8. E-Learning Technology Location Based Application - http://www.youtube.com/watch?v=U2uH-jrsSxs Location Less Application – http://www.youtube.com/watch?v=0UODkvUTnAU&feature=related
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10. References Jorge Martın-Gutierrez, Jose Luıs Saorın, Manuel Contero, Mariano Alcaniz , David C.Perez-Lopez, Mario Ortega. (2009) Design and validation of an augmented book for spatial abilities development in engineering students. Computers & Graphics , Volume 34, Issue 1 , February 2010 , Pages 77-91 Available at: http://www.sciencedirect.com/ [Accessed 3 rd October 2011] Liarokapis, F., Petridis, P., Lister, P. F., White, M., (2002) ‘Multimedia Augmented Reality Interface for E-learning (MARIE)’. World Transactions on Engineering and Technology Education,Vol.1, No.2, University of Sussex, Brighton, England, UK. Matt Crosslin, (2011). ‘Another New Blackboard Competitor Arrives: Coursekit’. Available at: http://www.edugeekjournal.com/2011/03/17/another-new-blackboard-competitor-arrives-coursekit/ [Accessed 5 th October 2011] NCSA, (2008), ‘Augmented Reality: Enhancing Learning and Teaching with Inexpensive 3D Imagery’. Available at: https://netfiles.uiuc.edu/a-craig/www/AR/ [Accessed 1 st October 2011]
11. References Sang Hwa Lee, Junyeong Choi, and Jong-Il Park. (2009) Interactive E-Learning System Using Pattern Recognition and Augmented Reality. Available at: http://ieeexplore.ieee.org/stamp/stamp.jsp?arnumber=05174470 [Accessed 29 th September 2011] Salmon Gilly, (2000). ‘E-moderating: The Key to Teaching and Learning Online’. Kogan Page Ltd., ISBN: 0-7494-4085-6 . S. C-Y. Lu, M. Shpitalni, Rajit Gadh, (1999) Virtual and Augmented Reality Technologies for Product Realization. Volume 48, Issue 2 , Pages 471-495. Available at: http://www.sciencedirect.com/ [Accessed 1 st October 2011] Salmon Gilly, (2002). ‘E-tivities: The key to active online learning’. Kogan Page Ltd. ISBN: 0-7494-3686-7. Rosenberg J. Marc, (2006). ‘Beyond e-Learning: Approches and Technologies to Enhance Organisational Knowledge, Learning and Performance’. Pfeiffer, ISBN: 13-978-0-7879-7757-3. www.cs.unc.edu/Research/us , ‘Augmented-Reality Medical Visualization Research’, Department of Computer Science, University of North Carolina at Chapel Hill, 2002. Available at: http://www.cs.unc.edu/Research/ProjectSummaries/ultrasou.pdf [Accessed 2 st October 2011]
Notes de l'éditeur
Learn – four modules; web-based course delivery and management; a portal for online communities; a CMS for the management of course content; and as a tool for the recording and analysing of student exam results. Transact – (much like our own version of the WIT card system), to allow for the purchasing of products/ services within the institution. Connect – may be used for the purpose of sending out large scale batches of either phone, text or email notifications. Used to inform students of meetings or in the event of emergencies. Mobile – Same features as the online version of its products. Access to timetables, course material and exam results from the comfort of their mobile devices. Collaborative – Collaborate on topics through a video and audio conferencing mechanism. Analytics – is used as a means to store data and for analytics purposes.
Moodle hold market share because it is Open Source!
Access & Motivation – Ensure that the learner has access to the right learning material. It also involves a level of motivation on the part of the teacher in relation to the learner. (2) Socialisation – Learner is introduced to online micro-communities in which to learn and share concepts. Opportunity for participants to share their ideas with like-minded individuals. (3) Information Exchange – Learner begins to exchange ideas with others at their own pace and/ or level of understanding. This is where the real learning may evolve, Ideal for long term retention of the content. (4) Knowledge Construction – Learner now begins constructing the knowledge in new ways that far exceed that of traditional forms of learning. The moderator is required to build and sustain the exchange of information between participants. (5) Development – This stage helps them to critique their own work and become self-reflective aiding further in the learning process.
Extroversion – Tends to enjoy. working in association with others. Displays a willingness to lead, participate and offer own opinions. Has the ability to work without guidance. Introversion – Work alone. Prefer to watch, listen and reflect on a learning topic. Likes to observe firstly before attempting to engage with a new skill. (2) Sensing – They are practical and reasonable. Utilizes their experience in order to solve problems. Observe their surroundings. Intuitive – Enjoys new challenges and situations. Needs to see the big picture, rather than the finer details. Prefers theory and new concepts. (3) Thinking – Displays interest in logical learning patterns. Prefer to base decisions on logic rather than emotions. Likes to reason with problems using logic. Feeling – Displays an interest in people and their feelings. Can create excitement and enthusiasm in group settings. (4) Judging – Firm in the decision making process. Very well organised in their lives. Display strong opinions. Perceiving – Has a tendency to make impulsive decisions. Dislike any type of structure or organisation. Has trouble making decisions.
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