5789 research outputs found
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Design and robots for learning in virtual worlds.
No full textAvailable online http://www.igi-global.com/chapter/design-robots-learning-virtual-worlds/62129doi/10.4018/978-1-61350-516-
Your Mission is to Collaboratively Program a LEGO Robot via a Virtual World.
No full textIn Proceedings of Global TIME 2012, Association for the Advancement of Computing in Education (AACE), pp. 11-17.Available online http://www.editlib.org/p/3938
Task fidelity for robot-mediated interaction in 3D worlds.
No full textIn Proceedings of the 9th ACM/IEEE International Conference on Human-Robot Interaction, HRI'14, March 3-6, 2014, Bielefeld, Germany.doi/10.1145/2559636.255979
International collaboration in 3D virtual spaces to advance Computational Thinking.
No full textInvited presentation at European Research(er's) Day, EURAXESS, Delegation of the European Union to Japan, Tokyo. December 11, 2015.Available online. <https://www.dropbox.com/s/1o72e9zge1yvajc/T11_Vallance.pptx?dl=0
An information and communications technology (ICT)-enabled method for collecting and collating information about pre-service teachers’ pedagogical beliefs regarding the integration of ICT.
No full texthttp://dx.doi.org/10.1080/0968776060112985
Human Rights in Japan ? intriguing, progressing, but still lacking
No full textJapan was admitted to the United Nations (U.N.) in 1956; however, it was not until the late 1970s that Japan ratified any human rights conventions. By 1982, Japan had been elected to the United Nations Commission on Human Rights (UNHCR). Japan’s policies on human rights, particularly toward issues outside Japan, were almost non-existent until more recently, even though the Japanese Constitution upholds human rights as a core value. There are obvious polarised positions on Japan’s human rights (in) actions. For example the U.N. Special Rapporteur on contemporary forms of racism, racial discrimination, xenophobia and related intolerance concluded that “there is racial discrimination and xenophobia in Japan, and it affects three circles of discriminated groups: the national minorities… Koreans and Chinese… foreigners and migrants from… the rest of the world” and highlighted that the discrimination were of a social, economic, political, historical and cultural nature. The Japanese government, on the other hand, has denied the accusations and has argued that “Japan has taken all measures to combat racial discrimination”. This paper briefly examines human rights in Japan by addressing some of the issues in the “circles” identified by the U.N. Rapporteur. Human rights put Japan in an uncomfortable position; however, it would be erroneous to portray Japan as a country where human rights abuses akin to some of its Asian neighbours abound. At the same time, much remains to be done to complete the transition to an open society where minorities and multiculturalism is both respected and promoted at all levels. Japan has the opportunity to convert the rhetoric into real action so other states can see the possibilities and follow the lead
Starting from Scratch ? Lifting the Educational Resource Curse
No full textWe apply the economics analogy of the “resource curse” to education, suggesting that an abundance of technology can actually correlate negatively with outcome. Our situation in a “regional” technology-focused university is that students are not, in general, motivated or inspired by technology. We report a case study of a “more with less” approach in two classes, one computer science and one communication. These units have traditionally been seen from different teaching and learning paradigms, so our work also addresses the challenge of integrating experiences across a curriculum by targeting higher-order thinking skills. We are starting from scratch both literally and figuratively, since we are employing the Scratch programming environment developed by MIT for young children. This paper presents our work with Scratch and reports how students employed various skills despite not being explicitly instructed in them. We discuss implications and outline concrete future research directions
Developing Learning Opportunities (Again?): Rhetoric and Reality
No full textThis paper discusses some implications for developing a course that attempted to facilitate integrated, and at times eclectic, learning opportunities for Design Technology and Systems Architecture students at a university in Japan. Although constrained by the environment of ‘a university’, I believed that it was important for the students to have opportunities to develop life-skills, which involved time and project management skills, such as analysing problems and finding alternatives, and utilise and develop specialty skills, such as Design skills, and international skills through English communication proficiencies. A task-based pedagogical approach was primarily adopted. Students were required to develop local community-focused projects that required them to interact with local citizens and organisations, and draw on a multiplicity of sources to complete their end-product (a documentary DVD or multimedia interactive CD). The results from the courses have been mixed, with some creative enterprises forthcoming, whilst at the same time, some less-than sufficient outcomes have led me to question the framework (physical infrastructure, academic disciplines, theoretical paradigms, learning experiences, learning support infrastructure, global and local focus, etc) within which the course is situated. A critique and suggested solutions are outlined. Outcomes from a course for Design Technology and Systems Architecture students, and the framework (infrastructure, theoretical paradigms, learning experiences, learning support, etc.) within which the course is situated are critiqued