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This paper discusses the efforts carried out related to the design and development of a web-based framework that allows designing, deploying and executing mobile data collecting applications. Furthermore, it also allows analyzing and presenting the data that is generated during the mentioned process. The fact that the framework is completely web-based provides a platform independent execution of the mobile application on any mobile device with a web-browser. As a result that the whole life-cycle of creating, executing and discussing a mobile learning activity is implemented in pure web-based manner separates this work from similar efforts. In the course of this work, the current state of development of two of the components, the authoring tool and the mobile application is presented. This framework was introduced to teachers in an activity to follow up an initial study. On the basis of a workshop with teachers, we performed an explorative study regarding the technology acceptance and usability of two components of the proposed framework. The results are discussed and analyzed in this paper.
The continuous evolution of learning technologies combined with the changes within ubiquitous learning environments in which they operate result in dynamic and complex requirements that are challenging to meet. The fact that these systems evolve over time makes it difficult to adapt to the constant changing requirements. Existing approaches in the field of Technology Enhanced Learning (TEL) are generally not addressing those issues and they fail to adapt to those dynamic situations. In this chapter, we investigate the notion of an adaptive and adaptable architecture as a possible solution to address these challenges. We conduct a literature survey upon the state of the art and state of practice in this area. The outcomes of those efforts result in an initial model of a Domain-specific architecture to tackle the issues of adaptability and adaptiveness. To illustrate these ideas, we provide a number of scenarios where this architecture can be applied or is already applied. Our proposed approach serves as a foundation for addressing future ubiquitous learning applications where new technologies constantly emerge and new requirements evolve.
Nowadays, teachers and students utilize different ICT devices for conducting innovative and educational activities from anywhere at any time. The enactment of these activities relies on robust communication and computational infrastructures used for supporting technological devices enabling better accessibility to educational resources and pedagogical scaffolds, wherever and whenever necessary. In this paper, we present EDU.Tube: an interactive environment that relies on web and mobile solutions offered to teachers and students for authoring and incorporating educational interactions at specific moments along the time line of occasional YouTube video-clips. The teachers and students could later experience these authored artefacts while interacting from their stationary or mobile devices. We describe our efforts related to the design, deployment and evaluation of an educational activity supported by the EDU.Tube environment. Furthermore, we illustrate the specific teachers’ and students’ efforts practiced along the different phases of this educational activity. The evaluation of this activity and results are presented, followed by a discussion of these findings, as well as some recommendations for future research efforts further elaborating on EDU.Tube’s aspects in relation to learning analytics.
In this paper we present an approach for contextual big data analytics in social networks, particularly in Twitter. The combination of a Rich Context Model (RCM) with machine learning is used in order to improve the quality of the data mining techniques. We propose the algorithm and architecture of our approach for real-time contextual analysis of tweets. The proposed approach can be used to enrich and empower the predictive analytics or to provide relevant context-aware recommendations.
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.