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Now showing 1 - 10 of 16
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    OpenQuest : designing a motivational framework for MOOCs instruction
    (EADTU, ) Mystakidis, Stylianos; Herodotou, Christothea; Μυστακίδης, Στυλιανός
    Δημοσιεύσεις σε Συνέδρια/Ημερίδες - ΒΚΠ
    This paper introduces an innovative motivational framework for Massive Open Online Courses (MOOCs) instructional design coined as Open Quest Framework (OpenQuest). OpenQuest aims to improve learning and user engagement in MOOCs by drawing lessons from the success of questbased initiatives, gamified web platforms, and massive-multiplayer online games (MMOs). The framework is grounded on established motivational theories such as the Self-Determination Theory and Situated Motivational Affordance. It supplements existing MOOCs design schemes that usually focus on pedagogy, assessment and technology. It features specific motivational mechanisms including, quests and narration, reputation systems, progression mechanisms, multiple learning pathways, well-designed feedback and social elements, that can be used to enhance learners' engagement and personalize learning.
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    Towards a Blended Strategy for Quality Distance Education Life-Long Learning Courses – The Patras Model
    (Academic Conferences International Limited, ) Mystakidis, Stylianos; Berki, Eleni; Valtanen, Juri-Petri; Amanatides, Eleftherios; Μυστακίδης, Στυλιανός
    Τμήμα Χημικών Μηχανικών (Δημοσ. Π.Π. σε συνέδρια)
    The utilization of Technology Enhanced Learning and more specifically of Distance Education for Life-Long Learning and Continuous Professional Development are at the epicenter/focus of European policies for the improvement of the delivery of Vocational Education and Training. In this context, one of the important challenges is the design of versatile quality assurance strategies for training; providers that can guide the development of eLearning programs that achieve real impact in the participants’ lives. The University of Patras has launched a project for the provision of short, accessible, certified distance life-long learning programmes. The main pillars of this project are Excellence, Specialized Personalized Training at cutting edge subjects, Quality, Deep Learning and Innovation. Quality is perceived as a vibrant, dynamic process that is evaluated in the eye of the beholder (learner). Deep Learning goes beyond (superficial) knowledge increase: it aims at the development of transformative knowledge, meaning and metacognitive skills. In this study we identify, propose and evaluate preconditions, criteria and strategies to achieve high quality blended learning online courses based on the relevant experience of the University of Patras’ Educational Centre for Life-Long Learning (KEDIVIM). We present the methods used to assess the quality of the eLearning programmes, key findings of the evaluation process as well as early results of a research study on the quality of learning. The formative evaluation process was conducted by external assessors based on Context, Input, Process, Product approach. The evaluation instruments were online questionnaires, structured and semi-structured observation. The research study on quality was conducted by using an online questionnaire and aims at estimating the level of participants satisfaction using interactive learning methods such as collaborative learning. Early results of the study suggest that the project lead to the rapid provision of eLearning programmes that used successfully active learning methods to achieve high learner satisfaction and address training needs and skills gaps.
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    Information literacy & smart life-long learning : knowledge antidotes in economic crisis
    (Cyprus Association of Librarians – Information Scientists (CALIS), ) Mystakidis, Stylianos; Μυστακίδης, Στυλιανός
    Δημοσιεύσεις σε Συνέδρια/Ημερίδες - ΒΚΠ
    Massive Open Online Courses are taking higher education by storm as a virtual force of nature that universities cannot block. A new paradigm of open, massive, personalised learning is emerging. Three-dimensional virtual worlds are social online collaborative spaces. This lecture presents how the Library and Information Services was able to develop a highly innovative service amidst of a severe global economic crisis: the Open Workshop in Information Literacy, the 1st Greek MOOC taking place in a 3d virtual world.
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    Learning experience+ within 3D immersive worlds
    (IEEE, ) Lambropoulos, Niki; Mystakidis, Stylianos; Μυστακίδης, Στυλιανός
    Τμήμα Επιστημών της Εκπαίδευσης και Κοινωνικής Εργασίας (Δημοσ. Π.Π. σε συνέδρια)
    Learning experience by engaging learners in immersive worlds has been proved to accelerate the learning pace as well as enhance the actual learners' knowledge acquisition, construction of group meaning as well as skills and competencies. This is possible by 3D immersive worlds as they are representations of reality. Also, accelerating learning strategies exist in performance related targets and training such as sports; athletes accelerate and enhance their performance. In fact, studies reveal that learning can be accelerated and deepened in short crash workshops if specific systematic procedures, techniques and methodologies are in place. Based on such research, we accept the aforementioned results and we propose that such a crash course can be strategically and dynamically structured specifically for eLearning. Moreover, we propose an example of an Innovation Management crash eCourse implemented in the Second Life 3D virtual world so to provide technology enhanced learning by immersive learner experience, called Learning eXperience+ (LX+). This is possible by engaging the learners in a learning zone, called the zone of proximal flow also by combining different teaching and learning styles based on specific key elements for more personalised learning experience.
