http://hdl.handle.net/1820/1236 2013-05-18T03:29:33Z http://hdl.handle.net/1820/4951 Title: Design of a game-based pre-hospital resuscitation training for first responders Authors: Kalz, Marco; Schmitz, Birgit; Biermann, Henning; Klemke, Roland; Ternier, Stefaan; Specht, Marcus Abstract: This paper reports about the design of a game-based training intervention for pre-hospital resuscitation training. Our underlying assumption is, that survival chances in cardiac arrest situations could be significantly improved, if bystanders would be better educated and prepared to help. Based on a discussion of problems of current training concepts and related educational the-ories a game-based learning intervention is proposed. The focus of the interven-tion is the improvement of procedural knowledge and self-efficacy of partici-pants. The game is designed on the basis of the ARLearn platform. The game context and game-design is discussed. Last but not least we discuss short-term and long-term evaluation scenarios. Description: Kalz, M., Schmitz, B., Biermann, H., Klemke, R., Ternier, S., & Specht, M. (2013). Design of a game-based pre-hospital resuscitation training for first responders. In A. Holzinger, M. Ziefle, & V. Glavinić (Eds.), SouthCHI 2013, LNCS 7946 (pp. 363-372). Germany: Springer, Heidelberg. 2013-05-16T00:00:00Z http://hdl.handle.net/1820/4941 Title: Games For and By Teachers and Learners Authors: Van Rosmalen, Peter; Wilson, Amanda; Hummel, Hans Abstract: With the advent of social media it is widely accepted that teachers and learners are not only consumers but also may have an active role in contributing and co-creating lesson materials and content. Paradoxically one strand of technology enhanced learning, i.e. game-based learning, aligns only slightly to this development. Games while there to experience, explore and collaborate are almost exclusively designed by professionals. Despite, or maybe because, games are the exclusive domain of professional developers, the general impression is that games require complex technologies and that games are difficult to organise and to embed in a curriculum. This chapter will make a case that games are not necessarily the exclusive domain of game professionals. Rather than enforcing teachers to get acquainted with and use complex, technically demanding games, we will discuss approaches that teachers themselves can use to build games, make use of existing games and even one step beyond use tools or games that can be used by learners to create their own designs, e.g. games or virtual worlds. Description: Van Rosmalen, P., Wilson, A., & Hummel, H. G. K. (accepted). Games For and By Teachers and Learners. In T. M. Connolly, E. Boyle, T. Hainey, G. Baxter, & P. Moreno-Ger (Eds.), Psychology, Pedagogy and Assessment in Serious Games. 2013-05-03T00:00:00Z http://hdl.handle.net/1820/4853 Title: The Digital Turn. How the Internet Transforms Our Existence Authors: Westera, Wim Abstract: The Digital Turn provides a helicopter view of digital media and their impact on our lives. It explains how the ever-growing flood of digital media affects our understanding of the world. The book analyses the world of Twitter, Apple, Facebook and Google and describes how our digitally-enhanced biotope alters our behaviours, social interactions, the economy, and culture as a whole. It explains the mechanisms and consequences of engaging in online spaces and investigates how we can avoid losing grip of our identity, friendship, social engagement, and eventually life at large. The book offers an accessible means for attaining a better understanding of the ways digital media influence our existence. It is a compact guide to becoming media literate and to preparing us for the advanced digital services that are yet to come. This makes the book an indispensable aid for every twenty-first century citizen. Description: Westera, W. (2013). The Digital Turn. How the Internet Transforms Our Existence. Bloomington, IN: Authorhouse. 2013-04-04T00:00:00Z http://hdl.handle.net/1820/4798 Title: ARLearn: Learning activities and interaction in augmented reality Authors: Ternier, Stefaan; Tabuenca, Bernardo; Specht, Marcus Abstract: ARLearn is a tool suite for educators and learners supporting different phases and activities during a field trip. Learners can use the ARLearn app to explore and annotate the real world, while teacher can monitor their progress in real time. Description: Ternier, S., Tabuenca, B., & Specht, M. (2012). ARLearn: Learning activities and interaction in augmented reality. In M. Specht, J. Multisilta, & M. Sharples (Eds.), Proceedings of the Mobile Augmented Reality for Education Workshop (pp. 10-13). October, 16-17, 2012, Helsinki, Finland. 