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Auditory training has been shown to promote perceptual learning, i.e. the modification of perception and behaviour following sensory experience and evidences are showing. The efficacy of training often depends on the degree to which the training paradigm is interactive, immersive, and engaging ... Read more >>
Making Stuff is a group of several LSRI researchers / students who are playing at making creative pieces that integrate digital technology. This is not linked to any specific reserach project - it is purely for fun. Read more >>
The use of embodied and kinaesthetic modes of learning is unquestioned in nursery and primary education, yet these are largely underused in secondary education despite considerable evidence in the research literature of their importance for conceptual understanding for mathematics. The BECTA-funded Spot-On project, in collaboration with Dr Philip Kent and Dr Brock Craft, explored how different physical/digital devices could be harnessed to the learning and teaching of mathematical concepts at secondary and late primary levels: the Sun Microsystems' SPOTs (Small Programmable Object Technology) and the Wiimote. Read more >>
The JISC-funded MyPlan project has targeted the independent lifelong learner by creating a web-based system that allows users to record and share their learning pathways, i.e. the record of every educational and personal life episodes that are seen as having an impact on their development. The project involved the adaptation of techniques for user profiling and similarity matching of user pathways, specifically the use of string metrics and the support for visualisation of similarities between pathways. Read more >>
Open Learner Modelling (OLM), i.e., a scrutable, inspectable, and/or modifiable student model, has been shown to improve the involvement and motivation of students, and also to encourage reflection on the student's own state of knowledge. The European FP6 project LeActiveMath was to integrate an OLM into a web-based learning environment, addressing issues such as: specification of multi-layered evidence-based models, based on a variant of Dempster-Shafer Theory (DST); design of the OLM components that support the learners in exploring the judgements made by the system, in inspecting the justifications for such judgements and in challenging them. Read more >>
Many advantages are claimed for learning environments that use multiple external representations (like graphs, tables, animations, etc.) but research assessing their impact on learning has produced mixed results. One of the aims of this project was to develop a simulation-based learning environment DEMIST (Design Environment for Multi-representational Instructional Simulation Technology). Particular attention was put on an architecture suitable for this kind of learning environment (i.e. supporting the authoring of models for the simulation, instruction and interaction) but which also takes into account the demands of DeFT, the conceptual framework which is the backbone of the project. Read more >>
My PhD thesis addressed the problem of how to design Interactive Learning Environments (ILEs) that could be more adapted and adaptable to teachers' needs. The approach was to propose a participatory design process that involved teachers at every step of the production cycle. This process was made possible by incremental prototyping and by redefining teachers' role in a multi-disciplinary development team and their integration as actors in the process. This work was applied to the design of Calques 3D, a three-dimensional Dynamic Geometry microworld. Read more >>
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