributions" ("MoCo"). MoCo supports learners to create and send contributions through various channels (including third-party solutions like Twitter, SMS and Facebook), which are collected and stored in a central repository for processing, filtering and visualization on a shared display. A set of different learning and teaching scenarios that can be realized with MoCo are described along with first experiences and insights gained from qualitative and quantitative evaluation.
This paper presents an approach towards a mobile learning environment, which is flexible in terms of supported scenarios, supported devices and input channels. The approach makes use of existing and commonly used channels like SMS, Twitter or Face book to increase acceptance and ease-of-use of mobile devices in learning scenarios. Envisaged application scenarios are described along with technical details for their realization.