Classroom Habit(us): Digital Learning Tools In a Blended Learning Program
Valeria Borsotti and Emilie Møllenbach
IT University of Copenhagen, Denmark
In this exploratory case study we map the educational practice of teachers and students in a professional master of Interaction Design. Through a grounded analysis of the context we describe and reflect on: 1) the use of digital learning tools in a blended learning environment, 2) co-presence as an educational parameter. We use the concept of habitus (Bourdieu, 1977) to engage with the empirical context, and we adopt the Reggio Emilia perspective of viewing space, both physical and social, as the third teacher (Edwards et al, 1998). This investigation has led to insights into the existing practice of educators and students, as well as the identification of emerging themes for future research.
Connecting: the semantic HCI textbook and cross-institutional learning analytics
Talis, UK and University of Birmingham, UK
Open education materials related to the author’s HCI textbook were released in 2013 as a MOOC, published on interaction-design.org, and used for flipped classroom teaching. Work is in progress to link these free open educational resources including substantial video and quizzes (some tutor-only) together with the (paid-for but open-to-all) book, to create a ‘semantic textbook’. The author is also interested in the way learning-analytics can be used to create actionable insights, at the appropriate time for the academic. Bringing these together offers the potential for analytics using rich relationships across different educators and institutions use of the same material.
Dr Chris Evans
University College London (UCL), United Kingdom
This paper presents the results of two studies involving “flipping the classroom”. Teaching material was delivered via interactive “e-lectures”, allowing face-to-face sessions to focus instead on practice. The e-lectures were designed according to standard usability principles coupled with recent research into the effect of interactivity on learning. The effectiveness of the use of e-lectures was then evaluated using an online survey. The results suggest that students prefer the flexibility offered by e-lectures compared to conventional lectures. The results contribute to our understanding of how this technology fits with face-to-face teaching in the digital age.
Empowering HCI Students to Better Manage their Learning Process through a Flipped Classroom Experience
Create-Net & University Of Trento, Trento, Italy
This position paper presents observations from a flipped classroom experience of teaching an HCI bachelor course at the University of Trento (Italy) in Fall 2015. Students were provided with conventional lectures, digital learning materials in Moodle, and a collaborative prototyping platform for supporting project work over the 2-months course duration. Overall, students highly appreciated the flexibility of having access to a combination of digital and conventional teaching resources. However, we observed a rather slow adoption of the remote collaboration features offered by the prototyping platform during the project work. This shows students’ initial reluctance and lack of familiarity with using asynchronous communication-collaboration tools for better managing their group work and learning in blended education programs.
A Human-centred Tangible approach to learning Computational Thinking skills
Tommaso Turchi and Alessio Malizia
Brunel University London, United Kingdom
Computational Thinking has recently become a focus of many teaching and research domains; it encapsulates those thinking skills integral to solving complex problems using a computer, thus being widely applicable in our society. It is influencing research across many disciplines and also coming into the limelight of education, mostly thanks to public initiatives such as the Hour of Code. In this paper we present our arguments for promoting Computational Thinking in education through the Human-centred paradigm of Tangible End-User Programming, namely by exploiting objects whose interactions with the physical environment are mapped to digital actions performed on the system.
The Importance of Emotional Design to Create Engaging Digital HCI Learning Experiences
Denise McEvoy1 and Benjamin R. Cowan2
1National College of Art & Design, Dublin, Ireland, 2University College Dublin, Ireland
This paper explores the theory of applying emotional design via Technology Enhanced Learning (TEL) tools within an educational environment for positive student engagement. It aims to explore how emotionally designed interface can engage the learner on a positive level. The past decade has seen major advancements in technology acceptance; the current generation of learners are technology active within the stream of virtual communication (social networking, texting, messaging etc.) but fail to transfer these skills into an academic environment when learning. This paper explores how emotional design can be used to improve the learning experience for digitally engaged students.
Creating Educational Technology Curricula for Advanced Studies in Learning Technology
Tokyo Institute of Technology, Japan
Curriculum design and content are key factors in the area of human resource development. To examine the possibility of using a collaboration of HCI and Educational Technology to develop innovative improvements to the education system, the curricula of these two areas of study were lexically analyzed and compared. As a further example, the curriculum of a joint course in HCI and ET was also lexically analysed and the contents were examined. These analyses can be used as references in the development of human resources for use in advanced learning environments.
HCI challenges in Dance Education
Katerina El Raheb, Vivi Katifori and Yannis Ionnidis
Athena RC, Athens, Greece
Dance learning is by nature multimodal, while dance practice presents a wide diversity across genres and contexts. Choreography and artistic contemporary dance performances have been using interactive technologies to support their creative process for several decades. Nevertheless the use of interactive technologies to support dance learning and education is still relatively immature and raises many challenges and interesting questions when it comes to choosing the appropriate human computer interaction methods. In this paper, we present the characteristics of dance teaching and learning in relation to interactive technology and we highlight the points/feedback that dance, as a field of mastering expressive movement, can bring to the design of whole-body interaction experiences.
Understanding persuasive technologies to improve completion rates in MOOCs
University of Southampton, UK
Advances in computing technologies are revolutionising education. Specifically, advances in Human-Computer Interaction facilitate a conceptual shift from traditional face-to-face instruction towards a computer-mediated paradigm, which is increasingly student-centric. Massive Open Online Course (MOOC) providers can now predict and facilitate student success using learning analytics on the large amount of data they hold about their learners. More than ever before, key information about successful student behaviour and context can be discovered and used in digital interventions. This is a complex issue, which is receiving increasing attention amongst MOOCs providers as it can reduce attrition rates. This position paper discusses the relevant challenges in the use of learning analytics to support persuasive technologies in MOOCs and suggests that the development of dashboards may be key in improving completion rates.