| 1. |
- Gulz, Agneta, et al.
(author)
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Virtual pedagogical agents - design guidelines regarding visual appearance and pedagogical roles
- 2006
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In: [Host publication title missing]. - 8469024698 ; 3, s. 1848-1852
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Conference paper (peer-reviewed)abstract
- Following a brief discussion on aspects of visual appearance and roles respectively, two user studies are presented and discussed. Both focus on learner experiences and explore the reciprocal relation between visual appearance of virtual agents and their pedagogical roles. The paper concludes with some preliminary guidelines for the early stages of the design process of virtual pedagogical agents.
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| 2. |
- Ossiannilsson, Ebba, et al.
(author)
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Web 2.0 to Encourage Usability of GIS (Geographical Information Systems) in Society – the eGIS+ Project
- 2009
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In: Research, Reflections and Innovations in Integrating ICT in Education. - 9788469217900 - 9788469217887 ; 2, s. 1131-1135
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Book chapter (other academic/artistic)abstract
- GIS applications are nowadays used in nearly every area of society and the need for GIS competence is therefore increasing over all. Micro-training and open educational resources are important concepts to reach new target groups, not least from a higher education perspective. The use of Web 2.0 creates possibilities for a more user friendly approach and for broader outreach. The eGIS+ project addresses the question of how to capture the interest of children and new groups for GIS and to offer GIS competence with a high level of flexibility in time, space and study pace.
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| 3. |
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| 4. |
- Ossiannilsson, Ebba, et al.
(author)
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Quality indicators within the use of open educational resources in higher education
- 2011
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In: Education in a technological world: communicating current and emerging research and technological efforts. - Badajoz, Spain : Formatex Research Center. ; , s. 372-382
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Book chapter (peer-reviewed)abstract
- A paradigm shift is emerging in higher education especially regarding how universities should address personalized and collaborative mobile learning. Experiences from three international benchmarking-projects through the European Association of Distance teaching Universities (EADTU), the European Centre for Strategic Management of Universities (ESMU) and the First dual mode benchmarking club on quality of e-learning in higher education carried out by Lund University showed that quality has to be valued in a holistic perspective, and to a higher extent from the learners’ perspectives and from learning dimensions. In these projects benchmarking was emphasized as a powerful strategic tool to assist decision-makers in improving quality and effectiveness of organizational processes and thereby reaching the position of the best international player in the higher education arena. The studies also showed that other quality dimensions have to be considered, as web 3.0, open educational resources (OER) and collaborative learning radically will extend the learning environment. The classroom will move out into the world, instead of (as in earlier technical revolutions) the technology being integrated into the traditional classroom [1-4]. From a recently completed Swedish project on OER in higher education it became obvious that the issue of resource sharing opens up much wider questions of a structural and cultural nature. Collaborative, ubiquitous-/open learning and cloud learning environments as well as demands from the millennium learners entering higher education will profoundly impact on the current university arena. In addition the global knowledge-based sustainable society will be of utmost importance [5]. This chapter will elaborate on challenges and consequences on the emerging movement on OER especially regarding quality from the learners’ perspectives. The chapter will also discuss the consequences of the needs of a changing cultural educational paradigm towards openness, personalization and collaboration and encourage to benchmarking on the use of OER and search for good practice.
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