ºÝºÝߣshows by User: leonelm / http://www.slideshare.net/images/logo.gif ºÝºÝߣshows by User: leonelm / Thu, 26 Dec 2024 21:46:21 GMT ºÝºÝߣShare feed for ºÝºÝߣshows by User: leonelm Literature Reviews integrating AI tools - Leonel Morgado /slideshow/literature-reviews-integrating-ai-tools-leonel-morgado/274412081 litreviewsslides-241226214621-df9b576a
Detailed slideshow exploring the literature review process, integrating artificial intelligence (AI) tools to support researchers. Includes practical methods for searching scientific databases, the use of general and specialized AI, and strategies for organizing and coordinating these processes. Addresses the dual nature (personal and technical) of the review, which aims to simultaneously discover the knowledge of an area and the personal goals of the researcher. The final finding should be both a clarification of the objective (concept, context, and perspective), and a global view of the state of the art, which allows identifying the need or not for a subsequent systematic review.]]>
Detailed slideshow exploring the literature review process, integrating artificial intelligence (AI) tools to support researchers. Includes practical methods for searching scientific databases, the use of general and specialized AI, and strategies for organizing and coordinating these processes. Addresses the dual nature (personal and technical) of the review, which aims to simultaneously discover the knowledge of an area and the personal goals of the researcher. The final finding should be both a clarification of the objective (concept, context, and perspective), and a global view of the state of the art, which allows identifying the need or not for a subsequent systematic review.]]> Thu, 26 Dec 2024 21:46:21 GMT /slideshow/literature-reviews-integrating-ai-tools-leonel-morgado/274412081 leonelm@slideshare.net(leonelm) Literature Reviews integrating AI tools - Leonel Morgado leonelm Detailed slideshow exploring the literature review process, integrating artificial intelligence (AI) tools to support researchers. Includes practical methods for searching scientific databases, the use of general and specialized AI, and strategies for organizing and coordinating these processes. Addresses the dual nature (personal and technical) of the review, which aims to simultaneously discover the knowledge of an area and the personal goals of the researcher. The final finding should be both a clarification of the objective (concept, context, and perspective), and a global view of the state of the art, which allows identifying the need or not for a subsequent systematic review. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/litreviewsslides-241226214621-df9b576a-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Detailed slideshow exploring the literature review process, integrating artificial intelligence (AI) tools to support researchers. Includes practical methods for searching scientific databases, the use of general and specialized AI, and strategies for organizing and coordinating these processes. Addresses the dual nature (personal and technical) of the review, which aims to simultaneously discover the knowledge of an area and the personal goals of the researcher. The final finding should be both a clarification of the objective (concept, context, and perspective), and a global view of the state of the art, which allows identifying the need or not for a subsequent systematic review.
Literature Reviews integrating AI tools - Leonel Morgado from Leonel Morgado
]]> 301 0 https://cdn.slidesharecdn.com/ss_thumbnails/litreviewsslides-241226214621-df9b576a-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Revis?es da literatura integrando ferramentas de IA https://pt.slideshare.net/slideshow/revisoes-da-literatura-integrando-ferramentas-de-ia/274407365 slidesrevliteratura-241226181610-01607ff8
Diaporama detalhado que explora o processo de realiza??o de revis?es da literatura, integrando ferramentas de intelig¨ºncia artificial (IA) para apoiar os investigadores. Inclui m¨¦todos pr¨¢ticos para buscas em bases de dados cient¨ªficas, o uso de IA generalistas e especializadas, e estrat¨¦gias para organizar e coordenar estes processos. Aborda-se a natureza dupla (pessoal e t¨¦cnica) da revis?o, que visa descobrir simultaneamente o conhecimento de uma ¨¢rea e os intuitos pessoais do investigador. A constata??o final dever¨¢ ser quer uma clarifica??o do objetivo (conceito, contexto e perspetiva), quer uma vis?o global do estado da arte, que permita identificar a necessidade ou n?o de uma revis?o sistem¨¢tica posterior.]]>
