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Journal Cover   Themes in Science and Technology Education
  [2 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1792-8788 - ISSN (Online) 1792-8788
   Published by University of Ioannina Homepage  [1 journal]
  • Editorial

    • First page: 63
      PubDate: 2014-12-31
      Issue No: Vol. 7 (2014)
       
  • Accessible collaborative learning using mobile devices

    • First page: 67
      Abstract: This paper describes accessible collaborative learning using mobile devices with mobile enhancements to Synote, the freely available, award winning, open source, web based application that makes web hosted recordings easier to access, search, manage, and exploit for all learners, teachers and other users. Notes taken live during lectures using Twitter on any mobile device can be automatically uploaded into Synote and synchronised with a recording of the lecture. Syntalk, a mobile speech recognition application enables synchronized live verbal contributions from the class to also be captured on Synote through captions. Synote Mobile has been developed as an accessible cross device and cross browser HTML5 version of Synote. Synote Discussion supports commenting on Synote’s Synmark notes stored as discussions in its own database and published as Linked data so they are available for Synote or other systems to use.
      PubDate: 2014-12-31
      Issue No: Vol. 7 (2014)
       
  • Cultural viewpoint metaphors guiding the collaborative strategies design
           of a multitouch tabletop game for people with autism

    • Authors: Greis F. Mireya Silva, Luciana Cardoso de Castro Salgado, Maryse Suplino, Alberto Barbosa Raposo
      First page: 83
      Abstract: Collaborative multitouch applications have been designed to support social interaction and collaboration skills in people with mild autism. However, this kind of application generally is not designed specifically for people with severe autism. We have proposed a set of collaborative strategies to manipulate the elements in the interface aiming to encourage the collaboration among users with severe autism. We applied this set of strategies in a collaborative multitouch game, named PAR. An empirical study with a group of users with autism using PAR, showed us the need to improve these collaborative strategies to provide a progressive learning of collaborative mechanisms. We conducted, therefore, the present qualitative study to inspect the intercultural experience promoted by PAR game in light of Cultural Viewpoint Metaphors (CVM), a conceptual tool of Semiotic Engineering theory. In this paper, we present the evaluation (by inspection) of the current intercultural situation of PAR, the identification of new features, and finally the redefinition of collaboration patterns with collaborative intercultural features intended for users with severe autism.
      PubDate: 2014-12-31
      Issue No: Vol. 7 (2014)
       
  • Developing and evaluating a technology enhanced interaction framework and
           method that can enhance the accessibility of mobile learning

    • Authors: Kewalin Angkananon, Mike Wald, Lester Gilbert
      First page: 99
      Abstract: This paper focuses on the development and evaluation of a Technology Enhanced Interaction Framework and Method that can help with designing accessible mobile learning interactions involving disabled people. This new framework and method were developed to help design technological support for communication and interactions between people, technology, and objects particularly when disabled people are involved. A review of existing interaction frameworks showed that none of them helped technology designers to consider all of the possible interactions that occur at the same time and in the same place (i.e. face to face situations). Since almost all learners and teachers now have access to mobile technologies the new framework and method provide great potential for learning through interactions in these face to face situations. The components of the framework are described and explained, and examples of interactions are provided. The Technology Enhanced Interaction Framework has been developed and validated using technology designers and accessibility experts. To help designers apply the framework, the method has been developed and validated using technology designers and accessibility experts, and was successfully evaluated with technology designers.
      PubDate: 2014-12-31
      Issue No: Vol. 7 (2014)
       
  • EasyLexia 2.0: Redesigning our mobile application for children with
           learning difficulties

    • Authors: Roxani Skiada, Eva Soroniati, Anna Gardeli, Dimitrios Zissis
      First page: 119
      Abstract: Dyslexia is one of the most common learning difficulties affecting approximately 15 to 20 per cent of the world’s population. A large amount of research is currently being conducted in exploring the potential benefits of using Information & Communication Technologies as a learning platform for individuals and especially children with such difficulties. We focused on developing an application, which could improve children’s fundamental skills, such as reading comprehension, orthographic coding, short-term memory and mathematical problem solving through game playing. In search of stimulating and interactive learning experiences, we first designed and developed a mobile phone application for children with dyslexia. The main core of our research was to assess the usability of the technology and evaluate its effects. We have presented initial research results regarding EasyLexia, a mobile application for children with learning difficulties. In the meantime, tablets and touch screen portable devices were rising in popularity amongst students, leading us on to question whether bigger screens and more processing powered devices could enhance interactivity, usability and overall engagement. In this paper we improve upon our previous research, and present design choices and implementation details of a tablet based game for children with learning difficulties, whilst comparing our evaluation results to our previous research conclusions.
      PubDate: 2014-12-31
      Issue No: Vol. 7 (2014)
       
  • The impact of feedback on phonological awareness development

    • Authors: Maria N. Kazakou, Spyros Soulis
      First page: 137
      Abstract: The utilization of Information and Communication Technologies (ICT) in educational practice is indispensable, while it becomes imperative in the education of individuals with special educational needs, as it promotes the application of Individualized Education Programs. Feedback in digital activities aiming at phonological awareness development is the topic under consideration in the present paper. The study has two objectives. On the one hand to study feedback as a differentiating factor for dyslexia intervention through the use of ICT and on the other hand to search for the type of feedback that helps students with dyslexia the most. The two different feedback types are based on behaviorist and constructivist approaches. Results show that constructivism is the theoretical model that feedback has to be based on, in order activities to be fruitful to students with dyslexia.
      PubDate: 2014-12-31
      Issue No: Vol. 7 (2014)
       
 
 
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