Tag Archives: E-Learning

The impact of physical and virtual environments on human emotions: A pilot study in an adult and community education setting

The impact of physical and virtual environments on human emotions: A pilot study in an adult and community education setting

Jonathan Bishop and Piet Kommers

Abstract

This paper concerns an experiment that attempts to understand the impact the physical and virtual environment can have on human emotions. To do this four blended learning workshops are held covering different amounts of technology enhanced learning based on the blended learning continuum. In each workshop there are two of the same participants – one who is autistic and one who is empathic – and then other participants are introduced depending on the aesthetics of the workshop. The study finds that learners deemed ‘empathic’ require less brain processing for befriending than people deemed ‘autistic’ do and that those deemed autistic treat every environment the same way and at the same time those deemed ‘empathic’ focus more on befriending others, regardless of the environment they are in.

Citation

Jonathan Bishop (2016). The impact of physical and virtual environments on human emotions: A pilot study in an adult and community education setting. The 14th International Conference on Scientific Computing. 25-28 July 2016. Las Vegas, NV. Available online: http://resources.crocels.com/wp-content/uploads/sites/4/the-impact-of-virtual-and-physical-environments-on-human-emotion.pdf

Lessons from The Emotivate Project for Increasing Take-up of Big Society and Responsible Capitalism Initiatives

Lessons from The Emotivate Project for Increasing Take-up of Big Society and Responsible Capitalism Initiatives

Jonathan Bishop

Abstract

This chapter presents a case study of The Emotivate Project and the role it played in the didactic education of 11 school-age children from the former coalfields communities of Llantwit Fardre and Pontypridd in Wales in the United Kingdom through blended learning (bLearning) and blended twinning (bTwinning). The chapter shows how the Emotivate Projects provides evidence to show that UK Government’s Big Society policy depends, not on additional government intervention beyond finance, but partnerships on the basis of responsible capitalism and community co-operativism, involving all three market sectors – people, private and public. By using the capital and ‘payment in kind’ of responsible capitalist firms, in addition to charitable funding and government grants means partnerships across sectors can provide a significant degree of match funding for Big Society projects. The chapter recommends that the private sector get involved in increasing efficiency in Big Society run on a people sector basis, through taking advantage of outsourcing. This enabled them to fulfil their social or moral causes through didactic activism with better value for money due to efficiency savings in overhead costs.

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References

Jonathan Bishop (2012). Lessons from The Emotivate Project for Increasing Take-up of Big Society and Responsible Capitalism Initiatives. In: P.M. Pumilia-Gnarini, E, Favaron, E. Pacetti, J. Bishop, L, Guerra (Eds.) Didactic Strategies and Technologies for Education Incorporating Advancements. IGI Global: Hershey, PA. Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/lessons-from-the-emotivate-project-for-increasing-take-up-of-big-society-and-responsible-capitalism-initiatives.pdf

The Persuasive and Assistive Interaction Extension (PAIX): A position paper on using gamified behavior management systems for reducing flame trolling in schools based on Classroom 2.0

The Persuasive and Assistive Interaction Extension (PAIX): A position paper on using gamified behavior management systems for reducing flame trolling in schools based on Classroom 2.0

Jonathan Bishop

Abstract

Internet trolling that takes the form of cyberbullying is emerging as a significant problem for any administrator of a networked computer environment. This is also the case in Classroom 2.0 classrooms where technologies like the circle of friends has not been implemented or otherwise where there is no current moderation or monitoring of activity of the school students using the system. The paper presents a system called Paix – The Persuasive and Assistive Interaction Extension (Paix) for assisting with this problem.

