1. Universidad Carlos III de Madrid
Departamento de Ingeniería Telemática
Carmen Fernández-Panadero
mcfp@it.uc3m.es
Valladolid, 14-11-2011
1
2. Outline
Experiences at primary school (perception orchestration and authoring tools)
Our Museum:
Project based learnig with activities in different spaces
NFC player
Virtual CEIP
Requirements for an imaginary virtual world
Requirements for a mirror virtual world
Experiences at companies (simulator architectures)
3D SimGenerator. Training in emergency care (Unity-3D)
Simuflow . Training for enterpreneurs (Flash )
Experiences at secondary school. (monitoring)
EPM model
O 3
Characterization and diagnosis of educational processes
C3
Problem detection .
Conclusions C1 O 2
.
.
C2
O 1
2
3. Our museum NFC-Player
Exhibition of paintings for parents (May-Jun 2011)
Children reproductions of famous
paintings using different techniques
PBL childrens 4-years old
Obj: learn technique & some artists
Perceptual & embodied cognition
NFC-player: Video explaining the
picture and the process
3
Learn3
4. The Malevolent Rose
Orchestration between real and fantasy world (2009 -2011)
Imaginary world Problems
Rewards
image@http://magiceducation.blogspot.com/
Assignments Real world
Image @ juancarrion.wordpress.com
5. The malevolent Rose
Orchestration between real and fantasy world (2009 -2011)
Objectives Requirements
Improve Motivation Authoring tools
New virtual world every 2 years
Stimulate creativity
Teachers can create problems that involves
Think out of the box to elements in real and virtual world.
solve open problems. Reuse of learning materials
Communication between worlds
Students actions have effect in both worlds .
Interactions in real time
Move objects and characters between worlds
Monitor and tracking
Feedback loop in real time
Some challenges solved in imaginary world are not solved technically in virtual worlds.
6. Virtual CEIP
Virtual environment + generic exercises PFC Selene Pinillos
Objectives Requirements
Motivation of the students Reflect exactly the school and
the classroom
Reinforce perceptual learning
Simple exercises that can be
Tracking the student progress
used in any subject
Tool for teachers (authoring and
monitoring)
12. EPM (Educational Practice Model)
Monitoring the whole course
• Mathematical model to characterize O3
the educational process
• Teacher specifies C3
.
• Objectives Oj
• Contents C(Oj) C1 O2
.
• Evaluation E(Oj)
.
• Model allows problem detection C2
O1
• Planning
• Enactment Students are systems in a Hilbert space
Evolving from one state to another
• Evaluation
• Pilot experience Students have different inertia to the movement
• 14 teachers 3ºESO different friction forces depending on directions.
Learn3
13. EPM (Educational Practice Model)
Detecting inconsistences
Time spent on each topic
Weight assigned to each assessment task
Sequencing of content and assessment.
15. Conclusions
Challenges Problems to overcome
Populate both worlds with Authoring tools
elements of the other side Reduce the barrier of content creation
Flexible architecture
improve interoperability (format, prog lang.
Go across spaces taking and Sw and hw plataforms)
characters and objects from one facilitate reuse components (business logic,
world to the other. metaphor for interaction).
Standards :
Formalize event description in both worlds
Stablish links, interactions and and apis to manage them.
orchestration between both Develop sensors, actuators and
worlds. communication protocols among them
Monitor de whole process and learn from
other disciplines
Take advantage of the resonance Perceptual and Embodied cognition
among both worlds. Stigmergy and social constructivism
Control systems and the feedback loop
Complex systems and emergent properties
