Technological Advances in Interactive Collaborative Learning

240 Pages·2012·7.74 MB·English

by  Nia Alexandrov, Raul Ramirez Velarde, Vassil Alexandrov

Computer Science
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Exploring the latest developments in the technology and pedagogy of e
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higher education, Technological Advances in Interactive Collabora- a e
tive Learning presents information technology–oriented educational c c
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programs for the next generation of scientists and researchers. It high- iv n
lights the importance of technology, pedagogy, and management in the e o

higher education ecosystem. c l
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With a focus on technological innovations, the book explains how Web
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2.0 technologies can enhance collaborative learning and how immer- l c
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sive learning environments and mobile technologies can improve the
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learning process. The text then describes novel pedagogical and meth- o
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odological approaches that underpin the technological advances, facili-
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tate collaborative learning, and enable the efficient use of games. The T v
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book also covers managerial aspects and best practices through case v a
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studies and examples.
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Features e s
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• Explains how technology, pedagogy, and management are neces- r in
sary components for the future of higher education n

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• Covers cutting-edge research on the use of Web 2.0 technologies n
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• Explores novel educational paradigms
• Presents management approaches that enhance the learning
process
• Includes detailed examples and case studies
Drawing on the work of longtime researchers in computational science
and e-learning, this book shows how interactive collaborative learning
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can help scientists and researchers acquire the multidisciplinary skills to l vl
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understand and use complex mathematical models, high performance a l a
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computing, and other advanced technology necessary in today’s inter- d d d
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connected, data-rich world. It will also help computer scientists and o o
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engineers create easy-to-use and research-friendly systems.
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T
echnological
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T
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ia lexandrov
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CRC Press
Taylor & Francis Group
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Contents
Introduction vii
Preface xv
About the Authors xix
Chapter 1 The Role of Computational Science and
Emerging Technologies in the Natural Sciences
Education at University Level 1
Nia alexaNdrov, vassil alexaNdrov, aNd raul ramirez velarde
Chapter 2 Web 2.0 Technologies Applied to
Collaborative Learning 17
r.v. ramirez-velarde aNd v.N. alexaNdrov
Chapter 3 Enhanced Learning through the Collaborative
Immersive VR Networked System 41
p. ramsamy, r. JamiesoN, N.s. alexaNdrov, aNd v.N. alexaNdrov
Chapter 4 Pervading Collaborative Learning with
Mobile Devices 59
d. JohNsoN aNd i.m. BhaNa
Chapter 5 Creating Interactive Environments for Education 69
r.v. ramirez-velarde aNd J.J. GarCia-rueda
Chapter 6 Integrating Semantic Learning Object
Repositories in OKI Architecture 91
s. sáNChez-aloNso, d. rodriGuez, s. arroyo, aNd m.á. siCilia
v
vi   ◾   Contents
Chapter 7 Novel Pedagogical Paradigms for
Collaborative Learning 103
N.s. alexaNdrov, r.v. ramirez-velarde, aNd v.N. alexaNdrov
Chapter 8 Natural Learning and Collaborative Learning 121
N.s. alexaNdrov, r.v. ramirez-velarde, aNd v.N. alexaNdrov
Chapter 9 The Integrated Learning Process, Metacognition,
and Collaborative Learning 145
N.s. alexaNdrov aNd r.v. ramirez-velarde
Chapter 10 T ransfer of E-Learning Metacognitive Skills
Using Games 163
N.v. ChereNkova aNd N.s. alexaNdrov
Chapter 11 M easuring Business Value of Learning
Technology Implementation in Higher
Education Setting 177
Nia alexaNdrov
Chapter 12 Digital Literacy and Competencies for
New E-Learning Environments 191
d. leahy
Chapter 13 Strategies for Sustainable E-Learning Projects 203
r.v. ramirez-velarde, d. dolaN, aNd J.r. perez-Cazares
Introduction
ENABLING THE CREATION OF EFFECTIVE INFORMATION
TECHNOLOGY-MEDIATED EDUCATIONAL PROGRAMS FOR
THE NEXT GENERATION OF SCIENTISTS AND RESEARCHERS
There are clear needs in the scientific community and in society for an
increased use of technology, which in turn requires a higher level of under-
standing by people using it. For example, the European Commission’s
Horizon 2020 Strategy [1], and in particular the “The Digital Agenda for
Europe” [2], outlines that “the supply of ICT practitioner and e-business
skills, i.e. the digital skills necessary for innovation and growth, needs to be
increased and updated.” In fact according to [2], “The ICT Sector is directly
responsible for 5% of European GDP, with a market value of 660 billion
EURO annually, but it contributes far more to the overall productivity
growth (20% directly from the ICT sector and 30% from ICT investments).
At the same time, the social impact of ICT has become significant—for
example, the fact that there are 250 million daily internet users in Europe
and virtually all Europeans own a mobile phones have changed lifestyles.”
The “Monitoring E-Skills Demand and Supply in Europe” report [3] points
out that a “broad agreement exists that e-skills are central aspects of any
