2024-03-28T15:16:55Zhttps://research-repository.st-andrews.ac.uk/oai/requestoai:research-repository.st-andrews.ac.uk:10023/41922024-02-25T00:38:06Zcom_10023_1829com_10023_39com_10023_58com_10023_19com_10023_25com_10023_792com_10023_879com_10023_878col_10023_1830col_10023_59col_10023_858col_10023_795col_10023_880
St Andrews Research Repository
author
McCaffery, John Philip
author
Miller, Alan Henry David
author
Kennedy, Sarah Elizabeth
author
Dawson, Tom
author
Vermehren, Anna
author
Lefley, C
author
Strickland, K
institution
University of St Andrews. School of Computer Science
institution
University of St Andrews. Centre for Ancient Environmental Studies
institution
University of St Andrews. School of History
institution
University of St Andrews. Scottish Oceans Institute
2013-11-13T10:01:06Z
2013-11-13T10:01:06Z
2013-10
McCaffery , J P , Miller , A H D , Kennedy , S E , Dawson , T , Vermehren , A , Lefley , C & Strickland , K 2013 , Exploring heritage through time and space : Supporting community reflection on the highland clearances . in Digital Heritage International Congress (DigitalHeritage), 2013 . vol. 1 , IEEE , pp. 371-378 , Digital Heritage International Congress 2013 , Marseille , France , 28/10/13 . https://doi.org/10.1109/DigitalHeritage.2013.6743762
978-1-4799-3168-2
ORCID: /0000-0002-9229-7942/work/66591788
https://hdl.handle.net/10023/4192
10.1109/DigitalHeritage.2013.6743762
http://www.digitalheritage2013.org/
On the two hundredth anniversary of the Kildonan clearances, when people were forcibly removed from their homes, the Timespan Heritage centre has created a program of community centred work aimed at challenging pre conceptions and encouraging reflection on this important historical process. This paper explores the innovative ways in which virtual world technology has facilitated community engagement, enhanced visualisation and encouraged reflection as part of this program. An installation where users navigate through a reconstruction of pre clearance Caen township is controlled through natural gestures and presented on a 300 inch six megapixel screen. This environment allows users to experience the past in new ways. The platform has value as an effective way for an educator, artist or hobbyist to create large scale virtual environments using off the shelf hardware and open source software. The result is an exhibit that also serves as a platform for experimentation into innovative ways of community co-creation and co-curation.
eng
QA75 Electronic computers. Computer science
CC Archaeology
Exploring heritage through time and space : Supporting community reflection on the highland clearances
Conference item
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URL
https://research-repository.st-andrews.ac.uk/bitstream/10023/4192/1/digitalheritage2013_submission_531_6_.pdf
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digitalheritage2013_submission_531_6_.pdf
URL
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File
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digitalheritage2013_submission_531_6_.pdf.txt
oai:research-repository.st-andrews.ac.uk:10023/41822023-01-22T12:30:21Zcom_10023_1829com_10023_39com_10023_58com_10023_19com_10023_879com_10023_878col_10023_1830col_10023_59col_10023_880
St Andrews Research Repository
author
Miller, Alan Henry David
author
Allison, Colin
author
Getchell, Kristoffer Marc
institution
University of St Andrews. School of Computer Science
institution
University of St Andrews. Centre for Higher Education Research
2013-11-11T14:01:01Z
2013-11-11T14:01:01Z
2012
Miller , A H D , Allison , C & Getchell , K M 2012 , Open Virtual Worlds : A serious platform for experiential and game based learning . in Proceedings of MCIS 2012 . Association for Information Systems , 7th Mediterranean Conference on Information Systems (MCIS 2012) , Guimaraes , Portugal , 8/09/12 .
