Interactive Multimedia for Adaptive Online Education

Cheng, Irene; Basu, Anup; Goebel, Randy

doi:10.1109/mmul.2009.11

Cited by 32 publications

(22 citation statements)

References 19 publications

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“…8. Primer interaktivnog zadatka sa unarnim logičkim operacijama Praksa je pokazala da su ovakvi zadaci izuzetno korisni za studente, jer kroz interaktivnost obezbeđuju bolje razumevanje materije koja se obrađuje u lekcijama i sticanje rutine u izvršavanju praktičnih zadataka, kako na testovima za samostalnu proveru znanja, tako i na kolokvijumu, odnosno ispitu [4]- [6]. Forma i složenost interaktivne aplikacije prilagođena je oblasti primene, tako da se u slučaju aplikacije sa Karnoovim mapama student navodi da uoči jednoznačnu vezu između opisa funkcije kombinacione mreže tabelom istinitosti, popunjavanja polja u Karnoovoj mapi i nalaženja minimalne forme funkcije grupisanjem polja (Sl.…”

Section: Interaktivni Zadaci I Pomoćne Aplikacijeunclassified

Realizacija nastave na daljinu iz predmeta Arhitektura i organizacija računara primenom Moodle okruženja

Prokin¹,

Dimić²,

Mićić³

2014

Proceedings of the 1st International Scientific Conference - Sinteza 2014

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Abstract:U ovom radu je opisan način realizacije nastave na daljinu iz predmeta Arhitektura i organizacija računara 1 na studijskom programu Nove računarske tehnologije. Dat je prikaz organizacije materijala za učenje i proveru znanja u Moodle okruženju. Takođe su opisane metode i softverski alati koji su za potrebe nastave implementirani u Moodle okruženju. Uspešnost savladavanja gradiva analizirana je primenom data mining metoda. U��Moodle (Modular Object-Oriented Dynamic Learning Environment) je veoma popularan sistem za učenje i proveru znanja, koji poslednjih godina nalazi široku primenu u nastavi visokoškolskih obrazovnih institucija. Moodle ima sve osobine standardnih LMS sistema (Learning Management System) koji podržavaju model učenja orijentisan na sadržaj. Jedan od osnovnih razloga za njegovu veliku popularnosti leži u činjenici da je Moodle besplatan LMS so ver, koji omogućava implementaciju interfejsa baziranih na Web-u, koji u opštem slučaju podržavaju veliki broj aktivnosti, uključujući forume, elektronski materijal za učenje, zadatke, testove za proveru znanja, ankete i razne druge sadržaje [1]. Istovremeno, zahvaljujući modularnosti i otvorenim interfejsima Moodle omogućava programerima da dizajniraju nove module, čime se povećavaju mogućnosti Moodle paketa.Pomoću Moodle-a je moguće kreirati veliki broj kvalitetno osmišljenih kurseva pri čemu svaki ima svoje resurse i aktivnosti, uključujući audio i video materijal. Osim toga, Moodle ima pogodne alate za interakciju i umreža-vanje studenata u cilju razmene ideja, saradnje u manjim grupama i diskusija [2], [3]. Moodle platforma je trenutno u Visokoj školi eletrotehnike i računarstva strukovnih studija u Beogradu primenjena na svim godinama studija, na predmetima na kojima je klasičan način držanja nastave kombinovan sa primenom virtuelnog radnog okruženja za učenje i proveru znanja. Studijski program Nove raču-narske tehnologije na daljinu (SP NRTD), koji se u ovoj školi realizuje od školske 2012/13. godine, usaglašen je sa standardima za osnovne strukovne studije, odgovarajućim evropskim programima i IEEE/ACM IT2008 preporukama u oblasti informacionih tehnologija. Studijski program SP NRTD namenjen je u prvom redu studentima koji su zaposleni ili iz nekih drugih razloga nisu u mogućnosti da redovno prate nastavu u školi. Osnovna ideja je da se u eksibilnom procesu učenja obezbedi isti nivo znanja i isti rang diplome kao na istoimenom klasičnom studijskom programu.U realizaciji nastave na SP NRTD, predviđeno je kombinovanje različitih metoda za predavanja i vežbe preko Interneta, uz simulacije i rešavanje problema u preporučenim programskim okruženjima i uz nastavne materijale i smernice od nastavnika preko sistema LMS Moodle. Interaktivan rad je podržan u okviru diskusija o gradivu na elektronskim konsultacijama i preko foruma sistema LMS Moodle. Podsticanje individualnog učenja ostvaruje se kroz domaće zadatke i seminarske radove, redovne samoprovere i provere znanja i kontinualno praćenje uspeha studenata. Predviđene su i povremene radionice...

