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Otero, N. & Oakley, I. (2019). External representations and the design of seamless learning systems: Toward a conceptual framework to analyze empirical evidence regarding learning benefits. In: Chee-Kit LooiLung-Hsiang WongChristian GlahnSu Cai (Ed.), Seamless Learning: Perspectives, Challenges and Opportunities (pp. 53-72). Springer
Open this publication in new window or tab >>External representations and the design of seamless learning systems: Toward a conceptual framework to analyze empirical evidence regarding learning benefits
2019 (English)In: Seamless Learning: Perspectives, Challenges and Opportunities / [ed] Chee-Kit LooiLung-Hsiang WongChristian GlahnSu Cai, Springer, 2019, p. 53-72Chapter in book (Refereed)
Abstract [en]

Current trends in technology-enhanced learning highlight the increasing importance of mobile digital tools in learning scenarios; seamless learning, or learning that spans contexts and activities within and without the classroom, is becoming mainstream. Despite the growing body of the literature in this area, this chapter highlights a general focus on technological issues and perspectives and a lack of theoretically driven discussion. We argue that theoretically/conceptually inspired literature reviews covering pedagogy and cognitive aspects of learning are currently needed to establish a grounded framework for future research in this area. This paper contributes one such analysis—it proposes and reflects on the issues raised when considering seamless learning from the perspective of the established literature on external representations (ERs), a core concept in distributed or embodied accounts of cognition. Core issues we discuss are: (a) what are the challenges facing seamless learning from an ERs perspective? (b) how can knowledge about ERs be applied to seamless learning systems?, and (c) what methodological challenges will emerge if seamless learning systems are studied from the perspective of ERs? This discussion is intended as a bridge between practical and applied work in seamless learning and theoretical or laboratory-based work in ERs—it seeks to drive the field of seamless learning forward by highlighting best practices from an established theoretical perspective. By elaborating on a theoretically grounded lens, we seek to empower researchers to identify promising approaches for the design and evaluation of next-generation high impact seamless learning solutions. © 2019, Springer Nature Singapore Pte Ltd.

Place, publisher, year, edition, pages
Springer, 2019
Series
Lecture Notes in Educational Technology, ISSN 2196-4963, E-ISSN 2196-4971
Keywords
Distributed cognition, Embodied cognition, External representations, Seamless learning
National Category
Human Aspects of ICT Pedagogy
Research subject
Computer and Information Sciences Computer Science, Media Technology
Identifiers
urn:nbn:se:lnu:diva-82843 (URN)10.1007/978-981-13-3071-1_3 (DOI)2-s2.0-85061374212 (Scopus ID)978-981-13-3070-4 (ISBN)978-981-13-3071-1 (ISBN)
Note

Export Date: 22 May 2019; Book Chapter

Available from: 2019-05-23 Created: 2019-05-23 Last updated: 2019-08-29Bibliographically approved
Jansen, M., Kohen-Vacs, D., Otero, N. & Milrad, M. (2018). A Complementary View for Better Understanding the Term Computational Thinking. In: Proceedings of the International Conference on Computational Thinking Education 2018: . Paper presented at CoolThink@JC. International Conference on Computational Thinking Education 2018. 14-16 June 2018 (pp. 2-7). Hong Kong: The Education University of Hong Kong
Open this publication in new window or tab >>A Complementary View for Better Understanding the Term Computational Thinking
2018 (English)In: Proceedings of the International Conference on Computational Thinking Education 2018, Hong Kong: The Education University of Hong Kong , 2018, p. 2-7Conference paper, Published paper (Refereed)
Abstract [en]

The term Computational Thinking is closely related to efforts connected to teach a systematic and well-structured way of problem solving that includes a set of tools and techniques used in Computer Science. While substantial research in this field has shown promising outcomes concerning distinct intervention programs and teaching initiatives, the term Computational Thinking itself requires to be revised in order to get a wider consensus about its meaning and purpose. This paper contributes to the ongoing quest concerning the definition of the term by starting with a fundamental perspective on computational theory and corresponding concepts in order to describe the theoretical building blocks of a systematic view to further elaborate on an approach for teaching and learning about Computational Thinking. Additionally, based on this foundational effort, more advanced concepts are presented and discussed in order to better understand this domain. Finally, the paper identifies and discusses a set of relevant challenges taking a cognitive psychology perspective on Computational Thinking.

