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- ItemOpen AccessImmersive Learning(MDPI, 2023-03-27)Immersive learning conceptualizes education as a set of active phenomenological experiences that are based on presence. Immersive learning can be implemented using both physical and digital means, such as virtual reality and augmented reality.
- ItemOpen AccessARLEAN : an augmented reality learning analytics ethical framework(MDPI, 2021-07-30)The emergence of the Learning Analytics (LA) field contextualised the connections in various disciplines and the educational sector, acted as a steppingstone toward the reformation of the educational scenery, thus promoting the importance of providing users with adaptive and personalised learning experiences. At the same time, the use of Augmented Reality (AR) applications in education have been gaining a growing interest across all the educational levels and contexts. However, the efforts to integrate LA techniques in immersive technologies, such as AR, are limited and scarce. This inadequacy is mainly attributed to the difficulties that govern the collection and interpretation of the primary data. To deal with this shortcoming, we present the “Augmented Reality Learning Analytics” (ARLEAN) ethical framework, tailored to the specific characteristics that AR applications have, and focused on various learning subjects. The core of this framework blends the technological, pedagogical, and psychological elements that influence the outcome of educational interventions, with the most widely adopted LA techniques. It provides concrete guidelines to educational technologists and instructional designers on how to integrate LA into their practices to inform their future decisions and thus, support their learners to achieve better results.
- ItemOpen AccessDeep and meaningful e-learning with social virtual reality environments in higher education : a systematic literature review(MDPI, 2021-03-09)Deep and meaningful learning (DML) in distant education should be an essential outcome of quality education. In this literature review, we focus on e-learning effectiveness along with the factors and conditions leading to DML when using social virtual reality environments (SVREs) in distance mode higher education (HE). Hence, a systematic literature review was conducted summarizing the findings from thirty-three empirical studies in HE between 2004 (appearance of VR) and 2019 (before coronavirus appearance). We searched for the cognitive, social, and affective aspects of DML in a research framework and studied their weight in SVREs. The findings suggest that the use of SVREs can provide authentic, simulated, cognitively challenging experiences in engaging, motivating environments for open-ended social and collaborative interactions and intentional, personalized learning. Furthermore, the findings indicate that educators and SVRE designers need to place more emphasis on the socio-cultural semiotics and emotional aspects of e-learning and ethical issues such as privacy and security. The mediating factors for DML in SVREs were accumulated and classified in the resultant Blended Model for Deep and Meaningful e-learning in SVREs. Improvement recommendations include meaningful contexts, purposeful activation, learner agency, intrinsic emotional engagement, holistic social integration, and meticulous user obstacle removal.
- ItemOpen AccessPlanning activities in a new university museum(2003)Patras University is organizing a new Science and Technology Museum in order to facilitate and encourage contacts between the University and the town. From the early planning stages onwards, the words 'Pedagogy, Heritage and Identity' were important in discussions about the role and goals of the Science and Technology Museum. After intensive debate, it was decided that the Museum would be organized in accordance with the International Council of Museums (ICOM) definition of a museum. The Patras University new Science and Technology Museum preparation process started in May 1998, aiming at designing and constructing a new building and creating, enriching and documenting the collections. The Museum was officially founded in September 2001.
- ItemOpen AccessDeep meaningful learning(MDPI, 2021-09-18)Deep meaningful learning is the higher-order thinking and development through manifold active intellectual engagement aiming at meaning construction through pattern recognition and concept association. It includes inquiry, critical thinking, creative thinking, problem-solving, and metacognitive skills. It is a theory with a long academic record that can accommodate the demand for excellence in teaching and learning at all levels of education. Its achievement is verified through knowledge application in authentic contexts.