Diaporama detalhado que explora o processo de realiza??o de revis?es da literatura, integrando ferramentas de intelig¨ºncia artificial (IA) para apoiar os investigadores. Inclui m¨¦todos pr¨¢ticos para buscas em bases de dados cient¨ªficas, o uso de IA generalistas e especializadas, e estrat¨¦gias para organizar e coordenar estes processos. Aborda-se a natureza dupla (pessoal e t¨¦cnica) da revis?o, que visa descobrir simultaneamente o conhecimento de uma ¨¢rea e os intuitos pessoais do investigador. A constata??o final dever¨¢ ser quer uma clarifica??o do objetivo (conceito, contexto e perspetiva), quer uma vis?o global do estado da arte, que permita identificar a necessidade ou n?o de uma revis?o sistem¨¢tica posterior.]]> Thu, 26 Dec 2024 18:16:10 GMT https://pt.slideshare.net/slideshow/revisoes-da-literatura-integrando-ferramentas-de-ia/274407365 leonelm@slideshare.net(leonelm) Revis?es da literatura integrando ferramentas de IA leonelm Diaporama detalhado que explora o processo de realiza??o de revis?es da literatura, integrando ferramentas de intelig¨ºncia artificial (IA) para apoiar os investigadores. Inclui m¨¦todos pr¨¢ticos para buscas em bases de dados cient¨ªficas, o uso de IA generalistas e especializadas, e estrat¨¦gias para organizar e coordenar estes processos. Aborda-se a natureza dupla (pessoal e t¨¦cnica) da revis?o, que visa descobrir simultaneamente o conhecimento de uma ¨¢rea e os intuitos pessoais do investigador. A constata??o final dever¨¢ ser quer uma clarifica??o do objetivo (conceito, contexto e perspetiva), quer uma vis?o global do estado da arte, que permita identificar a necessidade ou n?o de uma revis?o sistem¨¢tica posterior. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/slidesrevliteratura-241226181610-01607ff8-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Diaporama detalhado que explora o processo de realiza??o de revis?es da literatura, integrando ferramentas de intelig¨ºncia artificial (IA) para apoiar os investigadores. Inclui m¨¦todos pr¨¢ticos para buscas em bases de dados cient¨ªficas, o uso de IA generalistas e especializadas, e estrat¨¦gias para organizar e coordenar estes processos. Aborda-se a natureza dupla (pessoal e t¨¦cnica) da revis?o, que visa descobrir simultaneamente o conhecimento de uma ¨¢rea e os intuitos pessoais do investigador. A constata??o final dever¨¢ ser quer uma clarifica??o do objetivo (conceito, contexto e perspetiva), quer uma vis?o global do estado da arte, que permita identificar a necessidade ou n?o de uma revis?o sistem¨¢tica posterior.
from Leonel Morgado
]]> 1028 0 https://cdn.slidesharecdn.com/ss_thumbnails/slidesrevliteratura-241226181610-01607ff8-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Ancient Greek Technology: An Immersive Learning Use Case Described Using a Co-Intelligent Custom ChatGPT Assistant /slideshow/ancient-greek-technology-an-immersive-learning-use-case-described-using-a-co-intelligent-custom-chatgpt-assistant/273866346 ancientgreektechnologypresentation-241205215817-acca143f
Presentation for IEEE ICIR 2024. Abstract: Achieving consistency in immersive learning case descriptions is essential but challenging due to variations in research focus, methodology, and researchers¡¯ background. We addresses these challenges by leveraging the Immersive Learning Case Sheet (ILCS), a methodological instrument to standardize case descriptions, that we applied to an immersive learning case on ancient Greek technology in VRChat. Research team members had differing levels of familiarity with the ILCS and the case content, so we developed a custom ChatGPT assistant to facilitate consistent terminology and process alignment across the team. This paper constitutes an example of how structured case reports can be a novel contribution to immersive learning literature. Our findings demonstrate how the ILCS supports structured reflection and interpretation of the case. Further we report that the use of a ChatGPT assistant significantly supports the coherence and quality of the team members development of the final ILCS. This exposes the potential of employing AI-driven tools to enhance collaboration and standardization of research practices in qualitative educational research. However, we also discuss the limitations and challenges, including reliance on AI for interpretive tasks and managing varied levels of expertise within the team. This study thus provides insights into the practical application of AI in standardizing immersive learning research processes.]]>