Place, publisher, year, edition, pages
Hong Kong: The Education University of Hong Kong, 2018
Keywords
Computational Thinking, 21st century skills, computability, cognitive psychology, knowledge transfer, multiple external representations
National Category
Computer Sciences
Research subject
Computer and Information Sciences Computer Science, Computer Science
Identifiers
urn:nbn:se:lnu:diva-81540 (URN)978-988-77034-5-7 (ISBN)
Conference
CoolThink@JC. International Conference on Computational Thinking Education 2018. 14-16 June 2018
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-04-04Bibliographically approved
Rühmann, L. M., Otero, N. & Oakley, I. (2016). A Tangible Tool for Visual Impaired Users to Learn Geometry. In: Proceedings of the TEI’16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction. Paper presented at Tenth International Conference on Tangible, Embedded, and Embodied Interaction, Eindhoven Univ Technol, Eindhoven, NETHERLANDS, FEB 14-17, 2016 (pp. 577-583). ACM Press
Open this publication in new window or tab >>A Tangible Tool for Visual Impaired Users to Learn Geometry
2016 (English)In: Proceedings of the TEI’16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction, ACM Press, 2016, p. 577-583Conference paper, Published paper (Refereed)
Abstract [en]

This paper explores how an Android application used in combination with a tangible appcessory can facilitate learning for visually impaired students of geometry. This paper presents the status of this ongoing project. It describes the application, the physical appcessory as well as early stage user studies. The application enables visually impaired users to explore simple geometric forms displayed on a tablet through sound and vibrotactile feedback. A deformable physical appcessory that can be manipulated to adopt these forms and its shape sensed by the tablet adds an additional tactile layer to the application and experience. Three user engagements with visually impaired serve as early validations of our project and ideas and provide feedback that directs design and development of future work. Current avenues for the future work will include additional interaction modes in the application, e.g. the ability to digitize real world forms, and improving the robustness of the tangible appcessory.

Place, publisher, year, edition, pages
ACM Press, 2016
National Category
Other Electrical Engineering, Electronic Engineering, Information Engineering
Research subject
Technology (byts ev till Engineering)
Identifiers
urn:nbn:se:lnu:diva-51417 (URN)10.1145/2839462.2856536 (DOI)000390588700080 ()2-s2.0-84964857921 (Scopus ID)978-1-4503-3582-9 (ISBN)
Conference
Tenth International Conference on Tangible, Embedded, and Embodied Interaction, Eindhoven Univ Technol, Eindhoven, NETHERLANDS, FEB 14-17, 2016
Available from: 2016-03-26 Created: 2016-03-26 Last updated: 2017-12-07Bibliographically approved
Mavroudi, A., Miltiadous, M., Libbrecht, P., Mueller, W., Hadzilacos, T., Otero, N., . . . Georgiou, K. (2016). Let me do it: towards the implementation of sustainable instructional patterns. In: 2016 IEEE 16TH INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES (ICALT): . Paper presented at 16th IEEE International Conference on Advanced Learning Technologies (ICALT), JUL 25-28, 2016, Austin, TX (pp. 414-415). IEEE
Open this publication in new window or tab >>Let me do it: towards the implementation of sustainable instructional patterns
Show others...
2016 (English)In: 2016 IEEE 16TH INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES (ICALT), IEEE, 2016, p. 414-415Conference paper, Published paper (Refereed)
Abstract [en]

We present the design of an online environment providing mechanisms for the exploitation of school ICT infrastructure by empowering teachers to discover and comment on educational activities (patterns, scenarios, experience reports) that can be implemented in their schools. To this end, our design approach will make explicit the linking between the patterns, the learning scenarios and other contextual information. The online environment will not only serve as a repository of educational activities but will help schools to analyze their infrastructure, to select proper scenarios that effectively exploit it and, potentially, to enrich these scenarios by commenting on them.