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References

Jonathan Bishop (2012). The Persuasive and Assistive Interaction Extension (PAIX): A position paper on using gamified behavior management systems for reducing flame trolling in schools based on Classroom 2.0. The 13th International Conference on Internet Computing (ICOMP’12). 16-19 July, 2012, USA. Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/the-persuasive-and-assistive-interaction-extension-paix-a-position-paper-on-using-gamified-behavior-management-systems-for-reducing-flame-trolling-in-schools-based-on-classroom-2-0.pdf

The role of mediating artifacts in the design of persuasive e-learning systems

The role of mediating artifacts in the design of persuasive e-learning systems

Jonathan Bishop

Abstract

E-learning applications are becoming commonplace in the networked classroom, as educators search for new ways of engaging their learners. Traditional methods of designing these systems have focussed the tasks users are likely to complete as opposed to designing them to persuade the user to develop knowledge or learn about topics. Successful e-learning systems allow the user to interact with the environment using mediating artefacts, which are conductors for action within these environments. Mediating artefacts take many forms, in Internet applications they often manifest in the form of text that affords clicking, whereas in graphical environments they are often icons that afford dragging. Many e-learning systems are based around mediating artefacts, but few of these have been designed to encourage learners to carry actions in order to meet their own goals. This paper investigates how mediating artefacts can be made persuasive and suggests a scenario-based design model to aid developers in making e-learning systems persuasive and orientated around the goals of learners.

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References

Jonathan Bishop (2005). The role of mediating artifacts in the design of persuasive e-learning systems. In: Proceedings of the First International Conferences on Internet Technologies and Applications, Wrexham: University of Wales Press, pp. 54-62. Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/the-role-of-mediating-artifacts-in-the-design-of-persuasive-e-learning-systems.pdf

Evaluation-Centred Design of E-Learning Communities: A Case Study and Review

Evaluation-Centred Design of E-Learning Communities: A Case Study and Review

Jonathan Bishop

Abstract

This paper describes a proposal for a evaluation-centred design model based on use of the Star Lifecycle over a number of years in different industries. This paper outlines the five stages of a new star lifecycle, which are based on the various sectors of the e-learning industry, those being Consulting, Content, Technology, Services, and Support. The methods, tools and techniques for carrying out each of the five development stages are evaluated, with examples and practices from the development of systems in three projects, including Llantrisant Online. These practices are reviewed and modern practices, such as the use of scenarios in the design process are highlighted.

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Reference

Jonathan Bishop (2007). Evaluation-Centred Design of E-Learning Communities: A Case Study and Review. In: V. Grout, D. Oram & R. Picking (eds.). Proceedings of the Second International Conference on Internet Technologies and Applications (ITA07 edn.). University of Wales Press: Wrexham, pp. 1-9. Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/evaluation-centred-designed-of-e-learning-communities-a-case-study-and-review.pdf

The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning

The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning

Jonathan Bishop

Abstract

Knowledge it could be argued is constructed from the information actors pick up from the environments they are in. Understanding the networks of practice in which these e-learning systems are part of requires a deeper understanding of information science frameworks. The Ecological Cognition Framework (ECF) provides a thorough understanding of how actors respond to and influence their environment. Utilising the ECF, this chapter proposes a multi-agent e-learning system called the Portable Assistant for Intelligently Guided Education (PAIGE), which is based around a 3D anthropomorphic avatar for educating actors ubiquitously. An investigation into the market for PAIGE was carried out. The data showed that those that thought their peers were the best form of support were less likely to spend more of their free time on homework. The chapter suggests that future research could investigate the usage of systems like PAIGE in educational settings and the effect they have on learning outcomes.

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References

Jonathan Bishop (2009). The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning. In: T.T. Goh (Ed.). Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education. IGI Global: New York, NY (Pages 72-88). Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/the-role-of-multi-agent-social-networking-systems-in-ubiquitous-education-paige-jonathanbishop.pdf

The potential of persuasive technology for educating heterogeneous user groups

The potential of persuasive technology for educating heterogeneous user groups

Jonathan Bishop

Abstract

The Masters-level thesis presents an overview of the state of play in minority language education in Europe in 2004, and discusses ways in which e-learning systems can be adapted to take account of then emerging generations like the Net Generation, using buddy-lists and extendible and re-usable learning objects, 3 years before Facebook was launched, replacing learning objects with plug-ins.

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Citation

Jonathan Bishop (2004). The potential of persuasive technology for educating heterogeneous user groups. Submission in Part fulfilment of the MSc in E-Learning. Pontypridd, GB: University of Glamorgan. Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/the-potential-of-persuasive-technology-in-educating-heterogeneous-user-groups-jonathanbishop.pdf