Can Open Learning Have a Future in the University?

Leonardo ◽  
2011 ◽  
Vol 44 (2) ◽  
pp. 168-169
Author(s):  
Ross Rudesch Harley
Keyword(s):  
Digital Media ◽  
Learning Environments ◽  
Learning Experience ◽  
Management Systems ◽  
Media Arts ◽  
Web Resources ◽  
The Media ◽  
Closed Systems ◽  
The University ◽  
Web Systems

Most universities offer centralized web resources that are designed to help staff and students manage their learning experience. The author suggests that these closed systems, variously called Virtual Learning Environments (VLE) or Learning Management Systems (LMS), are not the best solution for digital-media arts education. Instead, external user-centric web services should be allowed to flow into the university web systems. In this way students and teachers increase their participation in the broader production (and critique) of knowledge in the media arts and other disciplines.

Knowledge Spaces

2004 ◽  
pp. 291-307 ◽  
Author(s):  
Wolfgang Strauss ◽  
Monika Fleischmann ◽  
Jochen Denzinger ◽  
Michael Wolf ◽  
Yinlin Li
Keyword(s):  
Digital Media ◽  
Teaching And Learning ◽  
Media Communication ◽  
Media Arts ◽  
Knowledge Spaces ◽  
Art And Culture ◽  
E Learning ◽  
The Media ◽  
Learning Through Play ◽  
Physical Spaces

Research into the opportunities offered by electronic media, as regards finding and acquiring knowledge, together with the development of new teaching and learning methods for the field of art and culture is the focus of the work being carried out by the Media Arts Research Studies (MARS) research group at the Fraunhofer Institute for Media Communication. This chapter illustrates the requirements on electronic and digital media concepts in the context of e-learning, using the very latest developments and experience in this sector as examples. In the broadest sense, the aim is to visualise information and create networked “knowledge spaces” which are accessible to users as new forms of teaching and learning through play. Experimental methods, tools and interfaces that support communication between the digital and physical spaces and investigate new forms of knowledge retrieval are being developed and tested.

scholarly journals E-Learning Recommender System for Teaching Staff of Engineering Disciplines

2014 ◽  
Vol 4 (3) ◽  
pp. 42
Author(s):  
Elena Soldatova ◽  
Ursula Bach ◽  
Rene Vossen ◽  
Sabina Jeschke
Keyword(s):  
Learning Environments ◽  
Recommender System ◽  
Learning Management Systems ◽  
Management Systems ◽  
Teaching Staff ◽  
Learning Tools ◽  
E Learning ◽  
University Level ◽  
The University ◽  
User Friendly

Studies show that Learning Management Systems at university level often are lacking necessary for teaching staff member features such as support of various didactical approaches, consideraion of different specifics of engineering disciplines, user-friendly interface. In this paper, a new recommender system aimed at teaching staff of engineering disciplines who wish to use E-Learning tools in their courses is proposed. The system will take into consideration the level of user experience, assess the elements of a teaching scenario and provide guidlines on the contents of the particular element with regards of the engineering specifics. As a result a lecturer should be able to create his E-Learning course that then will be running as a course within the university LMS. The novelty of the recommender system is that criteria used by the system are based on standards for engineering education in conjunction with the framework for pedagogical evaluation of Virtual Learning Environments.

scholarly journals Project (I)solation – Everyday Life and Media Use During the COVID-19 Pandemic

2020 ◽  
Vol 7 (1) ◽  
pp. 25-41
Author(s):  
Ádám Guld
Keyword(s):  
Digital Media ◽  
Media Use ◽  
Constant Factor ◽  
Use Patterns ◽  
Generation Z ◽  
Interdisciplinary Research Project ◽  
The Media ◽  
New Applications ◽  
The University ◽  
Short Time

Abstract The pandemic has placed our relationship with digital media in a new context. Regardless of age, the isolation had significant impact on our everyday routines, of which media use has become a constant factor in one form or another. We may have never tried to use so many new applications in such a short time before, as for many of us media was the only connection to the outside world. However, after the quarantine, there are several questions that may arise following the extreme situation. Were we captured or rather liberated by the online media? What did we learn about online life and our relationship with the media during the epidemic? How could the digital generation adapt itself to the new circumstances? What challenges and problems did Generation Z face during the quarantine? How have young people’s daily routines, media use patterns, news consumption, learning and/or working habits changed? How about their general attitudes towards the media and their effects on them? In the study below, I seek answers to these questions based on the results of an international, interdisciplinary research project called TOGETHER initiated by the University of Pécs (Pécs, Hungary) and Hochschule für Kommunikation und Gestaltung (Stuttgart, Germany).

Creating Emotions Through Digital Media Art

2020 ◽  
pp. 142-160
Author(s):  
Paulo Veloso Gomes ◽  
Vítor J. Sá ◽  
António Marques ◽  
João Donga ◽  
António Correia ◽  
...  
Keyword(s):  
Virtual Environments ◽  
Digital Media ◽  
Network Theory ◽  
Actor Network Theory ◽  
Technical System ◽  
Emotional States ◽  
Media Art ◽  
Immersive Environments ◽  
Media Arts ◽  
The Media

Art has a power different from all other human actions; it can produce a variety of human emotions like nothing else. The main purpose of this chapter is to study the relation between media arts and emotions. Virtual environments are increasingly being used by artists; the use of immersive environments allows the media art artist to go further than express himself, allows that through contemplation and interaction the participant also becomes part of the artistic artefact. Immersive environments can induce emotional changes capable of generating states of empathy. Considering an immersive environment as a socio-technical system, where human and non-human elements interact, establishing strong relationships, the authors used actor-network theory as an approach to design an immersive artifact of digital media art. The use of neurofeedback mechanisms during the participant's exposure to immersive environments opens doors to new types of interaction, allowing to explore emotional states to generate empathy.

