Mathematical course Design for eLearning environment
Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.
Authors
António Santos, Assistant Professor at ISTEC
Media
To cite this article
António Santos, Mathematical course Design for eLearning environment
DOI: 10.31112/kriativ-tech-2020-06-38
Abstract
Mathematics, although seen as the ‘Achilles' heel of many students, has always accompanied humanity, adapting to the evolution of the times, and as such in an era when information technologies are part of people's daily lives. On the other hand, and taking into account the need for convenience of students, as well as the possibility of reaching a larger number of students, many educational institutions are beginning to adopt eLearning as one of the training possibilities. Since eLearning allows students to have access to their training anywhere and at any time, thus adapting to their pace of study and the time available for that purpose. Teachers and designers of mathematics courses try to take advantage of this form of teaching so that students reach their intended goals and start to see mathematics in a different way.
The involvement of students with the course can be an asset and motivate teachers and designers of mathematics courses, to create models that involve students in the teaching-learning process, and thereby increase student satisfaction with the course, as well as their greatest acquisition of knowledge. To carry out this task, there are some methodologies to be taken into account, recommended by some researchers.
Keywords
eLearning, Mathematics, Course Design, Social Presence, Assessment.
References
Aiken, R. L. (1976). Update on Attitudes and Other affective Variables in Learning Mathematics. Review of Educational Research, 46(2), 293 – 311.
Aldiab, A., Chowdhury, H., Alex Kootsookos, A. and Alam, F.(2017) Prospect of eLearning in higher education sectors of Saudi Arabia: A review, Energy Procedia 110 .574 – 580.
Assessing by Group Work. (2018, December 14). the University of New South Wales, Sydney, Australia. Retrieved from https://teaching.unsw.edu.au/assessing-group-work.
Bell, Steven. (2020). Discovering Open Educational Resources. University Libraries. Acesso em 12 de Agosto de 2020, em https://guides.temple.edu/OER.
Berge, Z.L. and Collins, M. (1995). (Eds.) Computer-mediated communication and the online classroom, Distance learning. Cresskill, NJ: Hampton Press. Vol. 3.
Berge, Z.L. (1997). Computer Conferencing and the On-Line Classroom, International Jl. of Educational Telecommunications ,Vol 3(1), 3-21.
Berge, Z.L. (2002) Active, Interactive and Ref.letive Elearning. The Quarterly Review of Distance Education. Volume 3(2). 181-190.
Bubnys, Remigijus. (2014). Reflective Learning as a Prerequisite for Implementation Effective and Student-Centered Studies. New Approaches to Improving Health Care Education: Today and Tomorrow. 17-27.
Colomer, J., Pallisera, M., Fullana, J., Perez-Burriel, M. and Fernández, R.. (2013). Reflective Learning in Higher Education: A Comparative Analysis. Procedia - Social and Behavioral Sciences. 93. 364-370.
Connolly, Thomas and Stansfield, Mark (2007), Developing Constructivist Learning Environments to Enhance e-Learning, Principles of Effective Online Teachin. Buzzetto-More, N. A. (Ed.). Informing Science Press. Santa Rosa, California, 19-36.
Connolly, Thomas and Stansfield, Mark. (2006). Using Games-Based eLearning Technologies in Overcoming Difficulties in Teaching Information Systems. Journal of Information Technology Education. Volume 5. 459-476.
Crosslin, M., Benham, B., Dellinger, J., Patterson, A., Semingson, P.,Spann, C., Usman, B. and Watkins, H. (2018). Creating Online Learning Experiences, A Brief Guide to Online Courses, from Small and Private to Massive and Open, Mavs Open Press, Arlington.
Goodyear, Peter. (2015). Teaching as design. HERDSA Review of Higher Education. Vol. 2, 27-50.
Inglis, John. (2007). Video Conferencing In The Classroom: A Glimpse At The Use Of This Technology In Education. Principles of Effective Online Teaching, Buzzetto-More, N. A. (Ed.). Informing Science Press. Santa Rosa, California. 155-177.
Liu, Youmei. (2007). Building and Sustaining Learning Communities. Principles of Effective Online Teaching. Buzzetto-More, N. A. (Ed.). Informing Science Press. Santa Rosa, California. 137-153.
Popovici, Anca and Mironov, Cosmina (2015). Students’ perception on using eLearning technologies. Procedia - Social and Behavioral Sciences. 180 ,1514 – 1519.
Psotka J. (2012) Interactive Learning Environments. In: Seel N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_321.
Ramsey, Caroline. (2006). Introducing Reflective Learning. The Open University Business School
Siemens, George and Tittenberger, Peter.(2009). Handbook of Emerging Technologies for earning. University of Manitoba.
Smith, G. G. and Ferguson, David.(2005) Student attrition in mathematics e-learning, Australasian Journal of Educational Technology 21(3), 323-334.
Student Peer Assessment. (2019, February 28). the University of New South Wales, Sydney, Australia. Retrieved from https://teaching.unsw.edu.au/peer-assessment.
Sweat-Guy, Retta. (2007) The Role of Interaction in e-Learning. Principles of Effective Online Teaching, Buzzetto-More, N. A. (Ed.). Informing Science Press. Santa Rosa, California, 85-105.
Yushau, Balarabe. (2006) .The Effects of Blended E-Learning on Mathematics and Computer Attitudes in Pre-Calculus Algebra. The Montana Mathematics Enthusiast.Vol. 3(2), 176-183.
Video as a media in distance learning: guiding principles
Kriativ-tech Volume 1, Issue 7, April 2018, Pages: xxx Received: Dec. 28, 2019; Accepted: Feb. 25, 2020. Published: Jul. 30, 2020.