PURE: 78794285
http://hdl.handle.net/10023/4182
http://aisel.aisnet.org/mcis2012/7
This paper presents our experiences of and reflections on five years work in using virtual worlds to support exploratory learning across a range of disciplines and educational contexts. Both educational and systems aspects are considered. Experiential learning enriches education by allowing exploration of a subject. However, often barriers of time, place, cost or scale make it difficult to conduct real world experiential learning. This paper presents experiences in utilizing virtual worlds to support experiential learning in the arts, humanities and sciences. The work presented here draws upon several years of experience in designing, developing and deploying Virtual World applications, which address the concrete needs of specific subject areas in a range of educational contexts. The work was motivated by the observation that 3D educational environments could leverage digital literacy developed playing console games and to provide an engaging learning experience where users navigate a virtual environment much as they would the real world. Furthermore developments in computer hardware and networking mean that 3D applications run on standard computers found in offices and educational institutions. The Initial application developed was a simulation of an archeological excavation. Prototypes were developed in a First Person Shooter game, a Virtual Reality environment and a Virtual World. We found that Virtual World technology offered users presence through the proxy of avatars and powerfull support for shaping and programming the environment. Initially a simulation of an archeological dig, a virtual teaching space for a management course, a virtual laboratory for wireless networking and a lab for exploring Human Computer Interaction were developed on a Second Life island. The experience was positive and students engaged in valuable learning activities that would not otherwise have been possible. However, we came up against constraints, that were not inherent in Virtual Worlds per se, but rather flowed from Second Life's service model. This lead us to migrate our development platform from Second Life to OpenSim. The ability for institutions to manage their own virtual world servers offers benefits in the areas of content creation, application development, cost and scalability. However in providing a virtual world service a number of challenges arise, which must be met if the potential of educational virtual worlds is to be realised. These challenges lie in the realms of application design, support for resource creation, and system support. The power of Open Virtual Worlds is illustrated here by presenting three exemplar applications developed on OpenSim. These are a virtual laboratory for experimenting with Internet routing protocols, a reconstruction of Scotland largest and most important religious building, St Andrews Cathedral and a tool for learning about intervention in humanitarian disasters. A number of subjects and educational contexts are considered: contexts include PhD and masters research projects, laboratory sessions as part of accredited degree programs, open days for aspiring entrants, an exhibition held in a science center attended by the “interested public”, parties of primary school students with their teachers as well as scouts and cubs on a days expedition. Subjects areas include, computer science, archeology, art history, history and management. Taken together this work demonstrates the power of virtual worlds as a platform for developing 3D applications that support heterogeneous exploratory learning. There are still challenges to be met for the potential to be realised but the potential is considerable.
eng
Open Source
Virtual Worlds
Exploratory Learning
QA76 Computer software
Open Virtual Worlds : A serious platform for experiential and game based learning
Book item
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URL
https://research-repository.st-andrews.ac.uk/bitstream/10023/4182/1/mcis2012_submission_76_3.pdf
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mcis2012_submission_76_3.pdf
URL
https://research-repository.st-andrews.ac.uk/bitstream/10023/4182/3/mcis2012_submission_76_3.pdf.txt
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mcis2012_submission_76_3.pdf.txt
oai:research-repository.st-andrews.ac.uk:10023/69432023-04-19T00:39:16Zcom_10023_1829com_10023_39com_10023_126com_10023_31com_10023_879com_10023_878col_10023_1830col_10023_128col_10023_880
St Andrews Research Repository
author
Mason, B
author
Dębowska, E
author
Arpornthip, T
author
Girwidz, R
author
Greczyło, T
author
Kohnle, A
author
Melder, T
author
Michelini, M
author
Santi, L
author
Silva, J
editor
Fazio, Claudio
editor
Mineo, Rosa Maria Sperandeo
institution
University of St Andrews. School of Physics and Astronomy
institution
University of St Andrews. Centre for Higher Education Research
2015-07-09T08:40:01Z
2015-07-09T08:40:01Z
2015-06-30
Mason , B , Dębowska , E , Arpornthip , T , Girwidz , R , Greczyło , T , Kohnle , A , Melder , T , Michelini , M , Santi , L & Silva , J 2015 , Report and recommendations on multimedia materials for teaching and learning quantum physics . in C Fazio & R M S Mineo (eds) , Teaching/Learning Physics: Integrating Research into Practice : Proceedings of the GIREP-MPTL 2014 International Conference held in Palermo, Italy, July 7 - 12, 2014 . Università degli Studi di Palermo , Palermo , pp. 647-656 , GIREP-MPTL 2014 International Conference , Palermo , Italy , 7/07/14 .