2013-01-31T00:00:00Z http://hdl.handle.net/1820/4797 Title: Supporting Collaborative Learning in the Architectural Domain Authors: Wolpers, Martin; Memmel, Martin; Giretti, Alberto; Casals, Miquel; Niemann, Katja; Specht, Marcus Abstract: This chapter discusses the use of technology in supporting the study of architecture and design in Higher Education. Digital (often open) educational architecture resources are widely spread throughout a number of repositories that do not interoperate with each other. This means that no single point of access or support for potential collaborative learning exists. The potential impact of these barriers on education in architecture, in terms of its availability as a series of digital objects through the Web, is strongly limited. The authors introduce Metadata for Architecture in Europe (MACE), a Web based support system for architecture education that has been designed as a means of creating a collective external memory of architecture content that reduces those barriers to knowledge-sharing in architecture. After introducing MACE, the chapter presents the results of an evaluation of the MACE system that was carried out in architectural design courses in four European universities by a total of around 200 students. Much of the analysis focuses on the collaborative learning aspects of the architectural design courses. Description: Wolpers, M., Memmel, M., Giretti, A., Casals, M., Niemann, K., & Specht, M. (2012). Supporting Collaborative Learning in the Architectural Domain. In A. Okada, T. Connolly, & P. Scott (Eds.), Collaborative Learning 2.0: Open Educational Resources (pp. 328-356). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-0300-4.ch018 2013-01-31T00:00:00Z http://hdl.handle.net/1820/4796 Title: Adaptive learning environment Authors: Specht, Marcus Abstract: Adaptive Learning Environments are environments personalizing the instructional process on different instructional parameters as: sequence of tasks and task difficulty, time and type of feedback, pace of learning speed, reinforcement plan and others. Description: Specht, M. (2012). Adaptive Learning Environment. Entry in TEL Thesaurus retrieved from http://www.tel-thesaurus.net/wiki/index.php/Adaptive_learning_environment 2013-01-31T00:00:00Z http://hdl.handle.net/1820/4795 Title: Advances in Web-Based Learning ICWL 2012 Authors: Popescu, Elvira; Li, Qing; Klamma, Ralf; Leung, Howard; Specht, Marcus Abstract: The proceedings of the 11th conference on web-Based Learning. Description: Popescu, E., Li, Q., Klamma, R., Leung, H., & Specht, M. (Eds.) (2012). Advances in Web-Based Learning ICWL 2012. Proceedings of the 11th International Conference. September, 2-4, 2012, Sinaia, Romania. Lecture Notes in Computer Science Volume 7558 2012. Springer, Berlin. 2013-01-31T00:00:00Z http://hdl.handle.net/1820/4793 Title: Mobilität, Adaptivität und Kontextbewusstsein im E-Learning Authors: Lucke, Ulrike; Specht, Marcus Abstract: Wireless networks and mobile devices are widely available. This allows not only for education independent from time and place. Also, adaption to individuals, places, and situations may be realized, and different scenarios are seamlessly converging. Description: Lucke, U., & Specht, M. (2012). Mobilität, Adaptivität und Kontextbewusstsein im E-Learning. Zeitschrift für interaktive und kooperative Medien, i-com, 01/2012. 2013-01-30T00:00:00Z http://hdl.handle.net/1820/4790 Title: An Analysis of the Educational Potential of Augmented Reality Games for Learning Authors: Schmitz, Birgit; Specht, Marcus; Klemke, Roland Abstract: This paper presents a review of practical research papers on augmented reality games for learning. The study evaluates how these games may impact motivation (affective learning outcomes) and knowledge gain (cognitive learning outcomes). For the analysis, we use game design patterns for mobile games and Bloom’s taxonomy of educational objectives. Our study results substantiate the generally assumed motivational potential of augmented reality games. Also, they indicate that augmented reality games may have the potential to bring about cognitive learning outcomes. Description: Schmitz, B., Specht, M., & Klemke, R. (2012). An Analysis of the Educational Potential of Augmented Reality Games for Learning. In M. Specht, J. Multisilta, & M. Sharples (Eds.), Proceedings of the 11th World Conference on Mobile and Contextual Learning 2012 (pp. 140-147). October, 16-18, 2012, Helsinki, Finland. 2012-10-17T00:00:00Z http://hdl.handle.net/1820/4788 Title: weSPOT: A cloud-based approach for personal and social inquiry Authors: Mikroyannidis, Alexander; Okada, Alexandra; Scott, Peter; Rusman, Ellen; Specht, Marcus; Krassen, Stefanov; Protopsaltis, Aristos; Held, Paul; Hetzner, Sonia Abstract: Scientific inquiry is at the core of the curricula of schools and universities across Europe. weSPOT is a new European initiative proposing a cloud-based approach for personal and social inquiry. weSPOT aims at enabling students to create their mashups out of cloud-based tools in order to perform scientific investigations. Students will also be able to share their inquiry accomplishments in social networks and receive feedback from the learning environment and their peers. Description: Mikroyannidis, A., Okada, A., Scott, P., Rusman, E., Specht, M., Stefanov, K., Protopsaltis, A., Held, P., & Hetzner, S. (2012). weSPOT: a cloud-based approach for personal and social inquiry. In A. Mikroyannidis, R. Hernández Rizzardini, H.-Chr. Schmitz (Eds.), Proceedings of the 1st International Workshop on Cloud Education Environments (WCLOUD 2012) (pp. 7-11). November, 15-16, 2012, Antigua, Guatemala. Published by CEUR Workshop Proceedings, 2012, Vol. 945. 2013-01-29T00:00:00Z