Authors
Paulo Duarte Branco, Assistant Professor at ISTEC
Media
To cite this article
Paulo Duarte Branco, Video as a media in distance learning: guiding principles DOI: 10.31112/kriativ-tech-2020-06-36
Abstract
Video has become one of the most influent and used medias nowadays, being employed in learning in various contexts and approaches. It is being used by content creators and educators in non-formal, informal and/or formal learning environments, as well as from face-to-face (traditional) courses, as a support tool for teacher in the classroom (e.g. flipped classroom), to blended and full online courses. This paper intents to present some concepts and findings related to the use of video as a media in distance learning, addressing its potentials and guidelines for using this media in learning contexts.
Keywords
Distance learning, guiding principles, MOOC, video.
References
[1] R. M. Gagne, Instructional Technology: Foundations. Taylor & Francis, 2013. [2] M. G. Jones, “Defining Educational Technology for Classroom Learning,” 2005. [3] P. D. Branco, “TV.COMmunity: Arquiteturas | Avaliação | Contextos educativos,” Universidade de Aveiro, 2015. [4] Limelight Networks, “Market Research: The state of online video 2019,” 2020. [Online]. Available: https://www.limelight.com/resources/white-paper/state-of-online-video-2019/. [5] Google, “The Values of YouTube Study,” 2017. https://www.thinkwithgoogle.com/advertising-channels/video/self-directed-learning-youtube/ (accessed Jun. 18, 2020). [6] Youtbe Learning, “Your Guide to Enriching Lives, One Video at a Time,” 2018. https://services.google.com/fh/files/blogs/youtube_learning_best_practices.pdf (accessed May 14, 2020). [7] J. Bergmann, J. Overmyer, and B. Wilie, “The Flipped Class: Myths vs. Reality.” . [8] D. Zhang, L. Zhou, R. O. Briggs, and J. F. Nunamaker, “Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness,” Inf. Manag., vol. 43, no. 1, pp. 15–27, 2006, doi: https://doi.org/10.1016/j.im.2005.01.004. [9] P. D. Branco and M. P. Barbas, “TV.COMmunity – evaluation of an interactive video application with students and teachers,” in 10th International Technology, Education and Development Conference, 2016, pp. 607–613. [10] D. Shah, “Highlights from Coursera Partners Conference 2020,” 2020. https://www.classcentral.com/report/coursera-conference-2020-highlights/ (accessed Jun. 25, 2020). [11] Coursera, “Take student learning online in response to coronavirus,” 2020. https://www.coursera.org/coronavirus (accessed Jun. 21, 2020). [12] C. Impey, “Massive online open courses see exponential growth during COVID-19 pandemic,” 2020. https://theconversation.com/massive-online-open-courses-see-exponential-growth-during-covid-19-pandemic-141859 (accessed Jun. 19, 2020). [13] K. Chorianopoulos and M. N. Giannakos, “Usability Design for Video Lectures,” in Proceedings of the 11th European Conference on Interactive TV and Video, 2013, pp. 163–164, doi: 10.1145/2465958.2465982. [14] Z. Pi and J. Hong, “Learning process and learning outcomes of video podcasts including the instructor and PPT slides: a Chinese case,” Innov. Educ. Teach. Int., vol. 53, pp. 1–10, Jul. 2015, doi: 10.1080/14703297.2015.1060133. [15] C. J. Brame, “Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content,” CBE—Life Sci. Educ., vol. 15, no. 4, p. es6, Dec. 2016, doi: 10.1187/cbe.16-03-0125.
Acceptance of Online Education in Portugal and in the World: Before and During Covid-19
Acceptance of Online Education in Portugal and in the World: Before and During Covid-19
Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;
Accepted: Feb. 25, 2020.
Published: Jul. 30, 2020.
Authors
Rui Miguel Pascoal, Adjunct Professor at ISTEC
Media
To cite this article
Rui Miguel Pascoal, Acceptance of Online Education in Portugal and in the World: Before and During Covid-19
DOI: 10.31112/kriativ-tech-2020-06-35
Abstract
The model of education in Portugal and around the world is changing. Online education is not accepted by all, and it loses quality whether or not it is in a pandemic scenario. Therefore, this work of analysis and discussion aims to find out which the measures are most appropriate to be adopted to protect public health and at the same time maintain the quality of teaching and acceptance by all. The solution is based on a mixed teaching model, that is, some face-to-face classes and other in distance and e-learning classes, because online education has worse learning results than face-to-face education, according to experts in the field.
Keywords
Online Education, Education Acceptance, Education and covid-19, Distance Learning, Face-to-Face Learning, E-Learning.
References
[1] Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age?. Medical teacher, 38(10), 1064-1069.
[2] Siemens, G., & Long, P. (2011). Penetrating the fog: Analytics in learning and education. EDUCAUSE review, 46(5), 30.
[3] Martinho, D., Jorge, I., & Brites, R. (2015). O Modelo de aceitação do ensino online pelos estudantes do ensino superior presencial. Atas do CISTI-Sistemas e Tecnologias de Informação, 1, 60-64.
[4] Siemens, G. (2006). Knowing knowledge. Lulu. com.
[5] Baker, R. S., & Inventado, P. S. (2014). Educational data mining and learning analytics. In Learning analytics (pp. 61-75). Springer, New York, NY.
[6] Allen, I. E., & Seaman, J. (2008). Staying the course: Online education in the United States, 2008. Needham, MA: Sloan Consortium.
[7] O’Neill, K., Singh, G., & O’Donoghue, J. (2004). Implementing elearning programmes for higher education: A review of the literature. Journal of Information Technology Education Research, 3(1), 313–23.
[8] Patel, C., & Patel, T. (2005). Exploring a joint model of conventional and online learning systems. E-Service Journal, 4(2), 27–46.
[9] O’Malley, J., & McCraw, H. (1999). Students’ perceptions of distance learning, online learning and the traditional classroom. Online Journal of Distance Learning Administration, 2(4).
[10] Rito, A. (2020) Ensino à distância “não será prática” em Portugal. Economia, Jornal Expresso. May 26, 2020. Available in: https://expresso.pt/economia/2020-05-26-Ensino-a-distancia-nao-sera-pratica-em-Portugal. Accessed in 23 July 2020.