Place, publisher, year, edition, pages
IEEE, 2016
Series
IEEE International Conference on Advanced Learning Technologies, ISSN 2161-3761
Keywords
design pattern, learning scenario, experience report, school ict infrastructure
National Category
Media and Communication Technology
Research subject
Computer and Information Sciences Computer Science, Media Technology
Identifiers
urn:nbn:se:lnu:diva-60637 (URN)10.1109/ICALT.2016.92 (DOI)000392135700107 ()2-s2.0-85006958130 (Scopus ID)978-1-4673-9041-5 (ISBN)
Conference
16th IEEE International Conference on Advanced Learning Technologies (ICALT), JUL 25-28, 2016, Austin, TX
Available from: 2017-02-10 Created: 2017-02-10 Last updated: 2018-01-13Bibliographically approved
Müller, M., Otero, N. & Milrad, M. (2016). Shared Interactive Music Experiences in Public Spaces: User Engagement and Motivations. In: Proceedings of the 2016 ACM International Conference on Interactive Surfaces and Spaces: . Paper presented at ACM International Conference on Interactive Surfaces and Spaces (ISS '16), Niagara Falls, Ontario, Canada, Nov 6-9, 2016 (pp. 287-296). New York, NY, USA: Association for Computing Machinery (ACM)
Open this publication in new window or tab >>Shared Interactive Music Experiences in Public Spaces: User Engagement and Motivations
2016 (English)In: Proceedings of the 2016 ACM International Conference on Interactive Surfaces and Spaces, New York, NY, USA: Association for Computing Machinery (ACM), 2016, p. 287-296Conference paper, Published paper (Refereed)
Abstract [en]

The recent development and distribution of interactive pervasive computing systems, especially those incorporating digital public displays, facilitate a variety of new interactive scenarios in shared public spaces where people gather and spend time to enjoy a social experience. Integrating novel interaction mechanisms related to the sharing and listening of music with digital displays is a good example of the potential of using current technologies to enhance physical and social spaces. This paper explores the design and impact of shared situated interactive systems, combining public display installations with a collaborative music player. To explore the design space of these systems, we conducted two studies involving the deployment of a particular system at different venues. The analysis of our results allowed us to identify specific (group) interactions and events, which were fostered by the system under consideration. Based on these outcomes, we propose a set of features that should foster further engagement with such systems and promote new ways of social interaction.

Place, publisher, year, edition, pages
New York, NY, USA: Association for Computing Machinery (ACM), 2016
Keywords
collaborative music player, exploratory study, field study, multi-user interaction, public displays, social interaction, user engagement
National Category
Human Computer Interaction Computer Sciences Computer and Information Sciences
Research subject
Computer and Information Sciences Computer Science, Media Technology; Computer and Information Sciences Computer Science, Computer Science
Identifiers
urn:nbn:se:lnu:diva-58753 (URN)10.1145/2992154.2992183 (DOI)000390297200034 ()2-s2.0-85005969581 (Scopus ID)978-1-4503-4248-3 (ISBN)
Conference
ACM International Conference on Interactive Surfaces and Spaces (ISS '16), Niagara Falls, Ontario, Canada, Nov 6-9, 2016
Available from: 2016-12-07 Created: 2016-12-07 Last updated: 2018-01-13Bibliographically approved
Müller, M., Alissandrakis, A. & Otero, N. (2016). There is more to come: Anticipating content on interactive public displays through timer animations. In: PerDis 2016: Proceedings of the 5th ACM International Symposium on Pervasive Displays. Paper presented at 5th ACM International Symposium on Pervasive Displays, PerDis 2016, 20 June 2016 through 22 June 2016 (pp. 247-248). ACM Press
Open this publication in new window or tab >>There is more to come: Anticipating content on interactive public displays through timer animations
2016 (English)In: PerDis 2016: Proceedings of the 5th ACM International Symposium on Pervasive Displays, ACM Press, 2016, p. 247-248Conference paper, Published paper (Refereed)
Abstract [en]

We experience a continuously growing number of public displays deployed in a diverse range of settings. Often these displays contain a variety of full-screen content for the audience that is organized by a scheduler application. However, such public display systems often miss to communicate their full set of content and features, neither do they hint schedule information. In this paper, we present and describe a timer control we implemented in our public display applications to communicate schedule and application information to the audience, which allows to manage expectations and anticipation around public displays. We also report initial insights from studies about how this kind of design features supported the audience in engaging with the public displays.

