CHANGES IN LEARNING CONCEPTIONS AND K NOWLEDGE ARCHITECTURES: Immersive versus v-Learning

1. CHANGES IN LEARNING CONCEPTIONS AND KNOWLEDGE ARCHITECTURES: Immersive versus v-Learning Andras Benedek, CSc. LSI Information Technology Learning Center Inst. for Philosophical Research, Hungarian Academy of Science benedeka@LSI.hu benedek@webmail.phil-inst.hu

2. Telling terms: • “Net Generation” (Tapscott 1998) • “IM Generation“(Lenhart, Rainie, & Lewis, 2001) • “Homo zappiens“ (Veen, 2003) • “Gamer Generation (Carstens & Beck, 2005) • “Millenials” (Pedró, 2006) • “Neomillennial Learners”(Baird & Fisher, 2006; Dede, 2005) • “Digital natives” (McLester 2007) • “New Millennium Learners“ (OECD, 2008) NML NLP Net Generation (=/= Net Generation) New Millennium Learners have already arrived at HE with New Learning Paradigms

4. Student Use and Perception of Technology (Conole et al, 2008)

5. New Learning Paradigms Collaborative in nature The learner plays a central role in the learning process Personalised, tailored to the individual’s needs and interests Changed Information Management:how they (we?) access and manage information Connectedness:Hardwired to simultaneously utilize multiple types of web-based participatory media. Multi-tasking, Autonomy, Presence, Interaction Social Networking facilitate the learning process by providing social and cognitive guidance and support. Visual organization of information and the so-called „Flynn effect:the proliferation of imagery in media has contributed to the selective increases in nonverbal intelligence Rixh Media Learn by doing

6. Data Visualisation

7. Multi-user virtual environments(MUVE) interfaces offer students an engaging “Alice in Wonderland” experience MUVEs provide rich environments in which participants interact with digital objects and tools, such as historical photographs or virtual microscopes. The interface facilitates novel forms of communication among avatars, using media such as text chat and virtual gestures. “Mediated immersion” (pervasive experiences within a digitally enhanced context), Augmented Reality In contrast to MUVEs, mediated immersion in augmented reality (AR) intertwines physical and digital contexts. Students interact with virtual people, artifacts, and experiences that are infused into real physical settings via a wireless mobile device (WMD). http://www.youtube.com/ImmersiveED#p/u/0/cMhBiu0YJ3s http://www.youtube.com/ImmersiveED#p/u/4/9HYH1yB2D2g

8. Co-operative Knowlede TransferviaDigital Architectures http://www.mnh.si.edu/earth http://www.becominghuman.org/

9. Polycom® Architected Telepresence Experience™ (ATX™) Industry-leading technologiesexpertise power custom immersive telepresence environments Flexible designs leverage existing space, furniture and decor High definition video, audio, and data optimize the meeting experience Services help ensure that specific application requirements are addressed End-to-end solutions deliver life-like meeting experiences ”It has always seemed to me to a be a particularly short sighted technology investment that perpetuates a largely antiquated model of didactic content delivery. The technology itself is costly to implement and maintain and will become more so over time. The reason it has been so enthusiastically embraced to date is that it enables universities to portray themselves as being highly involved in educational technology without having to go through the messy process of working with academic staff to change their practice.” Mark Smithers: The Decade Ahead in Higher Education

10. InformationArchitecture: • The structural design of shared informationenvironments. • The art and science of shaping informationproducts and experiences to support usability and findability. • An emergingdisciplineand community of practice focused on bringing principles of design and architecture to the digital landscape. Wurman’s Definitions „Learningisremembering what you’re interested in.„ „The individual who organizes patterns inherent in data, making the complex clear…creates the structure or map of informationwhich allows others to find their personal paths to knowledge.” Richard S. Wurman studied at Yale under the renowned architect Louis Kahn. He has written 75 books, twoabout his Yale teacher and mentor. He “founded” the concept of information architecture. He createdAccess Maps for cities and has designed numerous systems for organizing information. About 20 years agohe parlayed his interest in information into the world-renowned TED conferences (Technology, Education and Design)

11. L StudentsadaptLearningModels PersonalLearningEnvironment determinesthatit is understanding sharing KnowledgeArchitecture LearningExperience = + Learning Design memorizing

12. Project Timeline (I) RequirementsGathering 1.0 Funded effort (Mellon, Hewlett) 12/2010 7/2009 7/2010 10/2007 4/2008 6/2009 Design & Development 8/2010 Identifying core partners 1.1 Establishing the community

13. Features • Low cost, low power • Captures audio, video and VGA source • Support for automated capture • Configurable encoding specs • Capture Agent Specs • Capture Agent v1.0

14. Examples of KnowledeStructuresin VIDRALVA

17. The Award winning Hungarian Edutainment: „The Ocean of Adventures” Adaptation of the NUCLEO PBL System

18. Source Andras Kovacs NIIF)) NIIF VIDEOTORIUM

19. Thankyou! becoming the world of serious games and edutainment Figure 6. A Hungarian Edutainment, “An Ocean of Adventures” that won the EU Digital Excellence Award Comments? Questions?