[11] Santos, I. M. (2020) Estado da Nação. Pandemia afetou aproveitamento escolar. Economia. RTP Noticias. July 22, 2020. Available in: https://www.rtp.pt/noticias/economia/estado-da-nacao-pandemia-afetou-aproveitamento-escolar_n1246003. Accessed in 23 July 2020.
[12] Kitsantas, A., & Chow, A. (2007). College students’ perceived threat and preference for seeking help in traditional, distributed, and distance learning environments. Computers and Education 48(3), 383–95.
[13] Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing disengagement: Analyzing learner subpopulations in massive open online courses. In Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 170–79). ACM.
[14] Dieterle, M. (2020). News Break. Hogan says students should return to schools ‘as soon as possible’ but not before it is safe. Baltimore, MD. baltimorefishbowl.com, July 22, 2020. Available in: https://baltimorefishbowl.com/stories/hogan-says-students-should-return-to-schools-as-soon-as-possible-but-not-before-it-is-safe/ Accessed in 23 July 2020.
[15] World Health Organization, Health topics, Coronavirus Overview. (2020). Retrieved July 24, 2020, Available: https://www.who.int/health-topics/coronavirus#tab=tab_1
[16] Pascoal, R. M., & Guerreiro, S. L. (2017). Information overload in augmented reality: The outdoor sports environments. In Information and Communication Overload in the Digital Age (pp. 271-301). IGI Global.
[17] Pascoal, R., Ribeiro, R., Batista, F., & de Almeida, A. (2017). Adapting speech recognition in augmented reality for mobile devices in outdoor environments. In 6th Symposium on Languages, Applications and Technologies (SLATE 2017). Schloss Dagstuhl-Leibniz-Zentrum fur Informatik GmbH, Dagstuhl Publishing.
[18] Knight, P. (Ed). (1996). Assessment for learning in higher education. London: Kogan Page, SEDA Series.
[19] Hawkes, M. & Cambre, M. (2000). The cost factor. Technological Horizons in Education, 28 (1), 26.
[20] Kershaw, A. (1996, September/October). People, planning, and process: The acceptance of technological innovation in post-secondary organizations. Educational Technology, 44-48.
[21] Cooper, T. (1999). Whose academy is it? New Statesman, 128 (4460), xxvi
[22] India Education (2020) Online Education, Articles. What is online education? Available in: https://www.indiaeducation.net/online-education/articles/what-is-online-education.html Accessed in 30 July 2020.
[23] Allen, I. E., & Seaman, J. (2014). Grade Change: Tracking Online Education in the United States. Babson Survey Research Group.
[24] Bri Stauffer, Applied Education System (AES), digital curriculum (2020). on April 2nd, 2020. Available in: https://www.aeseducation.com/blog/online-learning-vs-distance-learning Accessed in 30 July 2020.v
Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;
Accepted: Feb. 25, 2020.
Published: Jul. 30, 2020.
Authors
Sandra Pereira Gama, Assistant Professor at ISTEC-Porto
Media
To cite this article
Sandra Pereira Gama, Gamification Mechanisms for Online Learning
DOI: 10.31112/kriativ-tech-2020-06-32
Abstract
Gamification is the adoption of game elements in non-gaming contexts. While it has proven its success in educational settings, online learning presents a set of characteristics one must consider. This article discusses the particularities of online learning and the underlying restrictions of Student-Student Interaction. It presents a set of activities derived from state-of-the-art literature on online learning and gamification.
Keywords
Gamification, Online Learning, Student Engagement, Student-Student Interaction
References
[1]Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In D. M. Moore (Ed.), Handbook of Distance Education, pp. 129-144. Mahwah, NJ: Erlbaum.
[2]Aguilera, M. and Mendiz, A. (2003). Video games and education: (education in the face of a "parallel school"). In Computers in Entertainment, vol. 1, no. 1, pp. 1:1–1:10. ACM.
[3]R Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2013). Engaging Engineering Students with Gamification - An empiral study. In Proc. 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES), pp. 1-8, Poole.
[4]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2015). Gamification for smarter learning: tales from the trenches. Smart Learning. Environments. 2, 10. Springer.
[5]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2016). Early Prediction of Student Profiles Based on Performance and Gaming Preferences. In IEEE Transactions on Learning Technologies, vol. 9, no. 3, pp. 272-284. IEEE.
[6]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2017). Studying student differentiation in gamified education: A long-term study. In Computers in Human Behavior, vol. 71, pp. 550-585. Elsevier.
[7]Bennett, S., Maton, K. and Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence,” In British Journal of Educational Technology, vol. 39, no. 5, pp. 775–786. BERA.
[8]Buckley, P. and Doyle, E. (2016). Gamification and Student Motivation. In Interactive Learning Environments Journal, vol. 24, no 6, pp. 1162-1175. Routledge.
[9]Chen, J. (2007). Flow in games (and everything else), Communications of the ACM 50 31–34.
[10]Coller, B. and Shernoff, D. (2009). Video game-based education in mechanical engineering: A look at student engagement. In International Journal of Engineering Education, vol. 25, no. 2, pp. 308–317, Tempus Publications.
[11]Crumlish, C. and Malone, E. (2009) Designing social interfaces. O’Reilly.
[12]Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience, Harper Perennial.
[13]Deci, E. and Ryan, R. (2004). Handbook of self-determination research. University of Rochester Press.
[14]Deterding, S., Dixon, D., Khaled, R. Khaled and Nacke, L. (2011). From game design elements to gamefulness: defining “gamification. In Proceedings of the 15th International Academic MindTrek Conference Envisioning Future Media Environments, vol. Tampere, F. pp. 9–15. ACM.
[15]Deterding, S., Sicart, M., Nacke, L., O’Hara, K. and Dixon, D. (2011). Gamification. using game-design elements in non-gaming context. In Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems, ser. CHI EA ’11. pp. 2425–2428. New York, NY, USA: ACM.
[16]Deterding, S. (2012). Gamification: designing for motivation. In Interactions, vol. 19, no. 4, pp. 14–17, Jul. 2012. ACM.
