Adam Giemza

LEMONADE: A Flexible Authoring Tool for Integrated Mobile Learning Scenarios

Most of the existing mobile learning environments for supporting field trip activities are limited to specific domains or contents and do not support authoring. We present a framework for planning and conducting field trips with mobile devices called LEMONADE, which provides full cycle support for authoring and conducting field trips, as well as for post-trip reporting and reflection activities. LEMONADE includes a generic graph-based language for authoring field trip tasks and for querying and presenting field trip results. It is fully integrated in the graph-based modelling environment FreeStyler, allowing the students’ results to be flexibly used in follow-up activities.

Flexible Analysis of User Actions in Heterogeneous Distributed Learning Environments

In this paper, we describe an architectural framework for the engineering of distributed learning environments with different devices and multi-language agent support. The framework consists of a central Tuple Space server and clients that differ in hardware (PDAs, PCs with projection) and in programming languages (C#, Prolog, Java). The analysis components use state patterns and action patterns to be defined in and interpreted by Prolog. This framework has been used for supporting the design rationale method QOC in a collaborative visual modelling environment.

A Framework to Support Monitoring and Moderation of e-Discussions with Heterogeneous Discussion Tools

This paper presents an integration architecture and a technical framework for moderation of e-discussions, a specific type of scenario for collaborative learning. The approach for monitoring and moderating discussions is supported at a generic level and defines interfaces to integrate diverse discussion environments smoothly into the generic framework. The usage of the developed monitoring and moderation system has been tested practically with two different stand-alone discussion environments and first empirical results of the moderation approach have been collected. We conclude with future work on the framework system and additional discussion tools to be integrated into the architecture.

Challenges in Scaling Mobile Learning Applications: The Example of Quizzer

Todays mobile learning application development does not only require a sophisticated pedagogical design, but also faces a number of technical challenges to overcome several problems and limitations. In this paper, we present common challenges in scaling mobile learning applications for real world environments and exemplify our solutions and decisions for the collaborative and context-aware quiz playing and authoring application called Quizzer.

Investigating Ecosystems as a Blended Learning Experience

The SCY ECO mission, an IBI prize–winning module, fosters inquiry learning, collaboration, and design for ecology following a blended learning approach. Learning by inquiry, collaboration, and design are the central didactic principles of the software developed by the Science Created by You (SCY) project. In SCY technology-enhanced learning environments, or SCY missions, students learn by creating products that they can share and discuss with their peers. In order to do this, they make use of textual or multimedia learning materials and perform physical and virtual experiments.

An Architecture for Supporting Heterogeneous Multi-Device Learning Environments

In recent years the diversity and the ownership of mobile devices steadily increased while the prices for this kind of devices decreased to a level that allows many students to own reasonably powerful devices. As mobile devices are also being used in learning scenarios, the challenge of today is the integration of multiple heterogeneous devices into existing and upcoming learning scenarios. This paper describes an architecture that allows easy integration of various kinds of mobile and non-mobile devices. The presented architecture will be exemplified by a group discussion scenario in a heterogeneous learning environment. The paper concludes with the description of a pilot study using the described system.

A flexible unified architecture to support heterogeneous multi-device learning environments

Since the personal ownership of mobile devices has increased steadily over the last decade, many students own personal mobile devices that can reasonably be integrated into mobile learning scenarios. Besides all the benefits this option brings, there are also drawbacks, such as the heterogeneity of the set of mobile devices that need to be managed and integrated into existing and emerging learning scenarios. In our approach, one key element to address this challenge is an architecture that allows an easy and flexible integration of mobile and non-mobile devices into the same mobile learning scenario. We used a well-known group discussion method and an existing tool and extended it based on our approach. A description of this extension is presented in this paper. Finally, the paper reports on a pilot study in which the extended system was evaluated.

Multilevel Analysis of Collaborative Activities Based on a Mobile Learning Scenario for Real Classrooms

This paper describes the analysis of collaborative mobile learning activities. We explore the use of learning analytics for the evaluation of the performance of students as individuals and the performance of teams. We argue that traditional metrics used for learning analytics can provide insight with respect to the quality of the activity and the learning outcome. We propose a way to integrate innovative mobile learning scenarios into traditional classrooms and to analyze collaborative learning activities on both the group and the individual level.

Assembling Computers in the Classroom Guided by Mobilogue

In this paper we present a classroom learning scenario for assembling computers. This scenario is designed for computer science classes and teaches the functioning of a computer by relating the theoretical concepts to real-world technology with hands-on experience. The students are guided through a scenario using the Mobilogue app on a smartphone, which involves scanning QR codes attached to computer parts, reading background information, watching instructional videos and assembling the computer step by step. We report on the implementation of the scenario in two high school level classes and present evaluations results focused on knowledge gain from the presented scenario.