Place, publisher, year, edition, pages
ACM Press, 2016
Keywords
Anticipation, Digital signage, Multi-purpose displays, Public displays, Scheduler, Timer, User interface, Visual signals
National Category
Media and Communications
Research subject
Media Studies and Journalism, Media and Communication Science
Identifiers
urn:nbn:se:lnu:diva-56114 (URN)10.1145/2914920.2940341 (DOI)2-s2.0-84979738802 (Scopus ID)9781450343664 (ISBN)
Conference
5th ACM International Symposium on Pervasive Displays, PerDis 2016, 20 June 2016 through 22 June 2016
Available from: 2016-09-08 Created: 2016-08-31 Last updated: 2017-04-25Bibliographically approved
Keller, D., Otero, N. & Costalonga, L. (2015). Aesthetic Heuristics in Ubimus. In: Electronic Visualisation and the Arts (EVA 2015). London, UK, 7 - 9 July 2015: . Paper presented at Electronic Visualisation and the Arts (EVA 2015). London, UK, 7 - 9 July 2015 (pp. 64-71). British Computer Society (BCS)
Open this publication in new window or tab >>Aesthetic Heuristics in Ubimus
2015 (English)In: Electronic Visualisation and the Arts (EVA 2015). London, UK, 7 - 9 July 2015, British Computer Society (BCS), 2015, p. 64-71Conference paper, Published paper (Refereed)
Abstract [en]

In this paper we propose aesthetic heuristics as an area of study within ubiquitous music research. Initially we discuss the motivations for narrowing the focus of the experimental variables involved in creativity-centred design studies. Then we place aesthetic heuristics within the current efforts toward designs for creativity support, highlighting recent studies that target everyday musical creativity. The reviewed experimental results point to a gap between the current theoretical proposals in musical creativity and the factors that impact everyday musical activities. Self-referentiality of the experimental-theoretical construct and early domain restriction are two of the limitations pointed out by previous theoretical work. We provide a working definition of aesthetic heuristics, indicating its object of study and its rationale. We also lay out initial experimental strategies. Potential contributions from interaction aesthetics and ubimus research are discussed, introducing the concept of creative bias and a set of experimental hypotheses. The last section of the paper furnishes examples of creative biases within the context of musical interaction design.

Place, publisher, year, edition, pages
British Computer Society (BCS), 2015
National Category
Other Electrical Engineering, Electronic Engineering, Information Engineering
Identifiers
urn:nbn:se:lnu:diva-51416 (URN)10.14236/ewic/eva2015.7 (DOI)
Conference
Electronic Visualisation and the Arts (EVA 2015). London, UK, 7 - 9 July 2015
Available from: 2016-03-26 Created: 2016-03-26 Last updated: 2016-04-07Bibliographically approved
Müller, M., Otero, N., Alissandrakis, A. & Milrad, M. (2015). Application features to convey peers' interactions to engage users in a display network. In: Proceedings of the 4th International Symposium on Pervasive Displays: . Paper presented at PerDis '15 The International Symposium on Pervasive Displays, Saarbruecken, Germany, June 10-12, 2015 (pp. 267-268). New York, NY, USA: ACM Press
Open this publication in new window or tab >>Application features to convey peers' interactions to engage users in a display network
2015 (English)In: Proceedings of the 4th International Symposium on Pervasive Displays, New York, NY, USA: ACM Press, 2015, p. 267-268Conference paper, Published paper (Refereed)
Abstract [en]

Recent socio-technological developments have shown growing interest in interactive pervasive computing scenarios supported by public displays. One of the main challenges in the design of public display systems still is to engage users to interact and be motivated to do so. In this work, we describe application features, implemented in our public display system, which aim to convey awareness of local and remote peers' interactions with an educational video installation to engage users to interact. This is facilitated by dynamic pop-up notifications and visualizations of interactions on the display screen. A first deployment and study showed that users found these presentations of peer interactions to be engaging, both with the display system as well as the social context around it.