[17]Joosten, T, Cusatis, R. and Harness, L. (2019). Across Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success? In Online Learning Journal, vol. 23, no. 4, pp. 354-378. OLC.
[18]Kebritchi, M., Hirumi, A. and Bai, H (2008). The effects of modern math computer games on learners’ math achievement and math course motivation in a public high school setting. In British Journal of Educational Technology, vol. 38, no. 2, pp. 49–259. BERA.
[19]Kohn, A. (1987). Studies find reward often no motivator. Boston Globe, vol. 19, pp. 52–59.
[20]Lee, J. Lee, Luchini, K. Michael, B. Norris, C. and Soloway, E. (2004). More than just fun and games: assessing the value of educational video games in the classroom. In CHI ’04 Extended Abstracts on Human Factors in Computing Systems, ser. CHI EA ’04. pp. 1375–1378. New York, NY, USA: ACM.
[21]Li, W. Grossman, T. and Fitzmaurice, G. (2012). Gamicad: a gamified tutorial system for first time autocad users. In Proceedings of the 25th annual ACM symposium on User interface software and technology, ser. UIST ’12. New York, NY, USA. pp. 103–112. ACM.
[22]Mcclean, P., Saini-eidukat , B., Schwert, D. Slator, B. and White, A. (2001) Virtual worlds in large enrollment science classes significantly improve authentic learning”. In Proceedings of the 12th International Conference on College Teaching and Learning, pp. 111–118. Center for the Advancement of Teaching and Learning.
[23]Moreno, J. (2012). Digital competition game to improve programming skills. In Educational Technology & Society, vol. 15, no. 3, pp. 288–297. International Forum of Educational Technology and Society.
[24]Natvig, L., Line, S. and Djupdal, A. (2004). Age of computers; an innovative combination of history and computer game elements for teaching computer fundamentals. In proceedings of the 34th Annual Frontiers in Education conference, ser. FIE 2004, vol. 3, 2004, pp. S2F – 1–6. IEEE.
[25]Reeves, B. and Read, J. (2009). Total Engagement: How Games and Virtual Worlds Are Changing the Way People Work and Businesses Compete. Harvard Business Press.
[26]Rigby, S. and Ryan, R. (2011). Glued to games: How video games draw us in and hold us spellbound. Praeger.
[27]Sheldon, L. (2011). The Multiplayer Classroom: Designing Coursework as a Game. Course Technology PTR.
[28]Shneiderman, B. (2004). Designing for fun: how can we design user interfaces to be more fun? In Interactions, vol. 11, no. 5, pp. 48–50, 2004. ACM.
[29]Siemens, G. and Baker, R. (2012). Learning Analytics and Educational Data Mining: Towards Communication and Collaboration. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, p. 252, 254. Association for Computing Machinery, New York, NY, USA.
[30]Squire, K. D. (2003). Video games in education. In International Journal of Intelligent Games & Simulation, vol. 2, no. 1, pp. 49–62, DBLP.
[31]Squire, K., Barnett, M. Grant, J. M. and Higginbotham, T. (2004). Electromagnetism supercharged!: learning physics with digital simulation games. In Proceedings of the 6th international conference on Learning sciences, ser. ICLS ’04, pp. 513–520. International Society of the Learning Sciences.
[32]Thompson, C. (2011). “How khan academy is changing the rules of education,” Wired Magazine, pp. 1–5. Condé Nast Publications.
[33]Watkins, R. (2014). Developing e-learning activities. In Distance Learning Journal, vol. 11, no. 4, pp. 62-64. Distance Learning Association.
[34]Werbach, K. and Hunter, D. (2012) For the Win: How Game Thinking Can Revolutionize Your Business. Wharton Digital Press.
[35]Zichermann, G. and Linder, J. (2010). Game-based marketing: inspire customer loyalty through rewards, challenges, and contests. Wiley.
Gamification Mechanisms for Online Learning
Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;
Accepted: Feb. 25, 2020.
Published: Jul. 30, 2020.
Authors
Sandra Pereira Gama, Assistant Professor at ISTEC-Porto
Media
To cite this article
Sandra Pereira Gama, Gamification Mechanisms for Online Learning
DOI: 10.31112/kriativ-tech-2020-06-32
Abstract
Gamification is the adoption of game elements in non-gaming contexts. While it has proven its success in educational settings, online learning presents a set of characteristics one must consider. This article discusses the particularities of online learning and the underlying restrictions of Student-Student Interaction. It presents a set of activities derived from state-of-the-art literature on online learning and gamification.
Keywords
Gamification, Online Learning, Student Engagement, Student-Student Interaction
References
[1]Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In D. M. Moore (Ed.), Handbook of Distance Education, pp. 129-144. Mahwah, NJ: Erlbaum.
[2]Aguilera, M. and Mendiz, A. (2003). Video games and education: (education in the face of a "parallel school"). In Computers in Entertainment, vol. 1, no. 1, pp. 1:1–1:10. ACM.
[3]R Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2013). Engaging Engineering Students with Gamification - An empiral study. In Proc. 5th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES), pp. 1-8, Poole.
[4]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2015). Gamification for smarter learning: tales from the trenches. Smart Learning. Environments. 2, 10. Springer.
[5]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2016). Early Prediction of Student Profiles Based on Performance and Gaming Preferences. In IEEE Transactions on Learning Technologies, vol. 9, no. 3, pp. 272-284. IEEE.
[6]Barata, G., Gama, S., Jorge, J. and Gonçalves, D. (2017). Studying student differentiation in gamified education: A long-term study. In Computers in Human Behavior, vol. 71, pp. 550-585. Elsevier.
[7]Bennett, S., Maton, K. and Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence,” In British Journal of Educational Technology, vol. 39, no. 5, pp. 775–786. BERA.
[8]Buckley, P. and Doyle, E. (2016). Gamification and Student Motivation. In Interactive Learning Environments Journal, vol. 24, no 6, pp. 1162-1175. Routledge.
