Educational Web 3D

Virtual teamwork is increasingly becoming a characteristic way of working within and between organisations in the digital economy, bringing both opportunities and drawbacks. This article considers communication in virtual teams and ways in which information and communication technologies (ICTs) can enhance or impede it. It is recognised that the richness of face-to-face communication cannot be captured fully by the tools on offer, although important steps to create team belonging in virtual presence have already been taken. While the tools go some way to permitting distributed team members to interact informally, they cannot go all the way to building and maintaining the personal side of relationships, nor provide stress-relief in many instances. Information overload is highlighted as an example of this failure, and ways to address the problems inherent in ICT-mediated communication and its usage should be sought via inter-disciplinary approaches. On the other hand, the virtual paradigm leads to new organisational forms and organisational culture that tend to strengthen the individual's role in the organisational grapevine.

Minecraft is a multiplayer sandbox video game based in a virtual world modeled on the real world. Players are able to build and craft everyday items using blocks, the cubic geometry of Minecraft lends itself to the teaching of various academic subjects. Minecraft also has a functioning ecology, with chemistry and physics aspects interwoven within the game that can be used to develop the scientific literacy of players. Here I describe various key scientific and mathematical concepts that are able to be modeled with the game for use in the classroom.

Lecture in the Metropolitan Museum of Art (New York, november 14, 2010). Updated english version of: SUÁREZ OTERO, J. (1999), La Tumba de Santiago, entre la Fe y la Arqueología, in VV.AA., Compostela na Historia. Redescubrimento- rexurdimento (Santiago), 15- 22."

A modern approach to cultural education and archaeological sciences is presented with the use of new technologies: from Virtual Archeology in Cyber-Archeology and Cyber-Archaeometry. The past cannot be remade, but could be simulated.  The 3D modeling is a very useful practice for the identification, monitoring, conservation, restoration and enhancement of archaeological objects. In this context the 3D computer graphics can support Archeology and heritage policy, offering scholars a "sixth sense" for the understanding of the past, as it allows them almost to live it. The simulation develops virtual affordances and there the correlations contribute to an opportunity for interpretive processing. We present our first contact with Cyber-Archaeometry, by the cyber representation of the petrography (optical) microscope process using avatar, in the spatiotemporal ecosystem of the Archaeometry Laboratory. The software development is done with the 3D Modeling and Game Engine software, Unity3D.

La thèse porte sur la fonnation initiale d'enseignants de mathématiques à l'intégration de technologies informatiques, plus précisément dans le cas des logiciels de géométrie dynamique. Le but de la thèse est d'une part d'évaluer l'impact d'une formation à l'usage des technologies informatiques sur les usages du logiciel par les futurs enseignants. Le travail cherche d'autre part à préciser les éléments d'une telle formation qui favorisent l'instrumentation au plan didactique des différentes spécificités de la technologie pour concevoir des tâches didactiques intégrant cette dernière. Le travail est fondé sur l'hypothèse que l'intégration par l'enseignant d'environnements informatiques embarquant des connaissances mathématiques fait appel de façon imbriquée à quatre types de savoirs: savoir mathématique, savoir instrumental, savoir didactique mathématique et savoir didactique instrumental. La partie A montre l'importance de la fonnation des enseignants pour l'intégration, et expose les outils d'analyse utilisés pour déterminer l'impact d'une telle fonnation. La partie B est consacrée à l'analyse des séances de fonnation. Cette analyse s'effectue par rapport à la place des différentes spécificités du logiciel Cabri-Géomètre pour chaque type de savoir. La partie C est consacrée aux expérimentations conduites pour étudier les effets de la formation. Il s'agit de trois expérimentations qui mettent en évidence l'évolution des stagiaires au cours de la formation relativement au savoir instrumental et au savoir didactique instrumental. Sont ensuite dégagés les éléments des modules de formation qui participent à cette évolution.

The thesis deals with mathematics pre-service teacher education for integrating computer technologies into their practice, namely dynamic geometry software. On the one band, the aim is to evaluate the impact of sessions preparing pre-service teachers to using computer technologies. On the other hand fuis work attempts to identify the elements of such preparation sessions that favour instrumentation of technology facilities by the trainees when designing tasks. The work is based on the assumption, that using computer environments embarking mathematical knowledge requires four interrelated types ofknowledge: mathematical knowledge, instrumental knowledge, mathematical didactic knowledge and instrumental didactic knowledge. Part A shows the importance of teacher education for a successful integration of technology into teaching, and introduces the tools for analyzing the sessions and identifying their impact. Part B is devoted to the analysis of the preparation sessions. For every type ofknowledge it is carried out by identifying whether and to what extent the teacher educator resorts to each feature of Cabri-geometry in his/her discourse. The same analysis is carried out on the answers of the trainees. Part C is devoted to the experimentations meant for the study of the impact of each module of teacher preparation. Three experimentations were led to confirm the evolution of the trainees during the year. Evidence of fuis evolution is given for the instrumental knowledge and for the instrumental didactic knowledge when trainees have to design tasks integrating the software. The elements of the preparation modules contributing to fuis evolution are then identified.