978-88-907460-7-9
PURE: 170125069
http://hdl.handle.net/10023/6943
http://www1.unipa.it/girep2014/item6.html
An international collaboration of physicists, affiliated with Multimedia Physics for Teaching and Learning (MPTL) and MERLOT, performed a survey and review of multimedia-based learning materials for quantum physics and quantum mechanics. The review process was based on more than a decade of experience with similar topical learning material reviews. A total of approximately 250 items were considered for review and eight were recommended by the reviewers. These are described in this report. Observations about quantum learning resources and multimedia tools are included.
eng
© Copyright Università degli Studi di Palermo. Reproduced with permission by the publisher.
Quantum Physics
Multimedia
Learning resources
QC Physics
T-DAS
Report and recommendations on multimedia materials for teaching and learning quantum physics
Conference item
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URL
https://research-repository.st-andrews.ac.uk/bitstream/10023/6943/1/MMReport_2014_Quantum.pdf
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MMReport_2014_Quantum.pdf
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MMReport_2014_Quantum.pdf.txt
oai:research-repository.st-andrews.ac.uk:10023/64942023-04-19T00:39:23Zcom_10023_1829com_10023_39com_10023_58com_10023_19com_10023_879com_10023_878col_10023_1830col_10023_59col_10023_880
St Andrews Research Repository
author
Chadaj, Monika
author
Baxter, Gordon
author
Allison, Colin
institution
University of St Andrews. School of Computer Science
institution
University of St Andrews. Centre for Higher Education Research
2015-04-16T09:31:06Z
2015-04-16T09:31:06Z
2014-10
Chadaj , M , Baxter , G & Allison , C 2014 , MOOCs with attitudes : Insights from a practitioner based investigation . in 2014 Frontiers in Education Conference (FIE) : Opening Doors to Innovation and Internationalization in Engineering Education . , 7044101 , IEEE , 2014 Frontiers in Education Conference (FIE) , Madrid , Spain , 22/10/14 . https://doi.org/10.1109/FIE.2014.7044101
9781479939213
PURE: 181307104
http://hdl.handle.net/10023/6494
https://doi.org/10.1109/FIE.2014.7044101
http://fie2014.org
In the current educational landscape of shrinking public budgets and increasing costs, MOOCs have become one of the most dominant discourses in higher education (HE). However, due to their short history, they are only just beginning to be systematically investigated. In an attempt to shed more light on the MOOC phenomenon, this study complements other approaches by eliciting institutional attitudes to MOOC provision using qualitative content analysis on responses captured in a series of semi-structured interviews with participants who hold senior positions in universities and who are involved in creating institutional policy and/or the design and delivery of MOOCs. A context for these interviews was created by looking at MOOCs from historical, pedagogical, monetary and technological perspectives. Five topics emerged that were subsequently used as common points of reference for comparisons across the interviews: motivation, monetization, pedagogy, traditional universities and public access to higher education. The analysis of attitudes to, and the importance of, these topics are summarized, and also illustrated through quotes from the participants. Interestingly, it does not appear that MOOCs are regarded by insiders as disruptive as the media presents them, but rather are seen primarily as marketing vehicles for global education brands.
eng
© 2014. IEEE. This is the accepted mansucript of a conference paper originally submitted to the 2014 Frontiers in Education Conference, Augmented learning roads for internet routing MOOCs with attitudes: Insights from a practitioner based investigation Chadaj, M., Baxter, G. & Allison, C. 2014 2014 Frontiers in Education Conference: Opening Doors to Innovation and Internationalization in Engineering Education. IEEE, p. 1-9, available from https://doi.org/10.1109/FIE.2014.7044101
Open Learning
Web-based education
MOOC
QA75 Electronic computers. Computer science
L Education
MOOCs with attitudes : Insights from a practitioner based investigation
Conference item
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URL
https://research-repository.st-andrews.ac.uk/bitstream/10023/6494/1/MOOCs_with_Attitudes.pdf
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MOOCs_with_Attitudes.pdf
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https://research-repository.st-andrews.ac.uk/bitstream/10023/6494/3/MOOCs_with_Attitudes.pdf.txt
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MOOCs_with_Attitudes.pdf.txt