Presentation for IEEE ICIR 2024. Abstract: Achieving consistency in immersive learning case descriptions is essential but challenging due to variations in research focus, methodology, and researchers¡¯ background. We addresses these challenges by leveraging the Immersive Learning Case Sheet (ILCS), a methodological instrument to standardize case descriptions, that we applied to an immersive learning case on ancient Greek technology in VRChat. Research team members had differing levels of familiarity with the ILCS and the case content, so we developed a custom ChatGPT assistant to facilitate consistent terminology and process alignment across the team. This paper constitutes an example of how structured case reports can be a novel contribution to immersive learning literature. Our findings demonstrate how the ILCS supports structured reflection and interpretation of the case. Further we report that the use of a ChatGPT assistant significantly supports the coherence and quality of the team members development of the final ILCS. This exposes the potential of employing AI-driven tools to enhance collaboration and standardization of research practices in qualitative educational research. However, we also discuss the limitations and challenges, including reliance on AI for interpretive tasks and managing varied levels of expertise within the team. This study thus provides insights into the practical application of AI in standardizing immersive learning research processes.]]> Thu, 05 Dec 2024 21:58:17 GMT /slideshow/ancient-greek-technology-an-immersive-learning-use-case-described-using-a-co-intelligent-custom-chatgpt-assistant/273866346 leonelm@slideshare.net(leonelm) Ancient Greek Technology: An Immersive Learning Use Case Described Using a Co-Intelligent Custom ChatGPT Assistant leonelm Presentation for IEEE ICIR 2024. Abstract: Achieving consistency in immersive learning case descriptions is essential but challenging due to variations in research focus, methodology, and researchers¡¯ background. We addresses these challenges by leveraging the Immersive Learning Case Sheet (ILCS), a methodological instrument to standardize case descriptions, that we applied to an immersive learning case on ancient Greek technology in VRChat. Research team members had differing levels of familiarity with the ILCS and the case content, so we developed a custom ChatGPT assistant to facilitate consistent terminology and process alignment across the team. This paper constitutes an example of how structured case reports can be a novel contribution to immersive learning literature. Our findings demonstrate how the ILCS supports structured reflection and interpretation of the case. Further we report that the use of a ChatGPT assistant significantly supports the coherence and quality of the team members development of the final ILCS. This exposes the potential of employing AI-driven tools to enhance collaboration and standardization of research practices in qualitative educational research. However, we also discuss the limitations and challenges, including reliance on AI for interpretive tasks and managing varied levels of expertise within the team. This study thus provides insights into the practical application of AI in standardizing immersive learning research processes. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ancientgreektechnologypresentation-241205215817-acca143f-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presentation for IEEE ICIR 2024. Abstract: Achieving consistency in immersive learning case descriptions is essential but challenging due to variations in research focus, methodology, and researchers¡¯ background. We addresses these challenges by leveraging the Immersive Learning Case Sheet (ILCS), a methodological instrument to standardize case descriptions, that we applied to an immersive learning case on ancient Greek technology in VRChat. Research team members had differing levels of familiarity with the ILCS and the case content, so we developed a custom ChatGPT assistant to facilitate consistent terminology and process alignment across the team. This paper constitutes an example of how structured case reports can be a novel contribution to immersive learning literature. Our findings demonstrate how the ILCS supports structured reflection and interpretation of the case. Further we report that the use of a ChatGPT assistant significantly supports the coherence and quality of the team members development of the final ILCS. This exposes the potential of employing AI-driven tools to enhance collaboration and standardization of research practices in qualitative educational research. However, we also discuss the limitations and challenges, including reliance on AI for interpretive tasks and managing varied levels of expertise within the team. This study thus provides insights into the practical application of AI in standardizing immersive learning research processes.
