Figure 2 - uploaded by Martin L. Griss
Content may be subject to copyright.
Structure of a computer-based e-Learning system. An abstract representation of the information generally presented in a computer-based eLearning system.
Source publication
This research addresses the use of mobile devices with both embedded and external sensors to provide contextualized help, advice, and remediation to learners engaged in real-world learn-by-doing tasks. This work is situated within the context of learning a complex procedure, in particular emergency responders learning to conduct urban search and re...
Context in source publication
Context 1
... extensive experience with purely computer-based eLearning simulations, ILS settled upon a standard set of items to present in a fairly standard layout in the interface of a system to teach the learner to follow a complex procedure. Figure 2 provides a conceptual overview of the elements of the knowledge-level teaching architecture. Rather than starting from scratch in our design process, we decided to begin from this structure, and change it as necessary to accommodate use for activities in the real world, and use on a mobile phone. ...
Similar publications
Thanks to great technological advances occurred in the lat-est years, particularly in ubiquitous computing, users are able to perform almost any kind of application in small mobile devices. The diversity and heterogeneity in culture, educational background, age, characterize these users. In many cases, online recommendation is not only about the se...
Citations
This paper describes the design and initial evaluation of a mobile application for training Community Emergency Response Teams. Our goal is to model the kind of remediation and performance support provided in high-end eLearning systems, and provide it during hands-on learning in the real world, using mobile phones and sensors embedded in the environment. Thus far we have designed the learning system and tested it with real users, simulating sensor-based activity recognition using an Android-based Wizard of Oz system that we have developed. Our initial user tests found that users were able to use the system to complete tasks, including some that they had never done before. They had little difficulty understanding the interaction mechanism, and overall reacted positively to the system. Though learner reaction was generally positive, these user tests yielded important feedback about ways we can better manage the division between the real world and the digital world. © 2013 ICST Institute for Computer Science, Social Informatics and Telecommunications Engineering.