The following paper aims to provide a conceptual and methodological proposal in the fields of graphical
and geometrical rock art documentation. The project ARAM (Rock Art and Multimedia Accessibility) was
conceived with the idea of establishing a standardized process in the documentation of rock art, with the goal of
obtaining results which allow the spreading of the data and the diffusion of the historical and the cultural value of
the archaeological ensembles.
It has been designed according to the idea of improving digital accessibility to rock shelters for both the scientific
community and the rest of the society, as well as offering advantages such as immediate access to the information,
the graphical quality of the results or related additional information.
The idea has been to create a graphical web data-server platform allowing the exhibition of a sample of the rock
shelters documented containing different kinds of rock art (Paleolithic, Levantine and Schematic) as a bridge
between six different cultural zones within the Iberian Peninsula: Parque Cultural del Río Vero (Huesca), Parque
Cultural del Maestrazgo (Teruel), Parque Cultural Albarracín (Teruel), rock art area of Valonsadero (Soria), Parque
Nacional de Monfragüe (Cáceres) and several rock art ensembles from Región de Murcia. To accomplish this objective, a documentation system that combines data acquired by means of three-dimensional registering technologies has been developed: 3D scanners (structured light, time-of-flight and phase-shift scanner), photogrammetry and high-resolution equirectangular images both terrestrial and aerial, with the aim of organizing all this data in a repository of three-dimensional models.
The ARAM Project was carried out from October 2012 until June 2013 with the scientific advice of the research
group “First Settlers of the Middle Ebro Basin” and the Spin-off Scanner Patrimonio e Industria, from the University
of Zaragoza.

Second Life è un "mondo" che nel corso dell'anno 2008 ha attraversato una fase di profonda modificazione e trasformazione: di questa trasformazione proveremo a dare due spiegazioni: una prima più tattica, basata su considerazioni di ordine commerciale; una seconda più strategica e di largo respiro, con lo scopo di collocare Second Life entro una linea di tendenza che in questi anni caratterizza lo sviluppo dei media digitali, e che si può definire come "tendenza verso il visuale tridimensionale".

This article emphasizes the application of the map technique concept in the first phase of instruction design of computer software. The main aim of this paper is to identify criteria to serve as guidelines in outlining the methods used in concept mapping

"The paper was written with a good friend, Ken Fraser, some years back - we had hoped to get it funded. We didn't. I still think it's a good idea:

Abstract
edCity will facilitate learning anywhere, anytime, for anyone - for users of all ages both in traditionally taught and in pedagogically innovative courses - by fusing physical and virtual representations of real cities in order to provide
a new learning framework.
The edCity project will be scenario-driven with major conceptual inputs to the design generated by highly interactive scenario-building activities.
After 18 months, a "Semantic Web" framework will be published and a prototype of the edCity application will be demonstrated. Tools will be developed to harvest and present learning content, generating multilingual,
localised content modules accessible in the edCity environment. In years 2 and 3, the full edCity Learning Environment will be demonstrated in [at least] 2 European cities or regions and desk-validated in all 25 EU states.
edCity will be submitted as an FP6 Project. Research, development, deployment and management will involve 15 European organisations, from 8 EU states."

The presentation examines the increasing interest of local societies for virtual reality projects, related to emblematic moments of their history or to symbolic ruined and less known monuments, for which there is also a raising visualization demand. There will be discussed and presented the cases of Thermopylae, Thebes, Livadia and Pella, in Central and Northern Greece, where the latest projects of FHW have been realized.

Individualized instruction significantly improves students' pedagogical and motivational outcomes. In this article, we seek to characterize tutorial behaviors that could lead to these benefits and to consider why these actions should be pedagogically useful. This experiment examined university students learning LISP programming with the assistance of a tutor. Tutoring sessions were audiotaped, allowing us to analyze every verbal utterance during the sessions and thereby to identify the conversational events that lead to pedagogical success. This discourse analysis suggests that tutors are successful because they take a very active role in leading the problem solving by offering confirmatory feedback and additional guidance while students are on profitable paths and error feedback after mistakes. However, tutors carefully structure their feedback to allow students to perform as much of the work as possible while the tutor ensures that problem solving stays on track. These results suggest the types of strategies tutors employ to facilitate guided learning by doing.

