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Educational Software

Lectures

Module 1: Introduction to the course Educational Software

ESmodule1_2010.pdf

Willem-Paul Brinkman

Duration and Associated literature
Hour 1: 37:19
Hour 2: 39:00
Alessi, M.S., and Trollip, S.R. (2001). Chapter 1: Introduction. in: In Multimedia for learning; Methods and development (3rd ed) (pp10-47). Boston, MA: Allyn and Bacon.


1. Introduction
2. Introduction - continued

In this first lecture a short introduction will be given. The aims and learning outcomes of the different modules will be explained, together with what is expected to finish this course successfully.

Other topics discussed in this lecture:
The most important definitions of multimedia learning and instructing are given. Also the processing of pictures, spoken words, and printed words. The technology-centered and the learner-centered approach are given and compared. Some important metaphors for multimedia learning are discussed.

Module 2: Educational principles

ESmodule2_2010.pdf

Willem-Paul Brinkman

Duration and associated literature
Hour 1: 33:32
Hour 2: 42:59
Alessi, S.M., and Trollip, S.R. (2001). Chapter 2: Learning principles and approaches. In Multimedia for learning; Methods and development (3rd ed) (pp. 16-47). Boston, MA: Allyn and Bacon.

1. Learning principles, theories, and appoaches – part 1
2. Learning principles, theories, and approaches – part 2

In this lecture principles of behaviourism,  cognitive psychology, and constructivist psychology are introduced, discussed and compared with positive and negative examples.

Other topics discussed in this lecture are:
Behaviourism: classical conditioning, operant conditioning, pattern of reinforcing, programmed learning.
Cognitive psychology: human information processing model, schema theory, multi-sensory learning, memory, motivation, mental models, cognitive style, learning
Constructivist psychology: assumptions, activities, learning, situated learning, education software, simulations

Module 3: Computer Assisted Personalised of Instruction

ESmodule3_2010.pdf

Willem-Paul Brinkman

Duration and associated literature
Hour 1:
44:51
Hour 2: presentations by students – not recorded

Brinkman, W.-P, Rae, A., & Dwivedi, Y.K., (2009) Computer-Aided Personalised System of Instruction for Teaching Mathematics in an Online Learning Environment, Solutions and Innovations in Web-Based Technologies for Augmented Learning: Improved Platforms, Tools and Applications, pp. 271-299, IGI Global , Hershey, NY. Ramsden, P. (2003). Learning to teach in higher education (2nd ed). Handbook of Cognitive Task Design. Chapter 13 (pp. 283-305). Mahwah, NJ: Lawrence Erlbaum Associates.

1. Computer assisted Personalised System of Instruction
2. Presentations by students - not recorded.

In this lecture attention is given to presentation and discussion of the Keller Plan and the five principles of PSI; adaptation of PSI for elearning. The 3P model of teaching and learning. Activities. Results from field studies.

Module 4: Development of Educational Software

ESmodule4_2010.pdf

Charles van der Mast

Duration and associated literature
Hour 1: 39:20
Hour 2: 41:51
Charles van der Mast (1995) Developing Educational Software: Integrating disciplines and media, PhD thesis Delft University of Technology [available at http://repository.tudelft.nl/] Chapter1, and section 2.1. and 2.2.7, and Chapter 3 and 4.

1. Development – part 1
2. Development – part 2

The main topic in this lecture is to observe and discuss the different methods of development of educational software in professional and multidisciplinary teams. First the life cycle of educational software is studied and its essential components. An overview of observed activities during develpment is given. As an intermezzo a rececent experience is given with improving the educational system at technical colleges in the Kolkata area (India) by introducing the development of educational software by teachers in small teams. Then, the three levels of modeling are given: macro – why; meso – what; micro – how. Finally roles and responsibilites in the team of developers are given.