policy to ensure that Europe boosts the productivity and the employ-
ability of its workforce and responds successfully to global competitive
challenges . Europe needs to ensure that the knowledge, skills, competences
and inventiveness of the European workforce—including but not limited
to its IT practitioners—meet the highest global standards and that they
are constantly updated in a process of effective lifelong learning.” Similar
is the situation in the United States. This is consistent with needs in the
larger North American context, dominated by the United States, President
Obama’s policy document on innovation [4] links economic prosperity
with the need for more graduates with 21st-century skills as well as the
need to develop an advanced information technology ecosystem.
vii
viii   ◾   Introduction
At the higher end of the ICT spectrum, the areas of High Performance
Computing and Computational Science are key strategic assets for the EU
and United States and their innovative capacity [4,5,6,7]. Large-scale com-
puting in science and industry has become an indispensable way to tackle
societal and scientific grand challenges and to address the needs of indus-
try to innovate in products and services. Computational approaches to
scientific grand challenge problems such as the detection and treatment of
diseases like cancer, modeling of the human brain, and climatic forecasting
are beginning to bear fruit. Computational science, an interdisciplinary
field that melds basic sciences, mathematical modeling and quantitative
analysis techniques, and HPC techniques, is proving its integral worth
in addressing the big problems in industries, ranging from manufactur-
ing and aerospace, to drug design and risk management. Computational
science is now indispensable to the solution of complex problems in every
sector, from traditional science and engineering domains to such key areas
as national security, public health, and economic innovation.
In terms of skills and skills gap in computational science and HPC
(high performance computing), the IDC (International Data Corporation)
talent study in 2010 [6] has identified the major inflection points: parallel-
ism, and how to use it, Petascale/exascale computing, HPC system hetero-
geneity, HPC system architectural balance, HPC system r eliability, and the
HPC system and data center power and cooling. Skills most difficult to find
to tackle the inflection points are scientists with HPC capabilities ( combined
scientific background and HPC programming skills—computational sci-
entists), parallel programmers (experience in parallel software develop-
ment—engineers and scientists that can program in HPC/parallel Fortran
parallel code porting/optimization); algorithm developers (for computa-
tional science people who can help researchers develop and implement new
algorithms), system administrators (with high-end computing experience
and scientific computing system management experience), and system
administrators with HPC expertise) [6].
The students who will be exposed through their professional life to this
technology are nowadays not only from computer science and engineering
but also from biology and life sciences, natural sciences as a whole, eco-
nomics, management, and to an increasing extent from the humanities .
In this world of increasing complexity and multidisciplinarity, new com-
plex mathematical models are to be used, together with a new generation
of computers as desktops with multi/many-core processors and super-
computers (at petascale) at the high end. Educating and training the future
Introduction   ◾   ix
researchers and bridging the skills gaps as identified above are of strategic
importance for the United States and the European Union [4,5,6,7]. There
are also strategic initiatives under way in this area, for example, XSEDE
(Extreme Science and Engineering Discovery Environment) p roject [9]
and PRACE (Partnership for Advanced Computing) in Europe [11].
The importance of the approach presented in this book is that through
advanced and novel pedagogical paradigms we create new set of skills for
teamwork and appropriate research methods, and through exposure to
mathematical modeling, understanding of algorithms and novel technol-
ogy both for visualization (augmented reality, 3D, interactive and immer-
sive environments) and on the computational high-end supercomputers
and clouds, we aim at creating the right set of multidisciplinary soft and
technical skills for future scientists and researchers to understand how to
use the technology and their future colleagues from computer science and
computer engineering how to create systems that are easier to use and are
research friendly.
The paradigm shift toward multidisciplinary education stems from
the major societal drivers such as energy, climate change, urbanization,
poverty, etc. [8], to cite a few, and the fact that these challenges really require
a multi disciplinary approach and knowledge and a new generation of sci-
entists, researchers, and designers to be educated to tackle these challenges.
Higher education (HE) in itself is a complex environment, and the whole
HE ecosystem has to be involved, e.g., pedagogy, management, sustain-
ability through long-term commitment and planning, and early exposure
to cutting-edge technology and giving the necessary skills to use it.
Therefore, the book is structured as follows: it presents the advances in
technology, then the latest developments in pedagogy, and outlines the
importance of the HE ecosystem through integration of technology, peda-
gogy, and management.
The advances in technology in more detail focus on Web 2.0 technolo-
gies and how they can be used to enhance Collaborative Learning; further,
it is shown how Immersive Learning Environments and mobile technolo-
gies can be used to enhance the learning process. These are presented in
the first six chapters.
Chapter 1 focuses on the role of computational science and emerging tech-
nologies in the natural sciences education at the university level. We outline
our Integrated Metacognitive Process Model (IMPM) and our collaborative
learning approach based on the Collaborative Creative Cross-Pollination
activity model at the postgraduate level. We present our multidisciplinary