student technology experiences
Los MOOC son más sociales de lo que se cree
Presentamos dos estudios en curso que cuestionan el modelo individualista del aprendizaje basado en los MOOC. El uso de los cursos abiertos masivos en línea está integrado en el contexto de los grupos de estudio que trabajan en un espacio común.
La posibilidad de interrumpir una conferencia y discutir su contenido con colegas crea oportunidades de aprendizaje. Un gran número de estudios empíricos ha demostrado la eficacia de aprender mientras se explica. Buscamos cuál es la mejor manera de configurar los grupos de estudio con distintas herramientas.
Augmented Reality in Education
How can educators incorporate augmented reality into education? What projects are currently being employed? Come to Aumenta.me 2013, on 20 April 2013 in Valencia, Spain, to learn more!
Aumenta.me comes back for its second edition with a conference will feature the educators, researchers, materials designers and companies who use augmented reality in everyday education. The event, sponsored by the non-profit Asociación Espiral, Educación y Tecnología and the public Institute for Human Centered Technologies Lab Human, will take place in Valencia, Spain.
Register here.
Facebook et ses pratiques en collège et lycée
Le Clemi Dijon a réalisé en février et mars 2012 une enquête sur les pratiques des élèves sur Facebook en collège et en lycée. Plus de 4 000 collégiens de toute l’académie (collèges ruraux, de périphérie, de centre ville…) et plus de 1 400 lycéens ont répondu, ce qui donne aux résultats de cette première enquête tout leur sens.
Better Learning through Technology
Enhancing education through technology is a challenge for ICT professionals and educators the world over. NAACE and ALT recently published a report that provides a diagnosis of the current situation as well as ideas for how to advance in the right direction, based on contributions from a variety of professionals working on the field.
How can technology and education work together instead of running at different speeds or even at odds with each other? Professionals in the world of ICT and education are constantly addressing this question, one that is imperative for current and future generations. Most accept the premise that technology enhances learning, but where do we go from here? NAACE and ALT draw from the experience and opinion of a variety of contributors in their Schools Tech Report – Better Learning Through Technology to present discussions and conclusions that help us get our bearings.
In broad terms, the consensus seems to be that the relationship between technology and education has yet to be properly defined. The demands of the market are often not in alignment with educational objectives, and schools and classrooms are often reticent to fully embrace technological advances. The report further explores the consequences of this unstable relationship on several different levels, analyzing difficulties from the point of view of teachers as well as learners. A large portion of the paper, however, is dedicated to offering creative and thoughtful ways to overcome present challenges.
Some of these proposals include shifting to a framework that encourages “responsible but liberal use of new technologies,” and encouraging “formal and informal (peer guidance, self-organising “TeachMeets”, even student-led instruction) initiatives to help teaching staff develop their use of learning technologies.” More ideas, and ways to implement them, are available in the full report on the NAACE website.
International Workshop on the Interplay between User Experience Evaluation and System Development
We understand the relationship between UX and usability as the latter is subsumed by the former. Usability evaluation methods (UEMs) and metrics are relatively more mature. In contrast, UX evaluation methods (UXEMs) which draw largely on UEMs are still taking shape. It is conceivable that feeding outcomes of UX evaluation back to the software development cycle to instigate the required changes can even be more challenging than doing so for usability evaluation (UE). It leads to several key issues.
- UX attributes are (much) more fuzzy and malleable, what kinds of diagnostic information and improvement suggestion can be drawn from evaluation data. For instance, a game can be perceived by the same person as a great fun on one day and a terrible boredom the following day, depending on the player's prevailing mood. The waning of novelty effect (cf. learnability differs over time in case of usability) can account for the difference as well. How does the evaluation feedback enable designers/developers to fix this experiential problem (cf. usability problem) and how can they know that their fix works (i.e. downstream utility)?
- Emphasis is put on conducting UE in the early phases of a development lifecycle with the use of low fidelity prototypes, thereby enabling feedback to be incorporated before it becomes too late or costly to make changes. However, is this principle applicable to UX evaluation? Is it feasible to capture authentic experiential responses with a low-fidelity prototype? If yes, how can we draw insights from these responses?
- The persuasiveness of empirical feedback determines its worth. Earlier research indicates that the development team needs to be convinced about the urgency and necessity of fixing usability problems. Is UX evaluation feedback less persuasive than usability feedback? If yes, will the impact of UX evaluation be weaker than UE?
- The Software Engineering (SE) community has recognized the importance of usability. Efforts are focused on explaining the implications of usability for requirements gathering, software architecture design, and the selection of software components. Can such recognition and implications be taken for granted for UX, as UX evaluation methodologies and measures could be very different (e.g. artistic performance)?
- How to translate observational or inspectional data into prioritised usability problems or redesign proposals is thinly documented in the literature. Analysis approaches developed by researchers are applied to a limited extent by practitioners. Such divorce between research and practice could be bitterer in UX analysis approaches, which are essentially lacking.
While the gap between HCI and SE with regard to usability has somewhat been narrowed, it may be widened again due to the emergence of UX.
The main goal of I-UxSED 2012 is to bring together people from HCI and SE to identify challenges and plausible resolutions to optimize the impact of UX evaluation feedback on software development.