Ancient Greek Technology: An Immersive Learning Use Case Described Using a Co-Intelligent Custom ChatGPT Assistant from Leonel Morgado
]]> 822 0 https://cdn.slidesharecdn.com/ss_thumbnails/ancientgreektechnologypresentation-241205215817-acca143f-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Cointelig¨ºncia Artificial e Ambientes Imersivos https://pt.slideshare.net/slideshow/cointeligencia-artificial-e-ambientes-imersivos/273622733 leonelmorgado-241126184819-e8e51dd3
Apresenta??o de apoio ¨¤ keynote na confer¨ºncia TISE 2024]]>
Apresenta??o de apoio ¨¤ keynote na confer¨ºncia TISE 2024]]> Tue, 26 Nov 2024 18:48:19 GMT https://pt.slideshare.net/slideshow/cointeligencia-artificial-e-ambientes-imersivos/273622733 leonelm@slideshare.net(leonelm) Cointelig¨ºncia Artificial e Ambientes Imersivos leonelm Apresenta??o de apoio ¨¤ keynote na confer¨ºncia TISE 2024 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/leonelmorgado-241126184819-e8e51dd3-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Apresenta??o de apoio ¨¤ keynote na confer¨ºncia TISE 2024
from Leonel Morgado
]]> 179 0 https://cdn.slidesharecdn.com/ss_thumbnails/leonelmorgado-241126184819-e8e51dd3-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Metaverso, Realidade Virtual e Aumentada na Educa??o e Forma??o https://pt.slideshare.net/slideshow/metaverso-realidade-virtual-e-aumentada-na-educacao-e-formacao/273442259 leonelmorgado-241119183644-cad4c306
A apresenta??o explora a evolu??o dos sistemas de realidade aumentada e virtual, desde os primeiros dispositivos pesados e caros at¨¦ ¨¤s tecnologias atuais mais acess¨ªveis, e o impacto destas na educa??o e forma??o. Principais Pontos: Imers?o: Define-se imers?o como um estado de profundo envolvimento, em que o utilizador se sente rodeado pelo ambiente virtual, distanciando-se do mundo real. Aprendizagem Imersiva: Destacam-se v¨¢rias aplica??es educacionais para ambientes imersivos, como a complementaridade entre contextos e recursos, a simula??o de ambientes reais para treino e pr¨¢tica, a explora??o de dados e manipula??o interativa, o envolvimento em atividades de treino e colabora??o, e a viv¨ºncia de experi¨ºncias culturais e emocionais. Desafios e Solu??es: A implementa??o de ambientes imersivos apresenta desafios, como a necessidade de gerir e orquestrar estas experi¨ºncias em ecologias cognitivas complexas. Ecologia Cognitiva: Descreve-se um ecossistema onde v¨¢rias intelig¨ºncias e entidades interagem, com o ser humano a atuar como coprodutor de conhecimento, que emerge de forma distribu¨ªda. Ferramentas de Recomenda??o e Orquestra??o: Apresentam-se ferramentas desenvolvidas para recomendar e gerir ambientes de aprendizagem imersivos, visando a sustentabilidade e a adequa??o ¨¤s necessidades formativas. Esta s¨ªntese abrange os temas centrais da apresenta??o: evolu??o tecnol¨®gica, aplica??es educacionais e desafios da integra??o de ambientes imersivos na educa??o.]]>
A apresenta??o explora a evolu??o dos sistemas de realidade aumentada e virtual, desde os primeiros dispositivos pesados e caros at¨¦ ¨¤s tecnologias atuais mais acess¨ªveis, e o impacto destas na educa??o e forma??o. Principais Pontos: Imers?o: Define-se imers?o como um estado de profundo envolvimento, em que o utilizador se sente rodeado pelo ambiente virtual, distanciando-se do mundo real. Aprendizagem Imersiva: Destacam-se v¨¢rias aplica??es educacionais para ambientes imersivos, como a complementaridade entre contextos e recursos, a simula??o de ambientes reais para treino e pr¨¢tica, a explora??o de dados e manipula??o interativa, o envolvimento em atividades de treino e colabora??o, e a viv¨ºncia de experi¨ºncias culturais e emocionais. Desafios e Solu??es: A implementa??o de ambientes imersivos apresenta desafios, como a necessidade de gerir e orquestrar estas experi¨ºncias em ecologias cognitivas complexas. Ecologia Cognitiva: Descreve-se um ecossistema onde v¨¢rias intelig¨ºncias e entidades interagem, com o ser humano a atuar como coprodutor de conhecimento, que emerge de forma distribu¨ªda. Ferramentas de Recomenda??o e Orquestra??o: Apresentam-se ferramentas desenvolvidas para recomendar e gerir ambientes de aprendizagem imersivos, visando a sustentabilidade e a adequa??o ¨¤s necessidades formativas. Esta s¨ªntese abrange os temas centrais da apresenta??o: evolu??o tecnol¨®gica, aplica??es educacionais e desafios da integra??o de ambientes imersivos na educa??o.]]