Στη διπλωματική μελετώνται ηλεκτρονικές μνήμες εκπαίδευσης στη διάχυτη τεχνολογίας μάθησης. Ηλεκτρονικές μνήμες εκπαίδευσης είναι υποκατηγορία των ηλεκτρονικών μνημών ανθρώπου. Ο μαθητής συλλαμβάνει με φωτογραφία, βίντεο, ήχο οτιδήποτε βλέπει, ακούει, κάνει μέσα στο μάθημά του (π.χ. χειρόγραφες ασκήσεις του, βίντεο παράδοσης ενότητας) χρησιμοποιώντας το κινητό. Όλο το υλικό των αρχείων εγγραφών από το μάθημα ταξινομείται σε προσωπικές βιβλιοθήκες που αποτελούν την εκπαιδευτική e-memory(ηλεκτρονική μνήμη) του. Η παραπάνω διαδικασία εφαρμόζεται στη διάχυτη μάθηση σε πραγματικό περιβάλλον τάξης. Σε αυτόν το διάχυτο περιβάλλον μάθησης αλλάζει ο τρόπος που ο μαθητής εργάζεται στην τάξη, μαθαίνει τη γνώση, απελευθερώνει τη δημιουργικότητά του στα μαθήματα, και επαναπροσδιορίζει τη σχέση με τους συμμαθητές του στην τάξη. Στη διπλωματική περιεγράφηκε η διάχυτη μάθηση και οι απαιτήσεις ενός συστήματος διάχυτης τάξη που μπορεί να την εφαρμόσει. Στη διπλωματική διερευνήθηκαν και ορίστηκαν οι διάχυτες ηλεκτρονικές μνήμες. Έγινε εκτενή μελέτη για τον ορισμό των σχολικών συμβάντων της τάξης που πρόκειται να «απομνημονεύσει» το σύστημα διάχυτης τάξης. Οι εκπαιδευτικές μνήμες που αποτελούν τα ηλεκτρονικά δεδομένα του κατηγοριοποιήθηκαν και ταξινομήθηκαν. Σχεδιάστηκε η τεχνολογία μάθησης που υλοποιείται στο σύστημα και η διαδικασία δημιουργίας ηλεκτρονικών εκπαιδευτικών μνημών. Η σχεδίαση έγινε με τη χρήση μεθόδου συμμετοχικής σχεδίασης. Βρέθηκαν οι ανάγκες χρήσης του συστήματος από τους μαθητές. Προσδιορίστηκαν οι σχεδιαστικές προδιαγραφές του. Αναπαραστάθηκαν οι ροές των ηλεκτρονικών μνημών κατά τη λειτουργία του συστήματος. Δημιουργήθηκε πρωτότυπο συστήματος διάχυτης μάθησης ηλεκτρονικών μνημών τάξης και υλοποιήθηκαν σενάρια χρήσης. Σχεδιαστικές προκλήσεις που λύνει το πρωτότυπο παρουσιάστηκαν.
The current time is the time of calm technology. The Ubiquitous/pervasive technology and context awareness with mobile helps the pupils to learn properly in the classroom and at the right time. We define as pervasive/ubiquitous learning using ubiquitous/pervasive technology to learning.
The ubiquitous/pervasive learning changes the class that it is used. The pervasive technology in the classroom uses aware context lesson, supports the pupil and used continuously. A ubiquitous classroom system includes five characteristics and used in actual situation activities.
The electronic memories/e-memories help the person to exceed his fate to forget but also it has the absolute control in what it remembers, it can summarize anything it has seen, it has heard or made and recall after his own decision memories from various time moments of his life. The person uses digital means in order to create and store continuously recordings of electronic memories. The digital recordings are selected by the person and include shooting events of life, recording anything he listens and recording pictures from manuscripts documents. The total of digital recordings creates the electronic memory.
The electronic memories/e-memories become ubiquitous when they fill three criteria. The context of environment of ubiquitous e - memories is recalled with the principle of Encoding specificity and the operation of externalizing memory.
The e-memories when they are created in the course with ubiquitous technology we say that are named educational e - memories. The educational e - memories have twelve uses from the pupil for learning. The educational electronic memories have six uses from teacher for learning. The four types of educational electronic memories are created with four types of recordings. The plethora of record types hindering the search for an electronic memory that previously found. The educational electronic memories have nine characteristics.