[9]Chen, J. (2007). Flow in games (and everything else), Communications of the ACM 50 31–34.
[10]Coller, B. and Shernoff, D. (2009). Video game-based education in mechanical engineering: A look at student engagement. In International Journal of Engineering Education, vol. 25, no. 2, pp. 308–317, Tempus Publications.
[11]Crumlish, C. and Malone, E. (2009) Designing social interfaces. O’Reilly.
[12]Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience, Harper Perennial.
[13]Deci, E. and Ryan, R. (2004). Handbook of self-determination research. University of Rochester Press.
[14]Deterding, S., Dixon, D., Khaled, R. Khaled and Nacke, L. (2011). From game design elements to gamefulness: defining “gamification. In Proceedings of the 15th International Academic MindTrek Conference Envisioning Future Media Environments, vol. Tampere, F. pp. 9–15. ACM.
[15]Deterding, S., Sicart, M., Nacke, L., O’Hara, K. and Dixon, D. (2011). Gamification. using game-design elements in non-gaming context. In Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems, ser. CHI EA ’11. pp. 2425–2428. New York, NY, USA: ACM.
[16]Deterding, S. (2012). Gamification: designing for motivation. In Interactions, vol. 19, no. 4, pp. 14–17, Jul. 2012. ACM.
[17]Joosten, T, Cusatis, R. and Harness, L. (2019). Across Institutional Study of Instructional Characteristics and Student Outcomes: Are Quality Indicators of Online Courses Able to Predict Student Success? In Online Learning Journal, vol. 23, no. 4, pp. 354-378. OLC.
[18]Kebritchi, M., Hirumi, A. and Bai, H (2008). The effects of modern math computer games on learners’ math achievement and math course motivation in a public high school setting. In British Journal of Educational Technology, vol. 38, no. 2, pp. 49–259. BERA.
[19]Kohn, A. (1987). Studies find reward often no motivator. Boston Globe, vol. 19, pp. 52–59.
[20]Lee, J. Lee, Luchini, K. Michael, B. Norris, C. and Soloway, E. (2004). More than just fun and games: assessing the value of educational video games in the classroom. In CHI ’04 Extended Abstracts on Human Factors in Computing Systems, ser. CHI EA ’04. pp. 1375–1378. New York, NY, USA: ACM.
[21]Li, W. Grossman, T. and Fitzmaurice, G. (2012). Gamicad: a gamified tutorial system for first time autocad users. In Proceedings of the 25th annual ACM symposium on User interface software and technology, ser. UIST ’12. New York, NY, USA. pp. 103–112. ACM.
[22]Mcclean, P., Saini-eidukat , B., Schwert, D. Slator, B. and White, A. (2001) Virtual worlds in large enrollment science classes significantly improve authentic learning”. In Proceedings of the 12th International Conference on College Teaching and Learning, pp. 111–118. Center for the Advancement of Teaching and Learning.
[23]Moreno, J. (2012). Digital competition game to improve programming skills. In Educational Technology & Society, vol. 15, no. 3, pp. 288–297. International Forum of Educational Technology and Society.
[24]Natvig, L., Line, S. and Djupdal, A. (2004). Age of computers; an innovative combination of history and computer game elements for teaching computer fundamentals. In proceedings of the 34th Annual Frontiers in Education conference, ser. FIE 2004, vol. 3, 2004, pp. S2F – 1–6. IEEE.
[25]Reeves, B. and Read, J. (2009). Total Engagement: How Games and Virtual Worlds Are Changing the Way People Work and Businesses Compete. Harvard Business Press.
[26]Rigby, S. and Ryan, R. (2011). Glued to games: How video games draw us in and hold us spellbound. Praeger.
[27]Sheldon, L. (2011). The Multiplayer Classroom: Designing Coursework as a Game. Course Technology PTR.
[28]Shneiderman, B. (2004). Designing for fun: how can we design user interfaces to be more fun? In Interactions, vol. 11, no. 5, pp. 48–50, 2004. ACM.
[29]Siemens, G. and Baker, R. (2012). Learning Analytics and Educational Data Mining: Towards Communication and Collaboration. In Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, p. 252, 254. Association for Computing Machinery, New York, NY, USA.
[30]Squire, K. D. (2003). Video games in education. In International Journal of Intelligent Games & Simulation, vol. 2, no. 1, pp. 49–62, DBLP.
[31]Squire, K., Barnett, M. Grant, J. M. and Higginbotham, T. (2004). Electromagnetism supercharged!: learning physics with digital simulation games. In Proceedings of the 6th international conference on Learning sciences, ser. ICLS ’04, pp. 513–520. International Society of the Learning Sciences.
[32]Thompson, C. (2011). “How khan academy is changing the rules of education,” Wired Magazine, pp. 1–5. Condé Nast Publications.
[33]Watkins, R. (2014). Developing e-learning activities. In Distance Learning Journal, vol. 11, no. 4, pp. 62-64. Distance Learning Association.
[34]Werbach, K. and Hunter, D. (2012) For the Win: How Game Thinking Can Revolutionize Your Business. Wharton Digital Press.
[35]Zichermann, G. and Linder, J. (2010). Game-based marketing: inspire customer loyalty through rewards, challenges, and contests. Wiley.
Using digital storytelling in an e-learning environment: A theoretical overview
Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;
Accepted: Feb. 25, 2020.
Published: Jul. 30, 2020.
Authors
Joana Carvalho, Assistant Professor at ISTEC-Porto
Media
To cite this article
Joana Carvalho, Using digital storytelling in an e-learning environment: A theoretical overview
DOI: 10.31112/kriativ-tech-2020-06-33
Abstract
Digital Storytelling has become a powerful instructional tool for both students and teachers, especially in an e-learning environment. This article presents an overview of Digital Storytelling - the combination of narrative with digital media – and its relation to e-learning. Digital storytelling is a process that blends traditional storytelling with the technologies and media of the digital age-images, video, audio and personal narrative.