> Tue, 19 Nov 2024 18:36:44 GMT https://pt.slideshare.net/slideshow/metaverso-realidade-virtual-e-aumentada-na-educacao-e-formacao/273442259 leonelm@slideshare.net(leonelm) Metaverso, Realidade Virtual e Aumentada na Educa??o e Forma??o leonelm A apresenta??o explora a evolu??o dos sistemas de realidade aumentada e virtual, desde os primeiros dispositivos pesados e caros at¨¦ ¨¤s tecnologias atuais mais acess¨ªveis, e o impacto destas na educa??o e forma??o. Principais Pontos: Imers?o: Define-se imers?o como um estado de profundo envolvimento, em que o utilizador se sente rodeado pelo ambiente virtual, distanciando-se do mundo real. Aprendizagem Imersiva: Destacam-se v¨¢rias aplica??es educacionais para ambientes imersivos, como a complementaridade entre contextos e recursos, a simula??o de ambientes reais para treino e pr¨¢tica, a explora??o de dados e manipula??o interativa, o envolvimento em atividades de treino e colabora??o, e a viv¨ºncia de experi¨ºncias culturais e emocionais. Desafios e Solu??es: A implementa??o de ambientes imersivos apresenta desafios, como a necessidade de gerir e orquestrar estas experi¨ºncias em ecologias cognitivas complexas. Ecologia Cognitiva: Descreve-se um ecossistema onde v¨¢rias intelig¨ºncias e entidades interagem, com o ser humano a atuar como coprodutor de conhecimento, que emerge de forma distribu¨ªda. Ferramentas de Recomenda??o e Orquestra??o: Apresentam-se ferramentas desenvolvidas para recomendar e gerir ambientes de aprendizagem imersivos, visando a sustentabilidade e a adequa??o ¨¤s necessidades formativas. Esta s¨ªntese abrange os temas centrais da apresenta??o: evolu??o tecnol¨®gica, aplica??es educacionais e desafios da integra??o de ambientes imersivos na educa??o. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/leonelmorgado-241119183644-cad4c306-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> A apresenta??o explora a evolu??o dos sistemas de realidade aumentada e virtual, desde os primeiros dispositivos pesados e caros at¨¦ ¨¤s tecnologias atuais mais acess¨ªveis, e o impacto destas na educa??o e forma??o. Principais Pontos: Imers?o: Define-se imers?o como um estado de profundo envolvimento, em que o utilizador se sente rodeado pelo ambiente virtual, distanciando-se do mundo real. Aprendizagem Imersiva: Destacam-se v¨¢rias aplica??es educacionais para ambientes imersivos, como a complementaridade entre contextos e recursos, a simula??o de ambientes reais para treino e pr¨¢tica, a explora??o de dados e manipula??o interativa, o envolvimento em atividades de treino e colabora??o, e a viv¨ºncia de experi¨ºncias culturais e emocionais. Desafios e Solu??es: A implementa??o de ambientes imersivos apresenta desafios, como a necessidade de gerir e orquestrar estas experi¨ºncias em ecologias cognitivas complexas. Ecologia Cognitiva: Descreve-se um ecossistema onde v¨¢rias intelig¨ºncias e entidades interagem, com o ser humano a atuar como coprodutor de conhecimento, que emerge de forma distribu¨ªda. Ferramentas de Recomenda??o e Orquestra??o: Apresentam-se ferramentas desenvolvidas para recomendar e gerir ambientes de aprendizagem imersivos, visando a sustentabilidade e a adequa??o ¨¤s necessidades formativas. Esta s¨ªntese abrange os temas centrais da apresenta??o: evolu??o tecnol¨®gica, aplica??es educacionais e desafios da integra??o de ambientes imersivos na educa??o.