Module 5: Knowledge management and web lectures

ESmodule5a.pdf

ESmodule5b.pdf

Charles van der Mast
Hani Alers

Duration and associated literature
Hour 1:
35:26
Hour 2: 39:05

Jan-Willem van Aalst (2001), Knowledge Management in Courseware Development, PhD Thesis TU Delft. [http://repository.tudelft.nl/]
Jan-Willem van Aalst & Charles van der Mast (2002), A Knowledge Management Instrument to Support Learning of Highly Interactive Systems Development, Proceedings of the 7TH Annual Euromedia Conference 2002 Modena, Italy, April 15-17, pp. 105-112.
Jan-Willem van Aalst & Charles van der Mast (2003), Performer: an instrument for multidisciplinary courseware teams to share knowledge and experiences, Computers & Education, no. 41, pp. 39-48. Evaluation of personalized support for astronauts in long duration missions. Proceedings of the 59th International Astronautical Congress (IAC2008). Paris, France: IAF. DVD: ISSN 1995-6258.
Alers, H., and, Mast, van der, C.A.P.G. (2008). A case study of using web-based services in higher education. Proceedings of Euromedia, Euromedia 2008 April 15-17 Bruges Belgium, ISBN 978-90-77381-4-65, pp. 103-107, Eurosis-ETIS, Ostend Belgium, April 2008.
Alers, H., and, Mast, van der, C.A.P.G. (2008). Comparing Web-Based Services in HCI Teaching, ISBN 978-90-813811-2-3, pp. 29-35, Mediamatics, TU Delft, Mekelweg 4, 2628CD Delft, September 2008.
Day, J.A., and Foley, J.D. (2006). Evaluating a web lecture intervention in a human-computer interaction course. IEEE Transactions on Education, 49 (4), 420-431.
Day, J., Foley, J., Groeneweg, R., and Van der Mast, C. (2005). Enhancing the classroom learning experience with web lectures. Proceedings International Conference on Computers in Education

1. Knowledge Management
2. Internet & Multimedia for Teaching & Learning

In the first lecture theories and an experiment with the usage of a knowledge management system are given. Topics: knowledge as key resource; definitions; forces driving knowledge management; knowledge management systems; effective knowledge management. Survey of a comprehensive research project on knowledge management in multi disciplinary teams of professional software developers; CMM levels. Description of the Performer system. Conclusions of the research project. Application of Performer by teaching and learning at Delft. Aftermezzo on knowledge management in Kolkata (India).
In the second lecture a study is presented of the use of several web-based tools for teaching and learning in an HCI course/project of the master programme Media & Knowledge Engineering at Delft. In a Learner Centered Design approach. The tools include online manuals, lecture recordings, video tutorials, message board, voice recordings, and online reporting. All integrated in a wiki interface. The design and implementation is given. The usage during two years by students is logged, compared and discussed.

Module 6: Pedagogical Agents and Affective Computing

ESmodule6a.pdf

ESmodule6b.pdf

Joost Broekens

Duration
Hour 1
: 43:51
Hour 2
: 37:58

1. Pedagogical Agents
2. Affective Computing

In the first lecture guest speaker Joost Broekens covers the following topics: What is a pedagogical agent, and virtual agents; how to design and build; roles (expert, motivator, mentor); examples in different subject matter domains; conclusion and discussion.
In the second lecture Joost Broekens gives a short introduction into affective computing, including: definitions, theoretical issues, examples, and usability.

Module 7: Manuals

ESmodule7.pdf

WIllem-Paul Brinkman

Duration and associated literature
Hour 1: 22:04
Hour 2: 27:32

Meij, van der, H. & Carroll, J.M. (1995). Principles and heuristics for designing minimalist instruction. Technical Communications, 42(2), 243-261.
Brinkman, W.-P., Buil, V.P., Cullen, R., Gobits, R. and Nes, Van, F.L., (2001) Design and evaluation of online multimedia maintenance manuals, Behaviour and Information Technology, vol. 20, no. 1, pp. 47 - 52.

1. Manuals
2. Manuals (2)

The first lecture the types of manuals are presented: Getting started, tutorial/ learning guide, user guide, reference guide, online help; design steps for manuals. The second lecture will cover a case study: design and evaluation of an online multimedia maintenance manual.

