2011-11-15 eee cdk v1
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The document discusses learning across physical and virtual spaces. It notes that technology now allows finer mixing of physical and digital elements than blended learning. However, current learning descriptions and standards are too web-oriented and not adapted for these new mixed possibilities. The document explores how to define learning processes in an abstract way while leaving implementation details open, and discusses opportunities to design innovative learning scenarios that combine physical and virtual spaces.
![Carlos Delgado Kloos Universidad Carlos III de Madrid [email_address]](https://image.slidesharecdn.com/2011-11-15eeecdkv1-111115052753-phpapp01/85/2011-11-15-eee-cdk-v1-1-320.jpg)
![[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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2011-11-15 eee cdk v1
- 1. Carlos Delgado Kloos Universidad Carlos III de Madrid [email_address]
- 5. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop Real, physical Virtual, digital
- 7. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop Works without electricity Burnable to make fire Perfectly copiable Searchable
- 8. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 9. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 10. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 11. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 13. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 15. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 16. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 17. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 18. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 19. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 20. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 22. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 23. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 24. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop physical digital interreality portal
- 25. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop physical digital interface (mirror)
- 26. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop physical digital
- 27. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 30. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 32. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
- 35. Valladolid, 2011-11-14--16 EEE/Learn3/Sofocles Workshop
Hinweis der Redaktion
- 1:15 min http://www.youtube.com/watch?v=ay-KprYOD5s
- What is real? Is the ball real?
- What is real? Is the ball real?
- 3:14 min
- 2:00 min
- http://www.youtube.com/watch?v=c6jZjpvIio4#! 1:30 min
- Nowadays education does not happen exclusively face-to-face, in the physical space [4]. Neither does it happen exclusively through online tools in the virtual space, like Virtual Learning Environments, blogs or wikis [1]. There is a continuous transfer from one space to another: certain activities are done in the classroom, some are accessed on a web virtual learning environment or a 3D world, then the students perform the activities and collaborate ubiquitously either physically or digitally [2]. This is what has been traditionally understood under the heading of blended learning , but recent technological advances have opened broad opportunities to link these spaces more profoundly, thus enabling the realization of learning activities across spaces that incorporate and coordinate objects from them all. Examples are: the use of augmented reality, that superimposes a digital layer on top of the physical space, providing extra information or linking objects [7]; the use of 3D virtual spaces mirroring the physical space (e.g. showing an image from the physical world coming from a camera) [5]; sensors or RFID technology in the physical space that can provide information such as identity or location to digital applications [6]; or tangible computing devices that enable the manipulation of objects in the physical space that have impact on the digital space [3]… The main different spaces that can be linked to support innovative activities include virtual learning environments, 3D virtual worlds, physical classrooms and open learning spaces that can be integrated with virtual spaces through roomware, mobile and location-aware technologies. The main question to explore with workshop contributions is How to design and technologically support innovative learning scenarios across physical and virtual spaces? Associated research questions include: What are the opportunities and challenges that learning scenarios across spaces pose to the learners’ assessment? Can educational technology specifications offer interoperability solutions to facilitate the transfer between spaces? How can educators orchestrate, adapt, monitor and evaluate the learning process occurring across different virtual and physical spaces?
- The discussions and relevant knowledge gained in the workshop will be the seed for the generation of a paper to be submitted to a special issue of the Journal of Universal Computer Science, which we are currently preparing. Those accepted position statements and abstracts will be given the option to be extended into full papers to be also submitted to this special issue.