Ana-Maria Marhan

Bio: Ana-Maria Marhan is an academic researcher from Romanian Academy. The author has contributed to research in topics: Cognition & The Internet. The author has an hindex of 6, co-authored 13 publications receiving 89 citations. Previous affiliations of Ana-Maria Marhan include Association for Computing Machinery.

Connectivism: Concepts and Principles for emerging Learning Networks

Abstract: As social technologies continue to expand in influence, they are reshaping not only the learners’ needs, but also the theories and principles of learning processes design: learning models that have served previous generations are replaced for greater relevance to present’s needs. Connectivism views learning as a network creation process, and look at how we might provide 'learning ecologies' to meet the learners’ needs. The main connectivist concepts and principles will be further discuss in this paper, allowing us to examine the extent they can instruct designers to create and foster effective learning ecologies.

Virtual Reality-Based Environments for Learning and Training

Abstract: Learning and training are complex and complement processes. Started from the early ages, learning had to find continuously motivational factors in order to become effective and evolutive. But if there are some practical skills to be acquired, training must be also involved, in order to complete this symbiotic relationship between the two complement levels of knowledge, theoretical and practical abilities. Within an Educational Virtual Environment (EVE), Virtual Reality (VR) could offer very interesting instrument to enhance the motivation of in learning and effectiveness in training. Due to its significant motivational dimension we are considering these technologies as part of our current educational/training processes.

Evaluation of Adaptive Systems

Abstract: Adaptive systems are usually interactive systems As such they stand to benefit considerably from a development lifecycle that ensures user involvement from the early design stages, and embraces evaluation, in both formative and summative forms Evaluating an adaptive system involves a number of specific problems and pitfalls that need to be addressed by the selection of specific methods, techniques and criteria This tutorial aims to introduce participants to the peculiarities that arise when evaluating adaptive interactive systems A layered evaluation framework is used to separate the evaluation process into a number of different aspects which can be applied at different stages throughout the development life-cycle

Podcasting to Provide Teaching and Learning Support for an Undergraduate Module on English Language and Communication.

Abstract: This paper reports findings from research into the benefits of integrating podcasts into a first year undergraduate module on English Language and Communication at Kingston University. As part of a Faculty teaching and learning support scheme for first year undergraduates, six podcasts were developed to improve students’ learning and study skills and to provide advice on portfolio development and presentation skills. Student learning experience through podcasts was evaluated through two focus groups, personal interviews (six students) and an end of semester evaluation questionnaire (n=35). The paper describes the teaching and learning context and how the podcasts were integrated as part of the blended learning delivery. It discusses to what extent podcasts were able to achieve of the intended outcomes and the processes involved in achieving those outcomes. The findings led to development of a model for integrating podcasts in on-campus blended learning, and which can have potential applications in distance learning contexts. The model is based on three main features of podcasts identified as facilitating student learning: learner choice and flexibility offered by podcasts; tacit knowledge and experience of peers conveyed in discussions; and a sense of informality brought into formal learning.The research reported in the paper was carried out as part of a UK national research project entitled Informal Mobile Podcasting and Learning Adaptation (IMPALA) with funding from the UK Higher Education Academy.

The effects of 3D multi-user virtual environments on freshmen university students' conceptual and spatial learning and presence in departmental orientation

Abstract: The purpose of this study was to examine the usefulness of 3D multi-user virtual environments (MUVEs) for freshmen orientation purposes. To do so, a virtual orientation environment was developed on the Active Worlds MUVE. The study sample included 55 students who were enrolled in a university department. The study has a quasi-experimental control group design. The orientation was carried out a week before the academic semester. The virtual departmental orientation was conducted with 25 participants in the 3D MUVE, while the authentic departmental orientation was conducted with 30 participants who were led through the department by a guide. Both groups were administered a Conceptual Knowledge Test before and after their orientations along with a Spatial Knowledge Inventory and an Orientation Evaluation Questionnaire after the interventions. In addition, the Presence Questionnaire in Virtual Environments was administered to the virtual orientation participants. While the conceptual knowledge posttest scores of experimental and control groups increased significantly, there was no significant difference between them. It was found that students in the virtual orientation recalled spatial route details better than the participants in the authentic orientation, while there was no significant difference between the groups in terms of spatial landmark details and overall spatial scores. When the groups were compared in terms of evaluation factors, significant differences were observed in the effect on general learning and simplicity in favor of the virtual orientation, while there were no significant differences in perceived usefulness and enjoyment. Participants perceived a high level of presence in the virtual orientation. There was a small positive correlation between presence and conceptual knowledge and a moderate positive correlation between presence and spatial knowledge. Decreasing distraction factors in the virtual environment had a positive influence on students' conceptual and spatial learning. In general, the virtual orientation has similar or better results than authentic orientation in terms of the variables examined in this study. These findings demonstrate that 3D MUVEs can be effectively used by freshmen students for orientation purposes. We examine the usefulness of 3D MUVEs for freshmen orientation purposes.Conceptual knowledge increased significantly in virtual and authentic orientations.Virtual orientation participants recalled spatial route details better.Decreasing distraction in virtual space increases conceptual and spatial learning.Virtual orientation has similar or better results than authentic orientation.