Keywords
Digital Storytelling, E-learing, Multimedia
References
[1] M. Castells, A Era da Informação: economia, sociedade e cultura. Lisbon: Fundação Calouste Gulbenkian, 2002.
[2] M. J. Gomes, “Blogs: um recurso e uma estratégia pedagógica,” in SIIE05 : actas do Simpósio Internacional de Informática Educativa, 2005, pp. 311–315.
[3] G. Siemens and S. Yurkiw, “The roles of the learner and the instructor in elearning,” in Preparing Learners for e-Learning, 2003.
[4] G. Siemens, “Connectivism: A Learning Theory for the Digital Age,” 2009.
[5] H. Sousa, “Castells, M. (2002). A Era da Informação: Economia, Sociedade e Cultura, Vol. I, A Sociedade em Rede. Lisboa: Fundação Calouste Gulbenkian. Castells, M. (2003). A Era da Informação: Economia, Sociedade e Cultura. Vol. II, O Poder da Identidade. Lisboa: Fu,” Comun. e Soc., vol. 5, p. 168, Dec. 2012, doi: 10.17231/comsoc.5(2004).1256.
[6] J. C. T. Figueiredo, “Digital storytelling no eLearning: estudo de caso da sua aplicação a um módulo no ensino superior.,” Universidade Aberta, 2014.
[7] C. H. Miller, Digital Storytelling: A Creator’s Guide to Interactive Entertainment, 3rd ed. Focal Press, 2014.
[8] B. R. Robin, “Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom,” Theory Pract., vol. 47, no. 3, pp. 220–228, Jul. 2008, doi: 10.1080/00405840802153916.
[9] H. McLellan, “Digital storytelling in higher education,” J. Comput. High. Educ., vol. 19, no. 1, pp. 65–79, 2007, doi: 10.1007/BF03033420.
[10] B. Robin, “The educational uses of digital storytelling,” Proc. Soc. Inf. Technol. Teach. Educ. Int. Conf. 2006, Jan. 2011.
[11] M. E. B. Almeida and J. A. Valente, “Narrativas digitais e o estudo de contextos de aprendizagem,” Rev. Educ. à Distância, vol. 1, no. 1, 2014.
[12] B. Robin and S. Mcneil, “What Educators Should Know about Teaching Digital Storytelling,” Digit. Educ. Rev., vol. 22, Dec. 2012.
[13] N. Smeda, E. Dakich, and N. Sharda, “The effectiveness of digital storytelling in the classrooms: a comprehensive study,” Smart Learn. Environ., vol. 1, no. 1, p. 6, 2014, doi: 10.1186/s40561-014-0006-3.
[14] N. Di Blas, F. Garzotto, P. Paolini, and A. Sabiescu, “Digital Storytelling as a Whole-Class Learning Activity: Lessons from a Three-Years Project BT - Interactive Storytelling,” 2009, pp. 14–25.
[15] B. Robin, Handbook of research on teaching literacy through the communicative and visual arts, vol. Vol. 2. 2008.
[1] M. Castells, A Era da Informação: economia, sociedade e cultura. Lisbon: Fundação Calouste Gulbenkian, 2002.
[2] M. J. Gomes, “Blogs: um recurso e uma estratégia pedagógica,” in SIIE05 : actas do Simpósio Internacional de Informática Educativa, 2005, pp. 311–315.
[3] G. Siemens and S. Yurkiw, “The roles of the learner and the instructor in elearning,” in Preparing Learners for e-Learning, 2003.
[4] G. Siemens, “Connectivism: A Learning Theory for the Digital Age,” 2009.
[5] H. Sousa, “Castells, M. (2002). A Era da Informação: Economia, Sociedade e Cultura, Vol. I, A Sociedade em Rede. Lisboa: Fundação Calouste Gulbenkian. Castells, M. (2003). A Era da Informação: Economia, Sociedade e Cultura. Vol. II, O Poder da Identidade. Lisboa: Fu,” Comun. e Soc., vol. 5, p. 168, Dec. 2012, doi: 10.17231/comsoc.5(2004).1256.
[6] J. C. T. Figueiredo, “Digital storytelling no eLearning: estudo de caso da sua aplicação a um módulo no ensino superior.,” Universidade Aberta, 2014.
[7] C. H. Miller, Digital Storytelling: A Creator’s Guide to Interactive Entertainment, 3rd ed. Focal Press, 2014.
[8] B. R. Robin, “Digital Storytelling: A Powerful Technology Tool for the 21st Century Classroom,” Theory Pract., vol. 47, no. 3, pp. 220–228, Jul. 2008, doi: 10.1080/00405840802153916.
[9] H. McLellan, “Digital storytelling in higher education,” J. Comput. High. Educ., vol. 19, no. 1, pp. 65–79, 2007, doi: 10.1007/BF03033420.
[10] B. Robin, “The educational uses of digital storytelling,” Proc. Soc. Inf. Technol. Teach. Educ. Int. Conf. 2006, Jan. 2011.
[11] M. E. B. Almeida and J. A. Valente, “Narrativas digitais e o estudo de contextos de aprendizagem,” Rev. Educ. à Distância, vol. 1, no. 1, 2014.
[12] B. Robin and S. Mcneil, “What Educators Should Know about Teaching Digital Storytelling,” Digit. Educ. Rev., vol. 22, Dec. 2012.
[13] N. Smeda, E. Dakich, and N. Sharda, “The effectiveness of digital storytelling in the classrooms: a comprehensive study,” Smart Learn. Environ., vol. 1, no. 1, p. 6, 2014, doi: 10.1186/s40561-014-0006-3.
[14] N. Di Blas, F. Garzotto, P. Paolini, and A. Sabiescu, “Digital Storytelling as a Whole-Class Learning Activity: Lessons from a Three-Years Project BT - Interactive Storytelling,” 2009, pp. 14–25.
[15] B. Robin, Handbook of research on teaching literacy through the communicative and visual arts, vol. Vol. 2. 2008.