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Section: Interaktivni Zadaci I Pomoćne Aplikacijeunclassified

Realizacija nastave na daljinu iz predmeta Arhitektura i organizacija računara primenom Moodle okruženja

Prokin¹,

Dimić²,

Mićić³

2014

Proceedings of the 1st International Scientific Conference - Sinteza 2014

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“…Instead of the conventional items, such as multiple-choice, true/false and fill-in-the-blank, multimedia items using audio, video, graphics and animation, are used for more effective learning and testing [3,22]. Multimedia items can convey subject knowledge and abstract concepts more effectively [5,6,7]. However, these items are designed mainly for a single user using a computer mouse as the input device.…”

Section: Collaborative Multi-touch In Multimedia Educational Applicationmentioning

confidence: 99%

“…Educational interfaces [5,6,7] often require students to use a mouse device to interact with the multimedia educational items. Only a single user can control the mouse at any given time.…”

Section: Introductionmentioning

confidence: 99%

A HIMI model for collaborative multi-touch multimedia education

Cheng

Michel

Argyros

et al. 2009

Proceedings of the 2009 Workshop on Ambient Media Computing

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Educational testing and learning have evolved from using standard True/False, fill-in-the-blank and multiple choice on paper to more visually enriched formats using interactive multimedia content on digital displays. However, traditional educational application interfaces are primarily mouse-driven, which prevents multiple users working simultaneously. Although touch-based displays have emerged and inspired new developments, they are mainly used in simple tasks. In this paper we show how the multi-touch technology can be extended to collaborative learning and testing at a larger scale, using an existing education implementation for illustration. We propose a Human-Intention-Machine-Interpretation (HIMI) model, which applies a graph-based approach to recognize hand gestures and interpret user intentions. Our focus is not to build a new multitouch system but to make use of the existing multi-touch technology to enhance learning performance. The HIMI model not only facilitates natural interactions using hand movements on simple tasks, but also supports complex collaborative operations. Our contribution lies in embedding the multi-touch technology in multimedia education, providing a multi-user learning and testing environment which would not have been possible using traditional input devices. We formalize a conceptual model to uniquely interpret user intentions via touch states, state transitions and transition associations. We also propose a set of hand gestures for working with multimedia educational items. User evaluations are conducted to show the feasibility of the proposed hand gestures.

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Section: Introductionmentioning

confidence: 99%

“…Higher education is known to be one of the key sectors that have been significantly influenced by the global ICT trends (Cheng et al, 2009;Hunt, 2001). Learning processes in higher education has been impacted by modern developments in ICT (Hobbs, 2006;Starr & Fernandez, 2007), however, the world of higher education has also asserted its own "footprint" on the evolution of the digital era (Cheng et al, 2009;Caldwell et al, 2010). Yet many paradoxes abound (Hunt, 2001) as the 21 st century higher education embraces eminent transition from the traditional learning approaches enshrined in the old/existing academic conventions, towards a new horizon of digital learning enabled by advancements in educational technologies (Cheng et al, 2009;Hobbs, 2006;Hunt, 2001;Starr & Fernandez, 2007).…”

Section: Introductionmentioning

confidence: 99%

Videography in the 21<sup>st</sup> Century Higher Education: Insights and Propositions from the Entrepreneurship Discipline

Oparaocha¹,

Pokidko²,

Adagbon³

et al. 2014

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The generation "Z" was born into the digital information society, with smartphones, tablet PCs and social media replacing a huge chunk of the traditional learning tools and earlier forms of educational enquiry. As this generation of "virtual learners" is entering into both the workplace and the higher education classrooms, the yesteryears traditional teaching and learning methods have become obsolete. Learner-centered instruction designs enabled by modern ICT are taking preference over expository teaching methods. However, at the same time, most of the educational sectors have surprisingly lacked behind compared to how modern day ICT have infiltrated into every sphere of the larger society. In this study, we contend that even though most academic curriculum has arguably remained the same since the 1950s (Gonzalez et al., 2000), there is a looming change that will befall on how the 21 st century education is organized. We use arguments for the adoption of videography in business education and the entrepreneurship discipline in particular to elucidate the challenges and competitive landscape of ICT infiltration into the mainstream academia.

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Interactive Multimedia for Adaptive Online Education

Cited by 32 publications

References 19 publications

Realizacija nastave na daljinu iz predmeta Arhitektura i organizacija računara primenom Moodle okruženja

Realizacija nastave na daljinu iz predmeta Arhitektura i organizacija računara primenom Moodle okruženja

A HIMI model for collaborative multi-touch multimedia education

Videography in the 21<sup>st</sup> Century Higher Education: Insights and Propositions from the Entrepreneurship Discipline

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Interactive Multimedia for Adaptive Online Education

Cited by 32 publications

References 19 publications

Realizacija nastave na daljinu iz predmeta Arhitektura i organizacija računara primenom Moodle okruženja

Realizacija nastave na daljinu iz predmeta Arhitektura i organizacija računara primenom Moodle okruženja

A HIMI model for collaborative multi-touch multimedia education

Videography in the 21&lt;sup&gt;st&lt;/sup&gt; Century Higher Education: Insights and Propositions from the Entrepreneurship Discipline

Contact Info

Product

Resources

About

Videography in the 21<sup>st</sup> Century Higher Education: Insights and Propositions from the Entrepreneurship Discipline