IxD&A Pub Date : 2022-06-10 DOI: 10.55612/s-5002-052-001

Duarte L. Sousa, Pedro F. Campos, Vanessa Cesário

引用次数: 0

Pilot study of real-time Emotional Recognition technology for Secondary school students 中学生实时情绪识别技术的初步研究

IxD&A Pub Date : 2022-06-10 DOI: 10.55612/s-5002-052-004

Cèlia Llurba, G. Fretes, R. Palau

引用次数: 2

Attention, stimulus and Augmented Reality for urban daily-life education in a social peripheral setting: the Streets that tell stories 关注、刺激和增强现实在社会外围环境中的城市日常生活教育:讲故事的街道

IxD&A Pub Date : 2022-06-10 DOI: 10.55612/s-5002-052-010

Diego Ricca, Bianca Lupo, Jairo Diniz, L. Veras, Clice Mazzilli

引用次数: 0

A framework for designing applications to support knowledge construction on learning ecosystems 支持学习生态系统知识构建的应用程序设计框架

IxD&A Pub Date : 2022-06-10 DOI: 10.55612/s-5002-052-009

Pedro David Netto Silveira, D. Cury, C. S. Menezes

引用次数: 0

Hybrid Project-Based Learning course approach from face-to-face and remote experiences 从面对面和远程体验的混合项目为基础的学习课程方法

IxD&A Pub Date : 2022-06-10 DOI: 10.55612/s-5002-052-003

S. Delabrida

引用次数: 0

An analysis of motivation and situational interest in a location-based augmented reality application 基于位置的增强现实应用中的动机和情境兴趣分析

IxD&A Pub Date : 2022-06-10 DOI: 10.55612/s-5002-052-011

J. Raber, R. Ferdig, Enrico Gandolfi, R. Clements

引用次数: 2

Children and the Mediated City. Place Attachment Development Using Augmented Reality in Urban Spaces 儿童与调解城市。利用增强现实技术发展城市空间中的场所依恋

IxD&A Pub Date : 2022-06-10 DOI: 10.55612/s-5002-052-008

Yasaman Nekoui, Eduardo Roig

引用次数: 0

Between Awareness and Acceptance: a more mature School Teachers? Perspective on Integrated Learning one year after the pandemic outbreak 在意识和接受之间:一个更成熟的学校教师?大流行爆发一年后对综合学习的展望

IxD&A Pub Date : 2022-06-10 DOI: 10.55612/s-5002-052-002

C. Giovannella

{"title":"Between Awareness and Acceptance: a more mature School Teachers? Perspective on Integrated Learning one year after the pandemic outbreak","authors":"C. Giovannella","doi":"10.55612/s-5002-052-002","DOIUrl":"https://doi.org/10.55612/s-5002-052-002","url":null,"abstract":"One year after the outbreak of the pandemic that provoked a forced and massive adoption of technology enhanced learning practices, followed by a continuous evolution of their delivery modalities (on-line learning, blended learning, parallel blended learning, hybrid learning) and, finally, by a strong commitment to come back to a “new normal”, we have investigated, by mean of a survey, the evolution of: a) perceptions and perspectives of Italian school’s teachers about integrated learning; b) the undergoing innovation process characterized by unprecedented features and vastness. The exploration has been conducted by integrating perspectives and factors introduced in the past by several models - TAM, UTAUT, DOI, TOE, KAM - to describe technology innovation and adoption processes. We observed a higher perceived teachers' technological and pedagogical preparation, together with a higher readiness of the schools to react to unexpected events or sudden prescriptions. A readiness that should be ascribed mainly to the quality of the management and to an increase in the level of collaboration and cohesion among the actors of the learning process, rather than to an enhancement of the technological infrastructures. Collaboration, indeed, emerges as the main peculiarity of this last year, an engine capable to foster the spread of competences and a beacon capable to guide the choice of teaching practices. The influence of contextual factors appears not relevant and that of the “perceived values” somewhat marginal. As far as the innovation process: the awareness phase developed satisfactory and, in parallel, the acceptance phase also started. The possible transition to the adoption phase appears uncertain and not easy to characterize. At the time of the survey, however, the teachers perceived, the integrated learning as a modality that could be used in the future to realize 36% of the school activities.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133446477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

A collaborative learning infrastructure to build capacity for urban transformations 建立协作学习基础设施，为城市转型建设能力

IxD&A Pub Date : 2022-06-10 DOI: 10.55612/s-5002-052-007

I. Mulder, A. Magni

引用次数: 0

Envisioning Future Scenarios: Teaching and Assessing Values-based Design Approaches 设想未来情景:教学和评估基于价值的设计方法

IxD&A Pub Date : 2021-12-20 DOI: 10.55612/s-5002-051-006

E. Eriksson, Anne-Marie S. Hansen, Elisabet M. Nilsson

{"title":"Envisioning Future Scenarios: Teaching and Assessing Values-based Design Approaches","authors":"E. Eriksson, Anne-Marie S. Hansen, Elisabet M. Nilsson","doi":"10.55612/s-5002-051-006","DOIUrl":"https://doi.org/10.55612/s-5002-051-006","url":null,"abstract":"This article addresses the need for teaching materials and systematized methods for teaching and assessing values-based design approaches. We do so by suggesting the teaching activity Envisioning future scenarios,which is based on utopian and dystopian scenarios in line with values-based design approaches such as speculative and critical design and related to design fiction practices. The teaching activity is presented with learning outcomes, instructions for how to implement it, corresponding assessment activities and criteria, and illustrated by a teaching case description. The article ends with a discussion on how the learning outcomes, the teaching activity, and the assessment are brought together in line with the principles of constructive alignment. Through this, we argue that the shortcoming of teaching materials and systematized methods for teaching and assessing values-based design approaches, such as speculative and critical design, can be addressed by aligning intended learning outcomes with teaching and assessment activities, and by applying a general structural framework such as e.g. the SOLO taxonomy, for defining and evaluating learning outcomes. The suggested teaching and assessment activities can be applied in educational domains as diverse as product and service design, engineering, architecture, media and communication, human-computer interaction, socio-technical studies and other creative fields.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116563533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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