El nuevo rol del tutor online
by ExecOn on May 10, 2013
44
views
Mónica Moya López, pedagoga experta en e-learning, nos explica en esta sesión cómo ha cambiado el papel del formador y tutor online, y discutiremos sobre las habilidades, herramientas y metodologías que debe dominar para ser un buen formador del siglo XXI.

Al final de la sesión la experta, resuelve las dudas y los asistentes participan con sus opiniones:

Preguntas
- ¿Cuál es y cómo ha de ser la relación entre quien es autor de un curso y quien llevará la tutoría ?
- ¿Cuál es, de acuerdo a tu experiencia, la cantidad de personas por tutor, para llevar a cabo una buena tutoría?

Bu araştırma, sürdürebilir okul kültürü ve ekosistemi için, okul yöneticilerinin ve öğretmenlerinin farkındalık ve üst bilişlerini artırmak üzere yapılmış Empati Projesi ile ilgili görüşleri almak için gerçekleştirilmiştir. Araştırma 2015 yılında İstanbul’da yer alan üç lisenin 6 yöneticisi ve 38 öğretmeninin gönüllü katılımı ile gerçekleştirilmiştir. Katılımcılar üç hafta boyunca 24 saatlik farkındalık ve üst biliş odaklı empati eğitimi aldıktan sonra Empati Projesinin kendilerine fayda sağlaması amacıyla 5 soruya cevap vermişlerdir. Nitel araştırma prensipleri çerçevesinde katılımcılardan veriler, açık uçlu anketler toplanmıştır. Daha sonra veriler NVivo kullanılarak ayrıştırılmış ve en fazla kullanılan temalar ve ikincil alt temalar çıkartılmıştır. Araştırmaya katılan okul yöneticileri ve öğretmenlerin görüşlerine göre  farkındalık ve üst biliş odaklı empati eğitiminin verimli ve etkili olabilmesi için öğrenci ve öğretmen işbirliğinin artırılmasının önemi ortaya konmuştur. Bu paralelde bu konu ile ilgili uygulamaların artırılmasının sağlanmasıdır. Farkındalık arttıkça okul içinde yer alan kişilerin olumlu anlamda değiştiğini göstermektedir. Kazanımlar ile ilgili olarak katılımcıların kişisel gelişimleri, deneyim ve beceri edinme imkanlarının arttığı tespit edilmiştir. Ayrıca yaşamlarının tamamını kapsayacak şekilde çatışma çözme becerileri, problem çözme becerileri, iletişim ve en önemlisi de farkındalık ve üst biliş odaklı empati becerilerini geliştirmeleridir. Asıl önemli olan bir diğer konu ise önyargılarla baş etme becerilerini artırırlarken yaratıcı düşünme becerilerini de geliştirmeleridir. Bu sayede  başarı ve mutluluk getiren  alışkanlıklar sağlamaktadır. Bu tür bir durumda sürdürebilir gelişim gösteren bir okul kültürü ve ekosisteminin oluşturulabileceğini mümkün kılmaktadır.

The aim of the study is to report on the development of supportive multimedia resources for children at-risk of learning disabilities. Precisely, the development of multimedia software that allows online interactions is analyzed. Children at risk of learning disabilities may face difficulties in handling speech and language, phonological processing and decoding of written text. The digital activities focus on phonological awareness issues in a multimedia interactive and playful environment that keeps student’s interest and adjusts to his/her needs and abilities in order to achieve the desired learning outcomes. Through an interdisciplinary and experimental digital knowledge approach another goal is to enhance students’ creativity and communication.
Concluding, the software completion and application is discussed together with the modern technology potentials on special educational procedures.

Multi-User Virtual Environments are often used in the frame of educational experiences. A technology-based educational experience consists of several elements: content, syllabus, roles, sequence of activities, assingments etc. on one side and technology on the other. The design process, therefore, has to follow a double track: the design of the educational experience as a whole and the design of the MUVE. Each design process has its own independence, while, at the same time, the two design processes are also deeply intertwined. The paper proposes a novel approach to design (both for the learning experience and the MUVE): a “biological life cycle” design, where evolution (for survival and fitness) is crucial, while anticipating all the requirements (creating an engineering blueprint) is basically impossible. This paper is based upon a number of large-scale case studies, involving nearly 9,000 high-school students from 18 countries in Europe, Israel, and the USA. Substantial educational benefits were achieved by these learning experiences, at the center of which were MUVEs. It can’t be claimed that MUVEs were the only factors for generating these benefits, but for sure they were the most important ingredient.