from Leonel Morgado
]]> 27 0 https://cdn.slidesharecdn.com/ss_thumbnails/leonelmorgado-241119183644-cad4c306-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Cointelig¨ºncia Artificial em processos de investiga??o https://pt.slideshare.net/slideshow/cointeligencia-artificial-em-processos-de-investigacao/273106841 cointelignciaartificialemprocessosdeinvestigao-241107231404-56a09df0
Pretende-se encarar o conhecimento e a cogni??o como processos de reestrutura??o participante de uma rede de interdepend¨ºncias entre entidades. Almeja-se apoiar a compreens?o deste conceito sob a forma de exemplifica??o pr¨¢tica de processos de investiga??o concretos: gera??o de temas, defini??o de estrutura metodol¨®gica, revis?o explorat¨®ria da literatura, extra??o e an¨¢lise tem¨¢tica em texto n?o estruturado, cria??o de GPT personalizados. Conte¨²dos: 1. Ecossistemas cognitivos e cointelig¨ºncia 2. Idea??o de temas de investiga??o enquanto conceito+contexto+perspetiva 3. Planifica??o metodol¨®gica em cointelig¨ºncia 4. Explora??o apoiada da literatura 5. Extra??o e an¨¢lise tem¨¢tica apoiada 6. Cria??o de GPT personalizados]]>
Pretende-se encarar o conhecimento e a cogni??o como processos de reestrutura??o participante de uma rede de interdepend¨ºncias entre entidades. Almeja-se apoiar a compreens?o deste conceito sob a forma de exemplifica??o pr¨¢tica de processos de investiga??o concretos: gera??o de temas, defini??o de estrutura metodol¨®gica, revis?o explorat¨®ria da literatura, extra??o e an¨¢lise tem¨¢tica em texto n?o estruturado, cria??o de GPT personalizados. Conte¨²dos: 1. Ecossistemas cognitivos e cointelig¨ºncia 2. Idea??o de temas de investiga??o enquanto conceito+contexto+perspetiva 3. Planifica??o metodol¨®gica em cointelig¨ºncia 4. Explora??o apoiada da literatura 5. Extra??o e an¨¢lise tem¨¢tica apoiada 6. Cria??o de GPT personalizados]]> Thu, 07 Nov 2024 23:14:03 GMT https://pt.slideshare.net/slideshow/cointeligencia-artificial-em-processos-de-investigacao/273106841 leonelm@slideshare.net(leonelm) Cointelig¨ºncia Artificial em processos de investiga??o leonelm Pretende-se encarar o conhecimento e a cogni??o como processos de reestrutura??o participante de uma rede de interdepend¨ºncias entre entidades. Almeja-se apoiar a compreens?o deste conceito sob a forma de exemplifica??o pr¨¢tica de processos de investiga??o concretos: gera??o de temas, defini??o de estrutura metodol¨®gica, revis?o explorat¨®ria da literatura, extra??o e an¨¢lise tem¨¢tica em texto n?o estruturado, cria??o de GPT personalizados. Conte¨²dos: 1. Ecossistemas cognitivos e cointelig¨ºncia 2. Idea??o de temas de investiga??o enquanto conceito+contexto+perspetiva 3. Planifica??o metodol¨®gica em cointelig¨ºncia 4. Explora??o apoiada da literatura 5. Extra??o e an¨¢lise tem¨¢tica apoiada 6. Cria??o de GPT personalizados <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/cointelignciaartificialemprocessosdeinvestigao-241107231404-56a09df0-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Pretende-se encarar o conhecimento e a cogni??o como processos de reestrutura??o participante de uma rede de interdepend¨ºncias entre entidades. Almeja-se apoiar a compreens?o deste conceito sob a forma de exemplifica??o pr¨¢tica de processos de investiga??o concretos: gera??o de temas, defini??o de estrutura metodol¨®gica, revis?o explorat¨®ria da literatura, extra??o e an¨¢lise tem¨¢tica em texto n?o estruturado, cria??o de GPT personalizados. Conte¨²dos: 1. Ecossistemas cognitivos e cointelig¨ºncia 2. Idea??o de temas de investiga??o enquanto conceito+contexto+perspetiva 3. Planifica??o metodol¨®gica em cointelig¨ºncia 4. Explora??o apoiada da literatura 5. Extra??o e an¨¢lise tem¨¢tica apoiada 6. Cria??o de GPT personalizados
from Leonel Morgado
]]> 215 0 https://cdn.slidesharecdn.com/ss_thumbnails/cointelignciaartificialemprocessosdeinvestigao-241107231404-56a09df0-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Intelig¨ºncia Artificial: aprender e trabalhar em cointelig¨ºncia https://pt.slideshare.net/slideshow/inteligencia-artificial-aprender-e-trabalhar-em-cointeligencia/272666749 iaemcontextoacadmicoparaestudantes-241023155011-047a91ae