The hypothetical ubiquitous technology system in learning can store electronic educational memories that "Born" by learning and pupil events in the classroom. Was conducted participatory design and were found and selected electronic educational memories from lesson events that uses the system to help students in their learning. Were found fifteen categories of pedagogic events and their corresponding educational memories.
Participatory design is the methodology from set theories, practices and studies involving end users and designers to work together by changing angles. End-users take the crucial role of the designer technology while designers are changed in technical advisers. Uses the empirical knowledge of persons.
The participatory design has a significant advantage. In the participatory design are comprehended needs, preferences and problems of users from the integral dialog during the participative designing between designers - users/pupils. The participatory design has four drawbacks. The participatory design has five challenges.
The research that was carried out brought the participative designing in the school environment and it used three techniques for the collaboration between six students/designers and an adult technical adviser. In the participative designing the six children and the adviser were involved in different activities of educational electronic memories. The students became co – designers in the system of ubiquitous learning e -memories of class, they proposed and produced design alternatives.
The participatory design applied the Method BRIDGE in order to find the context of educational memories of six children and with this to define the intention that want to have when using the interface of a hypothetical ubiquitous system electronic memories of class inside the lesson. In the method we used three terms: design, design objects, design subjects. The objectives of our design process were five.
In preparation period of participatory design the coordinator/technical adviser says: objectives of techniques, general principles of participatory design, user’s form of consent, significance of design, challenges of the system.
The coordinator guided and supported designers/students, resolved queries, ensured the pedagogical norms, kept the control of flow of periods, installed common and structured understanding, has ensured compliance with the rules, complied with school authorities, distributed classified activities, played role playing game.
The design process structured in three periods, respectively were three techniques. These techniques are alter ego, mission from Mars, production usage scenarios.
The first technique includes: Objective, completion of fantasy character template, characteristics activities, character presentation, questions of character behavior in situations in the classroom.
The second technique includes: Objective, video of Martian arrival on earth, translation of Martian messages, auditory stimuli, text stimuli, activities "Time machine", "My class", "Memories from my schoolmates an my schoolteacher ".
The third technique includes: Objective, discussion of focal question, activity "Oh! Words", activity "Searching our memories", description of the organization of the periods, first findings from the design process.
The children participated actively in the development of ubiquitous system electronic memories of class and exported the following results: fifty user needs of ubiquitous system electronic memories of class.
The ubiquitous system electronic memories of class operates in four contexts. In the first period was recognized the operation of personal context, in the second period was recognized the operation of time context, position context, social environment lesson context. Quoted design specifications of four operating contexts.
The ubiquitous system electronic memories of class approximately uses as flow data educational memories of class. In diagrams were described three data stream levels of the system.
Events of the characteristics of the personality of a user of the system were described.
The prototype of ubiquitous system electronic memories of class collects educational memories. The prototype is constituted by the following components: four activities types of recalling memories, four types of collecting memories from the course, four contexts awareness of course, thirty one choices labels and a choice that the student can write what they want, educational electronic memory cards.
The educational electronic memory card includes: Photo recording, video recording, audio recording. Stored annotation text of memory. Four contexts: lesson collected, creation date, name of pupil who collected the memory, label - memory subject. Icons of emotional characterization of memory. Characterization icon of importance of memory ("favorite memory").
The prototype includes six activities: selecting students who see and send the shared memories, create educational electronic memories, flow of pupil that use the prototype in the classroom, flow of course, search of memories, flow from student.
Were created six prototype usage scenarios: collection of memory, search of electronic memory from the lesson, search of electronic memory from date of creation, search of electronic memory from label – memory subject, search of electronic memory by name of pupil, use of environment service in class.
The prototype consists: Five screens in the activity flow of shared memories. Eight screens in the activity creation of educational electronic memories. Eight screens in the activity flow of course. Eleven screens in the activity search of memories. Eleven screens in the activity flow from student. A screen in the activity choice of schoolmates that sends and sees shared memories.
The modeling of the context of the interface of the prototype could not solve six challenges.
Important conclusions were quoted.
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