Module 8: ePartner for Self-Management

ESmodule8.pdf

Olivier Blanson Henkemans

Duration and associated literature
Hour 1: 30:05
Hour 2: 26:37


O.A. Blanson Henkemans, W.A. Rogers, A.D. Fisk, M.A. Neerincx, J. Lindenberg, C.A.P.G. van der Mast, "Usability of an Adaptive Computer Assistant that Improves Self-Care and Health Literacy of Older Adults", Methods of Information Medicine, vol. 47, Schattauer GmbH, 2008.
O.A. Blanson Henkemans (2009),  ePartner for Self-Care: How to Enhance eHealth with Personal Computer Assistants, PhD Thesis Delft University of Technology. [repository.tudelft.nl]

1. ePartner for Self-Management
2. ePartner for Self-Management (2)

The first lecture presents definitions  and aims of self-management for a healthy lifestyle and chronic care. Examples of eHealth are given and discussed. A research project ePartner is surveyd. Experimental results and conclusions are given. In the second lectrure a new similar project ePartner for BeweegKuur is presented. In this project a web-based solution for patients with diabetes mellitus type II is developed. The development process is presented.

Module 9: Introduction Serious Games

ESmodule9.pdf

Duration
Hour 1: 48:47

1. Serious Games
attention: down loading this recording takes a long time because of the videos included

In this introduction definitions and classifications of serious games are given. In the second lecture three examples are shown as interactive simulations.

Module 10: Simulations as Learning & Teaching Tools

ESmodule10.pdf

Annette Payne

Duration and associated literature
Hour 1
: 22:43

A.M. Payne, J.E. Stephenson, W.B. Morris, H.G. Tempest, A. Mileham, D.K. Griffin, The Use of an e-Learning Constructivist solution in workplace learning, International Journal of Industrial Ergonomics 39 (2009) 548-553.

1.  Simulations as learning & teaching tools

In this lecture Annette Payne from Brunel University presents educational simulations as animations, video of scenarios, dummy interface to software and virtual reality. Properties of good simulations are disussed.

Module 11: Student presentations of this year [2010]

ESmodule11n.pdf

Niels ter Heijden and Remco Janssen  & Galateia Iatraki and Sacha Panic

In the first recording the requirements for the student assignments are given. In the six following recordings several groups of students are giving a presentation of their work.
The recordings are given without further descriptions here.

Duration
Recording 1:
4:10
1.  Project presentation

Recording 2: 18:38
2. Tony, Teaches you to play the piano 

Recording 3: 18:09
3. Structural brain connectivity explorer

Recording 4: 9:42
4. Jam! An educational game about equations

Recording 5: 15:58
5. Energy saving game

Recording 6: 10:55
6. ELOH, Elektronische Leeromgeving voor Hardware [in Dutch]

Recording 7: 20:21
7. Calculatoys, Educational math game for primary school 
 

 

Module 12: Two student products of the year 2008

Duration and associated literature
Hour 1
: 37:21
Hour 2: 24:00

Niels ter Heijden, Remco Janssen (2008) Flatten – Development Made Easy – student report TU Delft.

Galateia Iatraki, Sacha Panic (2008) Virtual Reality Exposure Therapy – Operation Procedures Manual - student report TU Delft.

Galateia Iatraki, Sacha Panic (2008) Operator Training for the Virtual Reality Exposure Therapy System – Final Report – student report TU Delft.

8. Flatten
9. 
Operator for VRET  

In this last lecture two student couples present their project work done for this course.

In FLATTEN a simple exercise is developed and evaluated to learn to design 3D shapes for pipes and indoor ventilation systems. The target groups are students both in the Netherlands and in African countries at technical colleges. presented are: target group, subject materials, requirements, design concepts, implementation and evaluation. The product is demonstrated in the recording.

In VRET Operations Procedures Manual the students present goals, target group and educational value; didactical approach; implemenation and evaluation. The product exists of a manual on paper, and a CD-Rom including instructional videos.

 

 

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