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... mechanics (e.g. launching an AR-based module) requires a change in the participation framework: students were to focus on their phones, i.e. the joint focus of attention on the interactive whiteboard had to become individualized. In most cases, however, this did not occur, because the interaction format remained focused. In the example above (Fig. 3), the teacher was commenting on student activity in front of the interactive whiteboard, thereby contributing to a tension between the AR and interactive whiteboard interfaces. In line 1, the teacher successfully initiates a change of the participation framework. However, after 11 seconds, the teacher attempts to change to a ...
Citations
... In the work of Erofeeva and Klowait (2021), the information on the basis of which a holistic image is formed comes to us through various channels: auditory (perception of auditory images), visual (perception of visual images), kinesthetic (perception of sensory images). Since the information is visual and is provided on a computer, we will indicate the following requirements for providing information on it: ...
Moet Moet MYINT LAY, Eötvös Loránd University
Continuous Professional Development and Quality Teacher Education in
Myanmar
ABSTRACT
In the 21st-century, attention has been given to work, identity and professional development in
the education sector. The paper aims to explore an in-depth understanding of the continuous
professional development for teacher educators focusing on improving the teachers’ training
program in Myanmar. The qualitative method was conducted in this study through semi�structured interviews. First of all, professional development is continuous learning for teaching
careers. They need to be involved in different activities such as professional conversation,
lessons study, school visits, peer review, and in-school discussion. The second is not enough
resources. Especially, teachers do not have enough time, money, and technical resources to
study for their professional development. Third, teachers in Myanmar tend to have shorter
training days, and the shortage of training teachers, there is dissatisfaction with the current
teacher training programs. The development of the skills of teachers in education colleges
requires the implementation of adaptive and innovative teaching methods and academic
achievement. This study concludes with the practical implications recommending the urgent
need for CPD of teacher educators.
KEYWORDS: continuous professional development, teacher educator
... Two themes are challenging the status quo of video-based interaction analysis: firstly, we see the rise of technologically mediated interaction [1][2][3]. We can no longer rely on participants being physically copresent nor can we expect interactants to deploy the full scope of embodied resources: in Zoom, microphones may be muted, parts of the body obscured, and mutual pointing may be practically impossible [4,5]; in short, interactants are facing fractured ecologies [6,7]. Moreover, new resources may become available: emojis, chats, whiteboards, etc. ...
In virtual reality (VR), participants may not always have hands, bodies, eyes, or even voices—using VR helmets and two controllers, participants control an avatar through virtual worlds that do not necessarily obey familiar laws of physics; moreover, the avatar’s bodily characteristics may not neatly match our bodies in the physical world. Despite these limitations and specificities, humans get things done through collaboration and the creative use of the environment. While multiuser interactive VR is attracting greater numbers of participants, there are currently few attempts to analyze the in situ interaction systematically. This paper proposes a video-analytic detail-oriented methodological framework for studying virtual reality interaction. Using multimodal conversation analysis, the paper investigates a nonverbal, embodied, two-person interaction: two players in a survival game strive to gesturally resolve a misunderstanding regarding an in-game mechanic—however, both of their microphones are turned off for the duration of play. The players’ inability to resort to complex language to resolve this issue results in a dense sequence of back-and-forth activity involving gestures, object manipulation, gaze, and body work. Most crucially, timing and modified repetitions of previously produced actions turn out to be the key to overcome both technical and communicative challenges. The paper analyzes these action sequences, demonstrates how they generate intended outcomes, and proposes a vocabulary to speak about these types of interaction more generally. The findings demonstrate the viability of multimodal analysis of VR interaction, shed light on unique challenges of analyzing interaction in virtual reality, and generate broader methodological insights about the study of nonverbal action.
... Nersesian et al. [83] employed Oculus Quest to teach middle-school students the binary system. Finally, Erofeeva and Klowait [84] cited the usage of Pico G2 for teaching the assembly of electric circuits. ...
... However, they mentioned different aspects of active learning approaches focusing on the student-centered method, where students were engaged in doing things and thinking of what they were doing. Examples of the studies can be found in [82,84,103,110]. ...
... • Inadequate vision: Two studies highlighted issues with vision that students experienced due to the immersive technology headsets. Erofeeva and Klowait [84] reported breakdowns of visibility in the classroom causing students to not be able to see each other which impeded collaboration. Nersesian et al. [83] noted that students reported blurry vision as well as disorientation caused by the VR HMDs. ...