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    Stairway to heaven : instructional design alignment in a serious game for experiential religious education in virtual reality
    (IATED, ) Mystakidis, Stylianos; Fragkaki, Maria; Hatzilygeroudis, Ioannis; Μυστακίδης, Στυλιανός; Φραγκάκη, Μαρία; Χατζηλυγερούδης, Ιωάννης
    Τμήμα Μηχανικών Η/Υ και Πληροφορικής (Δημοσ. Π.Π. σε συνέδρια)
    An object of immeasurable value is stored in an ancient ascetic community. Equipped with the relic “Panagia Paramythea Code”, an old map, you are invited to dress as a pilgrim, explore the monastery and communicate with virtual monks and workers in a quest to uncover the hidden treasure. To reach your goal, you are invited to explore four cardinal virtues; love, faith, patience and repentance through the lives of respective saints. In the process you will encounter unanticipated expressions of applied spirituality to reach your goal. In this paper we present the instructional design process of an interactive serious game in a 3D virtual reality environment developed for religious education. Its purpose is to help participants experience and learn about essential aspects of the Eastern Orthodox Christian faith and spirituality in an entertaining and engaging way that increases their curiosity. There have been calls for a paradigm shift in religious education from a closed, narrow, and unreflective practice pattern towards new, open, progressive approaches that take modern educational methods into account. Eastern Orthodox Christian theology addresses not just the mind but also the heart or nous, the existential centre of man. According to the Orthodox spirituality, the way humans can approach, know and meet God is only through personal experience. This makes immersive experiential learning a suitable medium for Orthodox Christian religious education. In the design of the game we took into account the fact that the structure of the game itself carries a fundamental ethical message and so it should reflect the values that are to be demonstrated in the game. Moreover, in this paper we describe how we addressed the main challenge of this project; the creative alignment synthesis required during the game design process. More specific, the learning experience merges and aligns harmonically multiple layers: philosophical - theological (ethical values, behavior paradigms), pedagogical - instructional, game mechanics, dynamics and aesthetics in a 3D virtual immersive environment.
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    The case of literacy motivation : playful 3D immersive learning environments and problem-focused education for blended digital storytelling
    (IGI Global, ) Mystakidis, Stylianos; Berki, Eleni; Μυστακίδης, Στυλιανός
    Δημοσιεύσεις σε Περιοδικά - ΒΚΠ
    The University of Patras' Library Services designed and offered to primary and secondary schools the pilot educational program “From the Ancient to the Modern Tablets”, featuring immersive multimedia learning experiences about the book history. The pilot program consisted of three stages: a playful library tour, followed by an interactive game-based digital storytelling activity with game elements, and a collaborative creative reflective hands-on activity. Utilizing the avatar psychology power, the visualization and simulation affordances of 3D immersive learning environments and the appeal of storytelling and game-based learning, the “gamified” blended narrative on the book evolution enabled learning as problem-focused, embedded and context-generated. An additional research study was conducted to investigate teachers opinions regarding the effectiveness of the 3D Virtual Immersive Environment(s); this focused on students' learning and thinking skills in the socio-cognitive, psychomotor and affective domain. This work exposes the pedagogical design, presents the socio-technical development and reflects on the initial research findings.
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    Participative design of qMOOCs with deep learning and 3d virtual immersive environments : the case of MOOCAgora
    (European Association of Technology-Enhanced Learning (EA-TEL), ) Mystakidis, Stylianos; Berki, Eleni; Μυστακίδης, Στυλιανός
    Δημοσιεύσεις σε Συνέδρια/Ημερίδες - ΒΚΠ
    The recommendation of the Digital Agenda Assembly 2012 to address the development of suitable socio-technical skills and expertise through open education and MOOCs in order to decrease unemployment in Europe faces three challenges: a) increase MOOC quantity, b) speed-up MOOC delivery and c) improve MOOC quality. The paper argues that a crowd-sourced open education ecosystem, called MOOCAgora, can address the first two challenges by implementing an 8-stage MOOC for a realistic employment business circle. Furthermore the authors propose a new, quality-centered format of MOOCs, the qMOOC, in order to address challenge c, above, as well as qualification and web skills needs. qMOOCs can use a modified version of the MOOC canvas framework for qualifications and competences that can be achieved through three educational components/paradigms: deep learning experiences, problem-focused education and 3d virtual immersive environments.