Distance learning in the pursuit of public policies of economic interest and valorization of knowledge
Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;
Accepted: Feb. 25, 2020.
Published: Jul. 30, 2020.
Authors
João Gonçalves, Assistant Professor at ISTEC-Lisboa
Media
To cite this article
João Gonçalves, Distance learning in the pursuit of public policies of economic interest and valorization of knowledge
DOI: 10.31112/kriativ-tech-2020-06-34
Abstract
This article is based on research whose objective was to analyze the impact of technological development and distance learning in the pursuit of public policies of economic interest and valorization of knowledge in force in Portugal.
The research showed that technological progress and development and distance learning had been the essential elements for the achievement of the objectives of public policies that have been defined in Portugal in the particular field of qualification of workers and the valorization of knowledge, modernization of companies and the economy.
Keywords
Distance learning, public policies, appreciation of knowledge
References
Siemens, George (2004). Conectivismo: Uma teoria de Aprendizagem para a idade digital.
[2]Edools, em https://www.edools.com/faq/o-que-e- ensino-a-distancia/, acedido em 05-07-2020
[3]Filatro, Andrea (2009). As teorias pedagógicas fundamentais em AED, in Educação à distância – o estado da arte. Pearson Education
[4]Stephen Downes (2001). A critique of Stephen Downes' article: ``Learning Objects'' – A Chinese Perspective, http://www.irrodl.org/index.php/irrodl/article/view/34/77.
[5]Teles, Lucio (2009). A aprendizagem por e-learning, in Educação à distância – o estado da arte. Pearson Education
[6]Moran, José (2003). Contribuições para uma pedagogia da educação online, in Educação online: teorias, práticas, legislação e formação corporativa. S. Paulo: Loyola
[7]Decreto-Lei n.º 133/2019, de 3 de setembro
[8]DYE, Thomas (1975). Understanding Public Policy. Englewood Cliffs, NJ: Prentice-Hall
[9]Meny, Ives; Thoenig, Jean-Claude (1992). Las Políticas Públicas. Editorial Ariel, S.A. Barcelona
[10]Resolução do Conselho de Ministros n.º 25/2018
[11]Resolução do Conselho de Ministros n.º 26/2018
[12]Decreto-Lei n.º 88/2006, de 23 de maio
[13]Decreto-Lei n.º 396/2007, de 31 de dezembro, alterado pelo Decreto-Lei n.º 14/2017, de 26 de janeiro
[14]Portaria n.º 232/2016, de 29 de agosto
[15]Programa Qualifica em https://www.qualifica.gov.pt/#/programaQualifica, acedido em 07- 07-2020
[16]Resolução do Conselho de Ministros n.º 32/2019
[17]Resolução do Conselho de Ministros n.º 41/2020
Using a CMS: A critical analysis from a professional point of view
Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;
Accepted: Feb. 25, 2020.
Published: Jul. 30, 2020.
Authors
Joana Carvalho, Assistant Professor at ISTEC-Porto
Sérgio Nogueira, Teaching Assistant at ISTEC-Porto
Media
To cite this article
Sérgio Nogueira, Joana Carvalho, Using a CMS: A critical analysis from a professional point of view
DOI: 10.31112/kriativ-tech-2020-06-31
Abstract
In this article we will present some very important points when choosing to use a CMS to develop a digital product. The idea of this study is not to convince never to use a CMS, but to show some important points that can change the opinion of those who want to use such a tool in the digital world. We will address some positives and negatives points and then look closer from a professional perspective.
Keywords
CMS; Develop, Digital; Product; Wordpress
References
[1] B. Kelly, “Time to stop doing and start thinking: a framework for exploiting Web 2.0 services,” 2009, [Online]. Available: http://opus.bath.ac.uk/19499/1/print-it.html.
[2] A. Mirdha, A. Jain, and K. Shah, “Comparative analysis of open source content management systems,” in 2014 IEEE International Conference on Computational Intelligence and Computing Research, 2014, pp. 1–4, doi: 10.1109/ICCIC.2014.7238337.
[3] B. Boyco, Content Management Bible. Wiley, 2004.
[4] B. Williams, D. Damstra, and H. Stern, Professional WordPress: Design and Development. Wrox, 2015.
[5] T. Koskinen, P. Ihantola, and V. Karavirta, “Quality of WordPress Plug-Ins: An Overview of Security and User Ratings,” in 2012 International Conference on Privacy, Security, Risk and Trust and 2012 International Confernece on Social Computing, 2012, pp. 834–837, doi: 10.1109/SocialCom-PASSAT.2012.31.
[6] S. K. Patel, V. R. Rathod, and S. Parikh, “Joomla, Drupal and WordPress - a statistical comparison of open source CMS,” in 3rd International Conference on Trendz in Information Sciences Computing (TISC2011), 2011, pp. 182–187, doi: 10.1109/TISC.2011.6169111.
[7] S. Burge and M. A. Hill, WordPress Explained: Your Step-by-Step Guide to WordPress. Independently published, 2017.
[8] P. Thomas and A. Mauthe, Professional Content Management Systems: Handling Digital Media Assets. Wiley, 2005.
Sustainable and Intelligent Mobility
Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;
Accepted: Feb. 25, 2020.
Published: Jun. 25, 2020.
Authors
Luísa Orvalho, Coordinating Professor – ISTEC
Ricardo Teixeira, Student – ISTEC
Ricardo Filipe, Student - ISTEC
Media
To cite this article
Luísa Orvalho, Ricardo Teixeira e Ricardo Filipe, Sustainable and Intelligent Mobility
DOI 10.31112/kriativ-tech-2020-06-30
Abstract
Sustainable mobility and smart mobility are undoubtedly interconnected. With the increase in the population in urban centers, new solutions can be improved. This article explores the current mobility environment and the most relevant solutions being developed.
Keywords
Electric Vehicles, Autonomous Vehicles, Intelligent Mobility, Shared Mobility, Micromobility.
