Building the Virtual into Teacher Education

This chapter describes how two lecturers in teacher education (with the assistance of critical friends) developed a virtual primary school as a digital tool to help preservice teachers at the theory/HCI practice interface. The development and future directions of their online virtual environment will be discussed and will detail how scenario building in online learning communities fosters an alternative way of thinking about teaching and learning. Developing the virtual primary school was not based on a course requiring flexible delivery in distance education. The primary school was created to provide a place of learning not often available to preservice teachers on their professional practice placements. While the concept for a virtual school is not a new one, our goals for its design were different, and application was specifically oriented toward inquiry learning and new learning philosophies involving HCI. We will explore how a narrative-based scenario approach has been assisting our work at the edge of the traditional and the new.

Visualizing ICT Change in the Academy

This chapter introduces complexity theory as a theoretical framework for analyzing the influences of information and computer technologies (ICTs) on the structures, cultures, economies (reward systems), and pedagogical praxes within the Academy. An argument is made that the strategic adaptation of the academy’s structures, cultures, economies, and pedagogical praxes to the knowledge economy can help build a future where Academy-based distributed learning networks will transmit ICT-mediated learning opportunities around the world, thus providing flexible access for a wide range of learners to fully participate in the global learning society. The author posits attunements to policies and practices to support institution-wide involvement in ICT initiatives.

Problem-Based Learning at a Distance

A case study approach is taken to illustrate a design approach to the development of a Masters course. Over a 10-year period, the course was developed from traditional delivery and teaching modes, through the introduction of problem-based learning, and the incorporation of human computer interaction (HCI) elements. The latter development coincided with a shift from classroom-based teaching to distance learning mode, and the resource and design issues in this dual transformation are discussed. Pedagogic principles of problem-based learning were applied along with a range of other case conditions in framing the design intent. It is concluded that the design process in HCI and problem-based learning applications is central in ensuring that appropriate learning environments are established. While there is no single formula for designing problem-based learning or integrating HCI into learning programmes, the application of appropriate principles and methods is essential.

Design-Personae

Ever since the enthralling book Rethinking University Teaching: A Framework for the Effective Use of Educational Technology (Laurillard, 1993) the literature has burst forth with a plethora of new and exciting ways for teacher and student use of information and communications technology (ICT) to enhance learning. Our chapter mirrors the enormous spread of professional practice involved in bringing about effective human-computer interaction (HCI) for Web-based education.

Human Computer Interaction for Computer-Based Classroom Teaching

This chapter focuses on HCI aspects to overcome problems arising from technologies and applications that may hinder the normal teaching process in ICT-ready classrooms. It investigates different input devices on their usage and interactivity for classroom teaching and argues that pen-based computing is the mode of choice for lecturing in modern lecture halls. It also discusses the software design of the interface where digital ink, as a “first class” data type is used to communicate visual contents and interact with the ICT.

APEC Cyber Academy

This chapter introduces how APEC Cyber Academy, an international networked learning environment designed for K-12 students, can foster global collaboration through the integration of sound pedagogy and human computer interaction (HCI). Pedagogical principles that encourage project-based learning, knowledge construction, collaborative learning, community building, and critical thinking are incorporated into the design of this human computer interface. Furthermore, HCI is enriched by 3D virtual reality, multi-player games, an intelligent agent, video/voice conferencing, text-to-speech technologies, and instructional modules that are rooted in constructivist and self-regulated learning. APEC Cyber Academy provides a platform for engaging students in global collaboration and increasing information and communications technology (ICT) skills.

Facilitating Social Learning in Virtual Communities of Practice

This chapter introduces communities of practice as a means to explore human computer interaction in online collaborative environments. Through a wide review of the literature on communities of practice and their virtual counterparts, it argues that the focus for successful interaction design in these communities lies on those sociability and usability aspects that allow greater participation in social learning. It also argues that the facilitator assumes a fundamental role in guiding a virtual community of practice to accomplish work-related informal learning activities in a climate of trust and collaboration. The author hopes that understanding the special opportunities provided by virtual communities of practice will advocate for their widespread routine use.

Enhancing Learning Through Mobile Computing

The mission of this chapter is to explore ways in which mobile computing via the employment of Tablet PCs can assist the human computer interaction in the design and project development process and thereby enhance learning. We follow the process of ethnographic action research and report on the learning, observations, and communications of students in a multimedia program who were given the use of a Tablet PC for their second year of their degree. We discuss the educational design and customized agent software developed for this project and draw conclusions for wireless networks, and benefits and issues involved in enabling mobile computing and encouraging group dynamics among students.

Project Student Rescue

This chapter reports on an ongoing trial project that is being conducted at seven Australian Universities. The chapter summarizes the project and suggests methods to facilitate effective online facilitation based on the preliminary findings, as well as findings from the literature. This chapter will provide a brief outline of elements that can be identified in an online facilitation system to help improve retention rates for distance learners.

An Integrative Approach to Teaching 3D Modelling in Architecture

The argument presented here is that computer courses must reach beyond the comfortable cushion of conventional teaching practices, and provide students with a way to come to grips with complexity. It provides as evidence a digital graphics literacy course for architecture students using transformer robot toys as a metaphor for introducing the concept of adaptive kinetic architecture. The transformer toy provides a manipulative device with which to develop students’ 3D modelling and rendering skills. The course approach is described, and observations about the students’ work are offered. It concludes further investigation is needed to ascertain the most appropriate delivery for reciprocal and complementary knowledge. Years ago during a summer vacation, I watched my four-year old nephew play with his favorite toy—a transforming robot composed of smaller robots. A transformer robot is a highly articulated figure with specialized joints that allows form to change without disassembly. The joints are simple mechanisms, and transformation depends on a highly orchestrated sequence of moves. My nephew, who was bilingual and illiterate then, focused all of his attention on the five figures in front of him, and one-by-one reshaped them to build the larger robot. His eyebrows were tense; his eyes followed the actions of his hands, and his fingers moved gingerly and precisely over the moving parts. He would not speak until the five would be reconfigured into one large robot. He had simpler transformers that could change from vehicle or animal to robot, and he had mastered them all. Instructions for manipulating the toy are primarily graphical; they use line, color, shades, and arrows to indicate how a part is to be rotated, sledded, pushed, or pulled. I noticed, however, that my nephew never used them to pursue his hands-on studies. I realized then that the transformer robot toy was the vehicle I had searched for that would introduce my students to the modelling of complex geometries and articulations in a way that would cross over to other courses in the curriculum, in particular the design studio.