Place, publisher, year, edition, pages
New York, NY, USA: ACM Press, 2015
Keywords
User engagement, peer interactions, public displays, social awareness, technology-enhanced learning, video installation
National Category
Human Computer Interaction Computer and Information Sciences
Research subject
Computer and Information Sciences Computer Science, Computer Science; Computer and Information Sciences Computer Science, Media Technology
Identifiers
urn:nbn:se:lnu:diva-46155 (URN)10.1145/2757710.2776815 (DOI)2-s2.0-84962449931 (Scopus ID)978-1-4503-3608-6 (ISBN)
Conference
PerDis '15 The International Symposium on Pervasive Displays, Saarbruecken, Germany, June 10-12, 2015
Projects
JuxtaLearn
Funder
EU, FP7, Seventh Framework Programme, 317964
Available from: 2015-09-08 Created: 2015-09-08 Last updated: 2018-01-11Bibliographically approved
Keller, D., Miletto, E. M. & Otero, N. (2015). Creative Surrogates: Supporting Decision-Making in Ubiquitous Musical Activities. In: Alison Clifford, Miguel Carvalhais & Mario Verdicchio (Ed.), xCoAx 2015: Proceedings of the Third Conference on Computation, Communication, Aesthetics and X. Paper presented at xCoAx:Computation, Communication, Aesthetics and X, 25-26 June, Glasgow (pp. 168-183). xCoAx
Open this publication in new window or tab >>Creative Surrogates: Supporting Decision-Making in Ubiquitous Musical Activities
2015 (English)In: xCoAx 2015: Proceedings of the Third Conference on Computation, Communication, Aesthetics and X / [ed] Alison Clifford, Miguel Carvalhais & Mario Verdicchio, xCoAx , 2015, p. 168-183Conference paper, Published paper (Refereed)
Abstract [en]

We present results of two studies that address creative decision-making through the usage of local resources. Adopting anopportunistic design approach (Buxton 2007; Botero et al. 2010;Visser 1994), both studies use off-the-shelf infrastructure toidentify support strategies that deserve further implementationefforts. Both studies yielded complete creative products, consistingof a mixed-media performance artwork and a multimodalinstallation. We discuss the procedures employed to assist thedecision-making processes with an eye on the development ofnew creativity support metaphors. The examples serve to framethe discussion on human-computer interaction and musical creativityin the context of ubiquitous music making.

Place, publisher, year, edition, pages
xCoAx, 2015
National Category
Other Electrical Engineering, Electronic Engineering, Information Engineering
Identifiers
urn:nbn:se:lnu:diva-51415 (URN)978-989-746-066-1 (ISBN)
Conference
xCoAx:Computation, Communication, Aesthetics and X, 25-26 June, Glasgow
Available from: 2016-03-26 Created: 2016-03-26 Last updated: 2016-04-08Bibliographically approved
Müller, M., Otero, N., Alissandrakis, A. & Milrad, M. (2015). Increasing user engagement with distributed public displays through the awareness of peer interactions. In: Proceedings of the 4th International Symposium on Pervasive Displays: . Paper presented at PerDis '15 The International Symposium on Pervasive Displays, Saarbruecken, Germany, June 10-12, 2015 (pp. 23-29). New York, NY, USA: ACM Press
Open this publication in new window or tab >>Increasing user engagement with distributed public displays through the awareness of peer interactions
2015 (English)In: Proceedings of the 4th International Symposium on Pervasive Displays, New York, NY, USA: ACM Press, 2015, p. 23-29Conference paper, Published paper (Refereed)
Abstract [en]

Recent developments have shown a growing interest in interactive pervasive computing scenarios supported by public displays as well as their introduction into educational environments. Still, one of the biggest challenges in the design of public display systems is to engage users to interact and be motivated to do so. In this paper, we report a study exploring the potential effect of the awareness of peers' interactions with an educational video installation and the popularity of the display system on the user engagement. The awareness is facilitated by pop-up notifications and visualizations of interactions on the display screen. We conducted a six day long deployment of our system which included a diary study, during which we altered the display's dynamic behavior in order to test different conditions. The analysis of the diary reports and the progression of the users' interactions showed that the users found the presentations of peer interactions to be engaging, both with the display system as well as the social context around it.

Place, publisher, year, edition, pages
New York, NY, USA: ACM Press, 2015
Keywords
Diary study, experimentation, longitudinal study, mobile interaction, public displays, social awareness, technology-enhanced learning, user engagement, video installation
National Category
Human Computer Interaction
Research subject
Computer and Information Sciences Computer Science, Media Technology; Computer and Information Sciences Computer Science, Computer Science
Identifiers
urn:nbn:se:lnu:diva-46152 (URN)10.1145/2757710.2757740 (DOI)2-s2.0-84962419547 (Scopus ID)978-1-4503-3608-6 (ISBN)
Conference
PerDis '15 The International Symposium on Pervasive Displays, Saarbruecken, Germany, June 10-12, 2015
Projects
JuxtaLearn
Funder
EU, FP7, Seventh Framework Programme, 317964
Available from: 2015-09-08 Created: 2015-09-08 Last updated: 2018-01-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2446-8727

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