References
[1] Alam, M., Ferreira, J., & Fonseca, J. (2016). Intelligent Transportation Systems. Springer. ISBN: 978-3-319-28181-0
[2] Borroni-Bird, C. E., Burns, L. D., & Mitchell, W. J. (2010). Reinventing the Automobile: Personal urban mobility for the 21st century. US: MIT Press.
[3]Burns, L. D., Jordan, C. W., & Scarborough, B. A. (2013). Transforming personal mobility. New York: The Earth Institute, Columbia University.
[4] Docherty, I., Marsden, G., & Anable, J.
(2018). The governance of smart mobility. Transportation Research Part A: Policy and Practice, 115, 114-125.
[5]Forum, I. T. (2014). Long-run Trends in
Car Use. Paris: OECD Publishing.
[6]Jeekel, H. (2017). Social sustainability
and smart mobility: Exploring the relationship. Transportation Research Procedia, 25, 4296-4310.
[7]Kamargianni, M., Li, W., Matyas, M., & Schäfer, A. (2016). A critical review of new mobility services for urban transport. Transportation Research Procedia, 14, 3294-3303.
[8]Machado, C., de Salles Hue, N., Berssaneti, F., & Quintanilha, J. (2018). An Overview of Shared Mobility. Sustainability, 10(12), 4342.
[9]Midgley, P. (2011). Bicycle-sharing schemes: enhancing sustainable mobility in urban areas. United Nations, Department of Economic and Social Affairs, 8, 1-12.
Sacks, D. (2015, September 15). The Sharing Economy. Disponível em: https://www.fastcompany.com/1747551/sharing-economy
[10] Peden, Margie et al. (2004). World report on road traffic injury prevention. Geneva: World Health Organization.ISBN 92 4 156260 9
Connectivism, Information Technologies and Distance Learning
Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;
Accepted: Feb. 25, 2020.
Published: Jun. 25, 2020.
Authors
Pedro Ramos Brandão, Coordinating Professor – ISTEC
Diogo Pinheiro Algarvio, Assistant Professor – ISTEC
Media
To cite this article
Pedro Ramos Brandao, Diogo Pinheiro Algarvio, Connectivism, Information Technologies and Distance Learning
DOI: 10.31112/kriativ-tech-2020-06-29
Abstract
The theory of connectivism and its relationship with E-learning and distance learning. The characteristics of the new teaching paradigms based on students and distributed knowledge, as well as the technologies that support these paradigms. The evolution of concepts within E-Learning teaching.
Keywords
George Siemens, connectivism, elearning, distance learning
References
1 – George Siemens (2006) , EA, A Creative Commons licensed version is available online at www.knowingknowledge.com /
2 - Stephen Downes (2001), A critique of Stephen Downes' article: ``Learning Objects'' – A Chinese Perspective, http://www.irrodl.org/index.php/irrodl/article/view/34/77
3 – ASTD, https://www.td.org/
4 - Gonzalez, C., (2004). The Role of Blended Learning in the World of Technology. de http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm.
5 - Stephenson, K., (2004), (Comunicación interna, no. 36) What Knowledge Tears Apart, Networks Make Whole. http://www.netform.com/html/icf.pdf.
6 - ScienceWeek (2004), Mathematics: Catastrophe Theory, Strange Attractors, Chaos. http://scienceweek.com/2003/sc031226-2.htm.
7 - Driscoll, M. (2000). Psychology of Learning for Instruction. Needham Heights, MA, Allyn & Bacon.
8 – ELGG. https://elgg.org/
General Perspective of Network Functions Virtualization
Kriativ-tech
Volume 1, Issue 7, April 2018, Pages: xxx
Received: Dec. 28, 2019;
Accepted: Feb. 25, 2020.
Published: Feb. 28, 2020.
Authors
Sérgio Pinto, Specialist Professor – ISTEC
Media
To cite this article
Sérgio Pinto, General Perspective of Network Functions Virtualization
DOI: 10.31112/kriativ-tech-2018-01-28
Abstract
The Network Functions Virtualization (NFV) enables the emulation of Virtual Network Functions (VNFs) through SW configured over physical and sharable resources of generic HW, referred as COTS (Commercial off-the-shelf). Therefore, NFV replaces the traditional concept of network services implemented on dedicated HW and came to allow not only significant reductions in equipments acquisition (CAPEX) and operational costs (OPEX), but also to enable a bigger agility and speed in the development and management of network services composed by VNFs.
Keywords
Network Functions Virtualization (NFV), Virtual Network Functions (VNF), Network Functions Virtualization Infrastructure (NFVI), Virtual Machine (VM), virtualization.
References
Heming Wen, Prabhat Kumar, Tho Le-Ngoc, “Network Virtualization: Overview”, Springer, 2013
U C Meena, R. Saji Kumar, Chandra Shekhar, “Study Paper on Network Function Virtualisation: Architecture and core network applications”, IT Division, Telecom Engineering Center, Department of Telecommunications, New Delhi
ETSI, “Network Function Virtualisation; use cases by ETSI”; ETSI GS NFV 001 v.1.1.1 (2013-10)
ETSI, “Network Function Virtualisation; Architectural framework by ETSI”; ETSI GS NFV 002 v.1.1.1 (2013-10)
ETSI, “Network Functions Virtualisation (NFV); Terminology for Main Concepts in NFV”; GS NFV 003 V1.4.1 (2018-08)
IEEE, R. Mijumbi, J. Serrat, JL Gorricho, N. Bouten, F. De Turck, R. Boutaba “Network Function Virtualization: State-of-the-art and Research Challenges”, 2015
IEEE, B. Han, V. Gopalakrishnan, L. Ji, and S. Lee “Network Function Virtualization: Challenges and Opportunities for Innovations”, 2015
IEEE, YONG LI1, MIN CHEN “Software-Defined Network Function Virtualization: A Survey”
FCA, A. Ferreira, “Introdução ao Cloud Computing”, 2015
4G America, “Bringing Network Function Virtualization to LTE”