augmented education in the futures university

Augmented education in the futures university.

Dr.Michael Vallance.

A collaboration between Future University Hakodate, Japan

& Teesside University, UK.

1

Hakodatein Hokkaido,Japan

2

Augmentation-education -futures

3

Cuban (1992): Informed ICT use necessitates a move from first order change (replication of existing practices) to second order change (unique pedagogical affordances offered by emerging technologies).

deFreitas (2008): metrics for evaluating virtual world learning experiences essential.

4

REAL VIRTUAL

Pranav Mistry, SixthSense

Virtual dinos in a real museum

MIT Media Lab

Virtual communication

5

OpenSim virtual space

6

Real world tasks

7

Tasks:program robots

8

to follow specific circuits

9

Avatars (UK & JPN) collaborate for a solution

10

Why robot programming?• Provides closed, highly defined tasks.• Level of difficulty can be quantified.• Task difficulty = the minimum number of discrete maneuvers (action + direction) required to successfully navigate a given maze (Barker and Ansorge, 2007). • Tasks can be replicated (same level of difficulty but different maneuvers).• Provoke behaviors and communicative exchanges which could be located on a framework for analysis.• Science university expectations and funding opportunities

11

LEGO robot 8527: same configuration in UK & JPN

16

Example from pilot study.Students compare programs.

18

demo movie

20

data: TRANSANA for transcribing and dynamic linking video to transcript

21

BLOOM’s revised taxonomy

The language found in many commonly used assessment structures and marking schemes in Higher Education institutions reflects the revised hierarchy within Bloom's Taxonomy.

Whilst the terminology varies somewhat from one institution or programme to another, the marking schemes and guidelines we have found exhibit at the very least a significant congruence with the revised Bloom's sequence of 'remember', 'understand', 'apply', 'analyze', 'evaluate' and 'create'.

In HEI assessment structures there is an assumption that ordered structures of cognitive descriptors for assessment in such hierarchies map the sequence of students’ cognitive development.

Bloom’s also offers a visualization between cognitive process and knowledge domains.

This may make virtual worlds and tasks more accessible to educators.

It may not provide a framework of learning but for learning.

22

data: TAMS ANALYZER for coding transcripts using Bloom’s revised taxonomy

23

coded transcripts then re-imported back to TRANSANA for analysis

24

data: cooperate across globe and input data to a GOOGLE Doc (spreadsheet) and Export to Excel

25

!

Actual data of number of times each cognitive process was tagged per knowledge dimension in each task

actual data

here, series = task number

Data analysis

26

!"#$!"#%!"#&!"#'!"#(!"#)!"#*!"#+!"#,!"#

$!!"#

-././0.1234#

536.178936234#

:;;<=234#

:39<=>234#

?@9<A9B34#

C1.9B34#

897D#$#

897D#%#

897D#&#

897D#'#

897D#(#

data - not real! - hypothetical graphExample: PROCEDURAL KNOWLEDGE

Number of occurrences per task converted as a percentage of the total

27

actual data: procedural

!

!"#$!"#%!"#&!"#'!"#(!"#)!"#*!"#+!"#,!"#$!!"#

-././0.1234#

536.178936234#

:;;<=234#

:39<=>234#

?@9<A9B34#

C1.9B34#

897D#$#

897D#%#

897D#&#

897D#'#

897D#(#


28

actual data: conceptual

!

!"#$!"#%!"#&!"#'!"#(!"#)!"#*!"#+!"#,!"#$!!"#

-././0.1234#

536.178936234#

:;;<=234#

:39<=>234#

?@9<A9B34#

C1.9B34#

897D#$#

897D#%#

897D#&#

897D#'#

897D#(#


29

GOOGLE MOTION GRAPH- not real! - hypothetical

30

GOOGLE MOTION GRAPH- actual data - procedural

31

Observation 1: increase in task complexity, the amount of analyzing, evaluating and creating increased.

Observation 2: procedural knowledge less related to remembering as expected. More applying and evaluating though.

Observation 3: we have proven that the development of knowledge does not necessarily occur as task challenge increases. Learning is not linear as might be asserted by university metrics for under-graduate and post-graduate education.

Observation 4: components of the cognitive process and knowledge domain need to be developed based upon the specifics of the task rather than simply increasing task complexity.

Observation 5: just making the same task harder does not necessarily engage in more occurrences of same components of the cognitive process and knowledge domain.

32

Next ...

33

data: from Bloom’s iPad to csv server then export to Excel

35

bypass Mindstorms s/w

to connect LEGO robot directly

Virtual telemetry kitby Reaction Grid

36

Virtual spaces and real world tasks for augmented futures in Higher Education.

Preparing effective tasks and assessment metrics.

Please join us: http://www.iverg.com

37

http://www.iverg.com


Acknowledgements: I wish to acknowledge the contributions of fellow researchers: Takushi Homma of Future University Hakodate, Japan, Stewart Martin and Paul van Schaik of Teesside University UK, and Charles Wiz of

Yokohama National University, Japan. The research is supported by the Japan Advanced Institute of Science and Technology kakenhi grant 00423781 and the UK Prime Minister’s Initiative (Science Direct). Also, many thanks to the participating students at Future University Hakodate, Yokohama National University, and Teesside University.

Please join us:http://www.iverg.com

http://tinyurl.com/6ynexc8

38



http://tinyurl.com/6b9rwlm


Issues that keep arising when UK & JPN researchers meet. Can you advise?

Question 1: How do robot researchers/academics determine degrees of complexity in robots?

Question 2: We need quantitative evidence of learning specifically applied to the tasks in our virtual world. We use Bloom’s for the reasons stated. What other taxonomy can we use in the process of conducting tasks which would facilitate quantitative evidence?

Paul van Schaik is looking at Flow (Csikszentmihalyi, 1990): flow dimensions being independent predictors of learning task performance.

http://tinyurl.com/6ynexc8


39