Abstract In today's age of globalization one faces the day waking up to a world that provides us instant waves of information and communication when accessing our media devices. As early adopters, particularly youth, show an intensive use of digital media in their everyday lives. At the same time, globalization brings a sense of ambiguity. This article questions how future students of higher education face and deal with the ambiguity in the online world.

In the digital age, the new leadership model is needed in the technologically developing schools, mainly in the high schools. In
these educational organizations, the new skills are also asked from the schools’ leaders in order to be highly successful to
meet the new needs of the students as well as the
management. However, most of the schools’ leaders are not ready to deal
with these new expectations and responsibilities since they have been significantly changed and transformed (Hannah &Avolio, 2010).

This article describes the web application called S3Doodle. It is an initial example of the combination of a stereoscopic graphical user interface that produces stereoscopic content and is controlled by hand gestures. The web application uses core stereo 3D concepts and implements them with cutting edge technology to create a differentiated experience. We use a spatial input control as an interface that allows us to introduce depth into the created compositions.  S3Doodle’s creation is documented, and the experience we had while building it is explained, shedding light on which are the technical decisions behind. We also gather user’s comments from the utilization of the web app. This application serves us as a case study for exploring gestural and stereo interactions, from which we get initial reactions upon which we can provide a better experience for future applications.

Emerging technology has changed the focus of corporate learning systems from task-based, procedural training to knowledge-intensive problem-solving with deep conceptual learning. In addition, the deployment of open systems and distributing processing are adding new stresses to learning systems that can barely keep pace with the current rate of change. Learning environments to address these challenges a reviewed within a framework of the conventional learning curve, in which different learning elements are required to support different levels of expertise. An adaptive development model for creating and sustaining a learning environment is proposed that consists of the iterative application of three phases: (1) analysis and reflection, (2) architecture inception and revision, and (3) alignment. The model relies on the notion that analysis deals as much with synthesis and learning as it does with decomposition. We conclude that the concept of a “learning environment” provides a viable construct for making sense of the array of systems designed to support knowledge management, document management, e-learning, and performance support. A learning environment with a well-defined architecture can guide the convergence of multiple systems into a seamless environment providing access to content, multimedia learning modules, collaborative workspaces, and other forms of learning support. Finally, we see future learning environments consisting of networks of databases housing content objects, elegant access to the content, ubiquitous virtual spaces, and authoring tools that enable content vendors, guilds, and universities to rapidly develop and deliver a wide range of learning artifacts.

In the first instance, prior to getting deep into the most significant points of discussion with regard to environmental recycling; would be better to know what recycling is; subsequent to knowing the real concept would be easy to get onto the evocative arguments of discussion in order to come up with suggestive strategies and measures to put into action.
Accordingly, starting from layman’s perception recycling is the process of making or manufacturing new products from the product that has originally served its purpose. If these used products are disposed of in an appropriate environmentally friendly way, the process of recycling has been set in motion. Items that are made from material such as aluminum, plastic water bottles and certain kinds of paper can be separated from regular trash and put in an appropriate recycling bin. In this regard all steps in order to save the environment would certainly become the part of environmental cycling.

"This article explores the cultural contexts in which three-dimensional imaging has been developed, disseminated and used. It surveys the diverse technologies and intellectual domains that have contributed to spatial imaging, and argues that it is an important example of an interdisciplinary subject. Over the past century-and-a-half, specialists from distinct fields have devised explanations and systems for the experience of 3-D imagery. Successive audiences have found these visual experiences compelling, adapting quickly to new technical possibilities and seeking new ones. These complementary interests, and their distinct perspectives, have co-evolved in lock-step. A driver for this evolution is visual culture, which has grown to value and demand the spectacular. As a result, professional and popular engagements with 3-D have had periods of both popularity and indifference, and cultural consensus has proven to be ephemeral.
"

Abstract This paper discusses the significance of the multimodal interaction in virtual environments (VE) and the criticalities involved in integration and coordination between modes during interaction. Also, we present an architecture and design of the integration mechanism with respect to information access in second language learning. In this connection, we have conducted an experiential study on speech inputs to understand how far users' experience of information can be considered to be supportive to this architecture.