ORCID Profile
0000-0003-4565-3614
Current Organisations
RMIT University
,
Deakin University
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Publisher: Springer International Publishing
Date: 2019
Publisher: Informing Science Institute
Date: 2019
DOI: 10.28945/4318
Abstract: Aim/Purpose: This paper presents an exploratory case study into using 360° videos to present small segments of lecture content for IT students in an Australian University. The aim of this study was to understand what is the impact of incorporating 360° videos into class content for students and teaching staff? In this study the 360° videos are described as “learning atoms”. Learning atoms are short duration videos (1 to 5 minutes) captured in 360°. Background: Within this paper we conducted experiments in the classroom using 360° videos to determine if they have an impact on student's feeling of presence with class content. Additionally, to follow up, how does the inclusion of 360° impact on the teaching experience. Methodology: The methodology used in this study focused on both quantitative and qualita-tive aspects. Data was captured at the same time during the teaching period to address the research questions. In order to gauge the feeling of presence within the classroom a short survey was administered to students in the undergraduate IT class at the start (pre) and end (post) of the semester using the same questions to measure any change. Contribution: The main contributions from this study were that we demonstrated there is a potential for providing an alternative ‘immersive’ content presentation for students. This alternative content took the form of 360° learning atoms, whereas further showed our nuance process for creating and publishing of these atoms. Findings: The results show that for students, learning atoms can help improve the sense of presence, particularly for remote students, however the interactive experience can take student’s attention away from the lecturer. The results present potential for providing an alternative ‘immersive’ content presentation for students, however problems for uptake are present for both students and teachers, such as image capture quality and file size Impact on Society: We foresee this approach as being a new approach to teaching students in higher education within online spaces to increase engagement and move towards having a richer virtual experience no matter the location. Future Research: Future research will be conducted to resolve whether presence and engagement is supported by the inclusion of 360° videos in the classroom.
Publisher: Computers, Materials and Continua (Tech Science Press)
Date: 2019
Publisher: IGI Global
Date: 2021
DOI: 10.4018/978-1-7998-7297-9.CH004
Abstract: This chapter explores the demands that digital service innovation places on those stakeholders who use the digital service through three lenses: workers and workplace, digital literacy, and, finally, digital education. The chapter includes an overview of digital service innovation. The impact of digital services generally is explored from the perspective of the workforce and the future of work developing an argument for the need for ongoing upskilling in the digital space. The skills required in the age of digital disruption are explored, and a definition and general understanding of what digital literacy entails is presented. Finally, the opportunities for education in digital environments are explored through three vignettes which illustrate different opportunities for upskilling and retraining. The chapter highlights adaptations required in socio-political environments, education and training, and curricula to allow digital service innovations to achieve the expected benefits.
Publisher: IEEE
Date: 06-2012
Publisher: Aircc Publishing Corporation
Date: 24-08-2019
Publisher: IGI Global
Date: 02-04-2021
DOI: 10.4018/978-1-7998-5015-1.CH002
Abstract: This chapter explores the impact that artificial intelligence will make in the education sector and how it will transform the way in which both educators and students interact in the classrooms of the future. The chapter begins with an introduction into the digital education space as well as where artificial intelligence currently sits. When it comes to the transformation of education, the authors explore the educator and student perspectives to ensure both sides requirements are portrayed. Both stakeholders have an equally large learning curve and require more digital literacy than in the past however, the transformation that artificial intelligence will bring to the table is that educators and students will likely not be trapped with repetitive tasks and can focus on being creative, learning, and teaching. The three elements they explore in this chapter will give insight into work previously completed, research being conducted, and future insights and observations.
Publisher: IGI Global
Date: 2020
DOI: 10.4018/978-1-7998-2799-3.CH003
Abstract: This chapter explores the demands that digital service innovation places on those stakeholders who use the digital service through three lenses: workers and workplace, digital literacy, and, finally, digital education. The chapter includes an overview of digital service innovation. The impact of digital services generally is explored from the perspective of the workforce and the future of work developing an argument for the need for ongoing upskilling in the digital space. The skills required in the age of digital disruption are explored, and a definition and general understanding of what digital literacy entails is presented. Finally, the opportunities for education in digital environments are explored through three vignettes which illustrate different opportunities for upskilling and retraining. The chapter highlights adaptations required in socio-political environments, education and training, and curricula to allow digital service innovations to achieve the expected benefits.
Publisher: Academy Publisher
Date: 06-2012
Publisher: Elsevier BV
Date: 11-2017
Publisher: Emerald
Date: 09-10-2017
Abstract: The purpose of this study is to provide a framework to detect and prevent virtual property theft in virtual world environments. The issue of virtual property theft is a serious problem which has ramifications in both the real and virtual world. Virtual world users invest a considerable amount of time, effort and often money to collect virtual property, only to have them stolen by thieves. Many virtual property thefts go undetected and often only discovered after the incident has occurred. This paper presents the design of an autonomic detection framework to identify virtual property theft at two key stages: account intrusion and virtual property trades. Account intrusion is an unauthorized user attempting to gain access to an account and unauthorized virtual property trades are trading of items between two users which exhibit theft characteristics. Initial tests of this framework on a synthetic data set show an 80 per cent detection rate. This framework allows virtual world developers to tailor and extend it to suit their specific requirements. It provides an effective way of detecting virtual property theft while being low maintenance, user friendly and cost effective. To the author’s knowledge, there is no detection framework, system or tool that works on virtual property theft detection in virtual world environments without access to authentic virtual world data or attack data (because of privacy issues and unwillingness of virtual world environments companies to collaborate). The topic of virtual property theft, lack of existing labelled data sets, user anonymity, size of virtual world environments data sets and privacy issues with virtual world companies and a number of other critical factors distinguish this paper from previous studies.
Publisher: IEEE
Date: 07-2013
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 2019
No related grants have been discovered for Nicholas Patterson.