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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.
In this paper we describe an architecture for behavioral organization based on dynamical systems. This architecture
enables the generation of complex behavioral sequences, which is demonstrated using the example of approaching and
passing a door. The behavioral sequence is generated by activating and deactivating the elementary behaviors dependent
on sensory information and internal logical conditions. The architecture is demonstrated on a mobile KOALA robot and
in simulation as well.
For the rod shape measurement of hot rolled round steel bars (rods) the high frequency eddy current method is especially well suited as it requires no contact point and is not limited to below the Curie temperature. Defects of the rod's shape can be detected by measuring the impedance spectrum of the RLC-oscillator. In the first laboratory setup an Agilent impedance analyser was used for initial tests. Nevertheless, this setup cannot be applied in a steel plant due to the difficult environmental conditions. Hence, a vector network analyser for passive impedance measurement that is applicable in these surroundings was developed.
The goal of this paper is to define relevant barriers to the exchange of Open Educational Resources in local public administrations. Building upon a cultural model, eleven experts were interviewed and asked to evaluate several factors, such as openness in discourse, learning at the workplace, and superior support, among others. The result is a set of socio-cultural factors that shape the use of Open Educational Resources in public administrations. Significant factors are, in this respect, the independent choice of learning resources, the spirit of the platform, the range of available formats and access to technologies. Practitioners use these factors to elaborate on the readiness of public administrations towards the use of open e-Learning systems. To academic debates on culture in e-Learning, the results provide an alternative model that is contextualized to meet the demands of public sector contexts. Overall, the paper contributes to the lack of research about open e-Learning systems in the public sector, as well as regarding culture in the management of learning and knowledge exchange.
This article presents a omparative study of the barriers to open e-learning in public administrations in Luxembourg, Germany, Montenegro and Ireland. It discusses the current state of open e-learning of public administration employees at the local government level and derives the barriers to such learning. This paper's main contribution is its presentation of an empirical set of barriers in the four European countries. The results allow informed assumptions about which barriers will arise in the forthcoming use of open-source e-learning technology, particularly open educational resources as means of learning. Furthermore, this study offers a contextualised barrier framework that allows the systematic capture and comparison of challenges for future studies in the field. Other practical contributions include providing advice about open e-learning programmes, systematising lessons learned and addressing managerial implications.
A simple copper coil without a voluminous stationary magnet can be utilized as a non-contacting transmitter and as a detector for ultrasonic vibrations in metals. Advantages of such compact EMATs without (electro-)magnet might be: applications in critical environments (hot, narrow, presence of iron filings…), potentially superior fields (then improved ultrasound transmission and more sensitive ultrasound detection).
The induction field of an EMAT strongly influences ultrasound transduction in the nearby metal. Herein, a simplified analytical method for field description at high liftoff is presented. Within certain limitations this method reasonably describes magnetic fields (and resulting eddy currents, inductances, Lorentz forces, acoustic pressures) of even complex coil arrangements. The methods can be adapted to conventional EMATS with a separate stationary magnet.
Increased distances (liftoff) are challenging and technically relevant, and this practical question is addressed: with limited electrical power and given free space between transducer and target metal, what would be the most efficient geometry of a circular coil? Furthermore, more complex coil geometries (“butterfly coil”) with a concentrated field and relatively higher reach are briefly investigated.
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.
The paper provides a contextualization process to adapt Open Knowledge Resources for the need of public administrations. By help of a matching strategy, culture and context profiles of learners and learning resources are compared. The comparison allows to draw inferences how to contextualize an open knowledge resource for own learning needs. An example is illustrated and future research fields are proposed.
MeHRWert Ausgabe 8 März 2016
(2016)
MeHRWert Ausgabe 6 März 2015
(2015)
MeHRWert Ausgabe 5 Juni 2014
(2014)
MeHRWert Ausgabe 3 Juni 2013
(2013)