Immersive technologies have been shown to significantly improve learning as they can simplify and simulate complicated concepts in various fields. However, there is a lack of studies that analyze the recent evidence-based immersive learning experiences applied in a classroom setting or offered to the public. This study presents a systematic review of 42 papers to understand, compare, and reflect on recent attempts to integrate immersive technologies in education using seven dimensions: application field, the technology used, educational role, interaction techniques, evaluation methods, and challenges. The results show that most studies covered STEM (science, technology, engineering, math) topics and mostly used head-mounted display (HMD) virtual reality in addition to marker-based augmented reality, while mixed reality was only represented in two studies. Further, the studies mostly used a form of active learning, and highlighted touch and hardware-based interactions enabling viewpoint and select tasks. Moreover, the studies utilized experiments, questionnaires, and evaluation studies for evaluating the immersive experiences. The evaluations show improved performance and engagement, but also point to various usability issues. Finally, we discuss implications and future research directions, and compare our findings with related review studies.
This chapter goes into the subject of quality enhancement frameworks within the realm of higher education. It offers a thorough analysis of the methods and tactics that educational institutions adopt to enhance the quality of their programs and services. The chapter underlines the relevance of continuous improvement and underscores the critical role performed by these frameworks in creating excellence in higher education. The chapter is built around six key categories. It begins by articulating the imperative of quality enhancement, highlighting the crucial necessity for educational institutions to always strive for better. Subsequently, it goes into the concept of continual development in higher education, giving light to the dynamic character of academic environments and the growing requirements of students and society. Furthermore, the chapter discusses the ways of monitoring and analyzing quality enhancement activities, emphasizing the need for data-driven decision-making and accountability. It also includes several interesting case studies that highlight successful quality enhancement projects from varied educational environments.
Dijital dönüşümün küresel etkisi birçok alanda büyük değişimler yaratmaktadır. 2021 yılında bu etkinin yepyeni bir deneyime dönüştüğü Metaverse ise değişimin hızını daha da arttırmaktadır. Metaverse kullanıcıların dünyayı algılama, yaşama ve değerlendirme biçimini değiştirmektedir. Bu değişim üniversiteleri de etkilemekte ve gelecekte tamamen farklılaştırma potansiyeline sahip görünmektedir. Metaverse zaman ve mekân sınırlarını ortadan kaldırmanın çok ötesinde üniversite eğitim kalitesi için çok değerli olan eğitim içeriği ve eğitim ortamının meta varlıklarla yapılandırılmasında sınırsız olanaklar sunmaktadır. Çalışma, üniversitelerin Metaversity olma sürecinde yapılandırmaları gereken meta eğitim ekosistemi için üniversite öğrencilerinin algılarını ölçmeyi amaçlamaktadır. Buna yönelik olarak üniversite öğrencilerini iki gruba ayırarak toplamda 16 katılımcıyla odak grup görüşmeleri yapılarak içerik analizi gerçekleştirilmiştir. Aynı zamanda alanyazın taraması sonucu elde edilen bilgilerden hareketle ortaya konan meta eğitim ekosistem modelinin avantaj ve dezavantajları incelenerek girdi ve çıktılarının araştırma bulgularıyla keşfedilmesi hedeflenmiştir. Araştırma sonucunda metaverse hakkında bilgisi olan ve olmayan öğrencilerin algıları arasında farklılıklar tespit edilmiştir. Aynı zamanda modele metaverse geçiş oryantasyonu, dijital kimlikle etkileşim ve sosyalleşme rehberliği, operasyonel staj simülasyonu, küresel meta etkileşim ve geçmişten geleceğe meta tanıtım unsurları eklenmiştir. Temel olarak meta varlıklar, sürükleyici teknolojiler, gerçeklik türleri, ağ kalitesi ve sanal deneyim tasarımı gibi öğelerle zenginleştirilecek Metaversity öğrenme ortamı, sanal sınıflar ve sanal kütüphane gibi dijital deneyimlerle yüksek kalitede meta eğitim sunabilecek biçimde yapılandırılabilecektir.
With the mass-scale adoption of augmented reality (AR) in the commercial space, and student interest in 3d- and 4d experiential learning, higher education is starting to look towards digital augmentations of real spaces for teaching and learning. University creative shops are exploring whether they can get into the game of producing AR-enhanced experiences: campus tours, interactive gaming, virtual laboratories, exploratory art spaces, simulations, design labs, online / offline / blended teaching and learning modules, and other AR applications. This work offers a basic environmental scan of the AR space for inclusive online teaching and learning, and it includes pedagogical design leads from the current research, technological knowhow, hands-on design / development / deployment of learning objects, and online teaching and learning methods. This work does not take a pedagogical theory approach although several theories are mentioned. Rather, the focus is on applied AR in teaching and learning.