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    Designing and implementing a big open online course by using a 3d virtual immersive environment : lessons learned
    (IATED, ) Mystakidis, Stylianos; Berki, Eleni; Valtanen, Juri-Petri; Μυστακίδης, Στυλιανός
    Δημοσιεύσεις σε Συνέδρια/Ημερίδες - ΒΚΠ
    Open Education (OE) is a distance learning approach that was strategically chosen by the European Commission (EC) to encourage cost-effective training, upskilling and reskilling of large population groups and workforce with speed and flexibility. Institutions and businesses design and offer Open Online Courses (OOCs) to address skill gaps, organizational and societal needs. OOCs and especially Massive OOCs (MOOCs) are suffering from high rates of attrition, which is attributed to various factors such as learner isolation and lack of motivation to complete the course. Recommendations to address the retention gap in MOOCs include adopting a participation-driven approach, using game design techniques in the courses’ pedagogical design and supplementing the predominant asynchronous learning paradigm in MOOCs with synchronous learning activities and virtual meetings. The University of Patras (South Greece) organized an innovative, motivation-enhanced Big Open Online Course (BOOC), the first of its kind in Greece, with title “Open Workshop on Information Literacy”. During the course, over three hundred (300) participants acquired information literacy skills using available open learning environments and the three-dimensional virtual immersive learning environment Second Life. In this paper, the authors describe the instructional approach based on Problem-Focused Education (PFE) and Game-Based Learning (GBL), the participants’ results and the course outcomes, and the necessary pre-requisites for successful outcomes. Further, the participants’ feedback, evaluation outcomes and lessons learned are discussed. In summary, the participants achieved their set learning goals, experienced a community of practice atmosphere and appreciated the variety of active learning modes. The open publication mode of most learning activities facilitated social agency that lead to additional motivation. Finally, the course demonstrated that the effective use of virtual immersive learning environments for rich, synchronous learning, both formal and informal, can enhance OOCs.
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    Playful blended digital storytelling in 3D immersive eLearning environments
    (ACM Press, ) Mystakidis, Stylianos; Lambropoulos, Niki; Fardoun, Habib M.; Alghazzawi, Daniyal M.; Μυστακίδης, Στυλιανός
    Τμήμα Επιστημών της Εκπαίδευσης και Κοινωνικής Εργασίας (Δημοσ. Π.Π. σε συνέδρια)
    This paper presents the pedagogical design, the technical development and initial findings of the educational program "From the Ancient to the Modern Tablets". Targeting at primary and secondary school students, this project aimed at creating immersive multimedia eLearning experiences about the book history as well as its future. The main aims for the students were to: motivate and promote the early literacy and extracurricular reading; establish cognitive links between writing, books and acquiring knowledge with technology; and possess the basic digital skills when using a tablet. The project experience consisted of a playful library tour, an interactive game-based digital storytelling activity with game elements followed by a collaborative creative hands-on activity as an open-door two-week institution-wide initiative called "Schools go to the University". The advanced technologies combined with engaging pedagogical methods enabled a cost effective yet rich learning experience. Utilizing the avatar psychology power, the visualization and simulation affordances of 3D immersive eLearning environments and the appeal of storytelling and game-based learning, the "gamified" blended narrative on the book evolution enabled learning as embedded and context-generated. The students were asked to help a digital agent, an avatar, on his quest in the 3D computer-generated virtual environments. With the help of this avatar, which was controlled by an LIC staff member, the children travelled back in time. The realistic environments allowed students to immerse themselves and experience aesthetics, architecture, clothing and the culture of the time as well as explore spaces, see samples and experiment with interactive objects related with the respective studied technological advancement or milestone. At the same time, appropriated soundtrack scores enhanced the atmospheric tension and feeling of immersion. These virtual environments were developed cost effectively in Second Life. In each step, students were encouraged to demonstrate their knowledge, understanding and critical thinking skills related to technological advancement through age-specific questions and quizzes grouped into large teams so as to actively participate in the game. In the second part, students worked in small groups of three to five pupils to discuss, decide and collaboratively create digital artefacts inspired by the book history. These groups used simple multimedia software in a modern tablet to produce impressive drawings. At the end of the program, the teachers evaluated their students' activities and performance by responding in an online questionnaire. The program proved out to be very popular among schools; the high engagement level created enthusiastic students' responses and learning behaviours that enhanced their perspectives on the book history.
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    Maya Island virtual museum : a virtual learning environment, museum, and library exhibit
    (IEEE, ) Hill, Valerie; Mystakidis, Stylianos; Μυστακίδης, Στυλιανός
    Δημοσιεύσεις σε Συνέδρια/Ημερίδες - ΒΚΠ
    This short paper describes a collaborative virtual museum and library exhibit tour in the virtual world of Second Life. Colleagues from the University of Washington's Certificate in Virtual World course created Maya Island, a simulated environment which represents aspects of the ancient Mayan civilization. Through collaboration with librarians across the globe, the virtual museum was exhibited at the Community Virtual Library and live tours were provided for avatar visitors. This collaborative project demonstrates potential for virtual museums in libraries and education along with predictions for future virtual museum and library projects and environments.