Development and Validation of an Instrument for Online Learning Fatigue in Higher Education

2022 ◽  
pp. 566-586
Author(s):  
Ufuk Tugtekin
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Learning Experience ◽  
Reliability And Validity ◽  
Learning Management Systems ◽  
Management Systems ◽  
Learning Management ◽  
Integration Of Learning ◽  
Development And Validation

The rapid and relatively compulsory integration of learning management systems (LMS) in educational settings has triggered the everchanging needs once again to assess the potential negative outcomes of online learning environments amid the COVID-19 pandemic. This study presents the rationale for developing an instrument for doing such an assessment, and the research demonstrates evidence of reliability and validity qualifications in assessing the fatigue resulting from the excessive online learning experience in higher education. The instrument consists of 28 items and seven factors. The data were collected via learning management systems from a sample of 884 online learning experienced students in higher education. Results of factor analyses revealed that the scale demonstrated no indication of deficiency in reliability or validity when evaluating the fatigue levels resulting from the excessive online learning experience. Consequently, the scale could be used to assess and improve the fatigue levels of individuals who experienced excessive online learning in higher education.

scholarly journals First steps towards a university social network on personal learning environments

2014 ◽  
Vol 15 (3) ◽  
Author(s):  
Veronica Marin Diaz ◽  
Ana Isabel Vazquez Martinez ◽  
Karen Josephine McMullin
Keyword(s):  
Social Network ◽  
Learning Environments ◽  
University Professors ◽  
Web 2.0 Tools ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Education Today ◽  
The Media ◽  
Internet In Education ◽  
The University

<p>The evolution of the media and the Internet in education today is an unquestionable reality. At the university level, the use of Web 2.0 tools has become increasingly visible in the new resources that professors have been incorporating both into the classroom and into their research, reinforcing the methodological renewal that the implementation of the EHEA has demanded. The aim of this article is to introduce DIPRO 2.0, an educational social network for university professors to develop their training in the area of personal learning environments through collaborative learning and production of knowledge.</p>

The Media Lab at the University of the West of England, Bristol

1996 ◽  
Vol 11 (2) ◽  
pp. 181-184 ◽  
Author(s):  
Linda Skinner
Keyword(s):  
New Media ◽  
Digital Media ◽  
Lessons Learned ◽  
Local Economy ◽  
Set Design ◽  
The West ◽  
Interactive Storytelling ◽  
The Media ◽  
The University ◽  
Media Lab

This article describes the background and early steps undertaken to establish a Media Lab at the University of the West of England. The Media Lab is an industry-related research and development facility for creative technology projects involving new media; for example, interactive storytelling in virtual reality, distributed media production, visualisation of the environment, automatic set design and the development of digital media devices and services. The project is described under the headings: background, project activities, implementation issues, impact on the local economy, and lessons learned.

Perspectives on Collaborative Research and Education in Media Arts

Leonardo ◽  
2006 ◽  
Vol 39 (3) ◽  
pp. 215-218 ◽  
Author(s):  
George Legrady
Keyword(s):  
Collaborative Research ◽  
Graduate Program ◽  
Santa Barbara ◽  
Media Arts ◽  
Engineering Research ◽  
Digital Arts ◽  
Visual Spatial ◽  
The Media ◽  
Research And Education ◽  
The University

Digital arts is by nature a hybrid practice, integrating the poetics, aesthetics and conceptual strategies of art with the logical, systematic methods of technological processes from engineering and the sciences. This article reviews the development of interdisciplinary, collaborative arts-engineering research and education at the University of California at Santa Barbara, focusing on the Media Arts & Technology graduate program from a visual/spatial arts perspective.

The Construction of a Personalised and Social U-Learning Environment for Third Level Education

2012 ◽  
Vol 2 (3) ◽  
pp. 45-56
Author(s):  
Olapeju Latifat Ayoola ◽  
Eleni Mangina
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Adaptive Learning ◽  
Learning Experience ◽  
Learning System ◽  
Ubiquitous Learning ◽  
The Third ◽  
Learning Platform ◽  
The University ◽  
Ubiquitous Learning Environment

This paper presents a ubiquitous learning (u-learning) system, the “Personalised Ubiquitous Learning Platform” (PULP), which integrates collaborative and social learning for the enhancement of the third level educational learning experience. University College Dublin (UCD) provides its students with managed learning environments (MLEs) and adaptive learning via UCD Horizon which enables students to take different courses from different colleges throughout the university. The main objective of this platform is to complement the current MLEs with a single supported intelligent and personalised ubiquitous learning environment that will promote and make provisions for adaptive and collaborative learning, human computer interaction on mobile and desktop clients anywhere and anytime. The system aims to enhance the students’ learning experience in third level educational environment by employing personalisation techniques such as the agent-oriented recommendation technique to engage students and help them access the content material for their studies.

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