Nesta sess?o, orientada para estudantes do Ensino Secund¨¢rio e Profissional, desafia-se a pensar como a intelig¨ºncia artificial (IA) est¨¢ a mudar a maneira como estudamos e trabalhamos, e a descobrir como se pode tirar partido destas tecnologias. Apresentar-se-?o formas pr¨¢ticas de utilizar a IA para aprender melhor (os sete pap¨¦is de Mollick). Tamb¨¦m se far¨¢ uma demonstra??o interativa com o p¨²blico, instigando ao uso mais rico das ferramentas de IA. Ser¨¢ uma oportunidade de pensar como a IA nos far¨¢ repensar a vida numa ecologia cognitiva, em cointelig¨ºncia.]]>
Nesta sess?o, orientada para estudantes do Ensino Secund¨¢rio e Profissional, desafia-se a pensar como a intelig¨ºncia artificial (IA) est¨¢ a mudar a maneira como estudamos e trabalhamos, e a descobrir como se pode tirar partido destas tecnologias. Apresentar-se-?o formas pr¨¢ticas de utilizar a IA para aprender melhor (os sete pap¨¦is de Mollick). Tamb¨¦m se far¨¢ uma demonstra??o interativa com o p¨²blico, instigando ao uso mais rico das ferramentas de IA. Ser¨¢ uma oportunidade de pensar como a IA nos far¨¢ repensar a vida numa ecologia cognitiva, em cointelig¨ºncia.]]> Wed, 23 Oct 2024 15:50:11 GMT https://pt.slideshare.net/slideshow/inteligencia-artificial-aprender-e-trabalhar-em-cointeligencia/272666749 leonelm@slideshare.net(leonelm) Intelig¨ºncia Artificial: aprender e trabalhar em cointelig¨ºncia leonelm Nesta sess?o, orientada para estudantes do Ensino Secund¨¢rio e Profissional, desafia-se a pensar como a intelig¨ºncia artificial (IA) est¨¢ a mudar a maneira como estudamos e trabalhamos, e a descobrir como se pode tirar partido destas tecnologias. Apresentar-se-?o formas pr¨¢ticas de utilizar a IA para aprender melhor (os sete pap¨¦is de Mollick). Tamb¨¦m se far¨¢ uma demonstra??o interativa com o p¨²blico, instigando ao uso mais rico das ferramentas de IA. Ser¨¢ uma oportunidade de pensar como a IA nos far¨¢ repensar a vida numa ecologia cognitiva, em cointelig¨ºncia. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/iaemcontextoacadmicoparaestudantes-241023155011-047a91ae-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Nesta sess?o, orientada para estudantes do Ensino Secund¨¢rio e Profissional, desafia-se a pensar como a intelig¨ºncia artificial (IA) est¨¢ a mudar a maneira como estudamos e trabalhamos, e a descobrir como se pode tirar partido destas tecnologias. Apresentar-se-?o formas pr¨¢ticas de utilizar a IA para aprender melhor (os sete pap¨¦is de Mollick). Tamb¨¦m se far¨¢ uma demonstra??o interativa com o p¨²blico, instigando ao uso mais rico das ferramentas de IA. Ser¨¢ uma oportunidade de pensar como a IA nos far¨¢ repensar a vida numa ecologia cognitiva, em cointelig¨ºncia.
from Leonel Morgado
]]> 125 0 https://cdn.slidesharecdn.com/ss_thumbnails/iaemcontextoacadmicoparaestudantes-241023155011-047a91ae-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 IA em Contexto Acad¨¦mico para Estudantes https://pt.slideshare.net/slideshow/ia-em-contexto-academico-para-estudantes/272305224 iaemcontextoacadmicoparaestudantes-241010000429-08ba204c
Apresenta??o para a sess?o online organizada pelo GAPAE - Gabinete de Acompanhamento dos Percursos Acad¨¦micos dos Estudantes da Universidade Aberta e do Est¨¢gio Profissional da Ordem dos Psic¨®logos Portugueses, realizada no dia 5 de dezembro. Esta sess?o, com uma dura??o de 90 minutos, centra-se na tem¨¢tica da Intelig¨ºncia Artificial em contexto acad¨¦mico. Desafiou para a necessidade de repensarmos a aprendizagem e a vida laboral numa ecologia cognitiva, com cointelig¨ºncias, mostrou como abordo nas minhas disciplinas, e faz uma introdu??o a formas dos estudantes poderem aprender melhor com a IA (os sete pap¨¦is de Mollick). Apresentou-se tamb¨¦m linhas de cria??o de GPT pessoais e deu-se uma pequena demonstra??o de uso de ferramentas espec¨ªficas para apoio ¨¤ explora??o da literatura cient¨ªfica.]]>
Apresenta??o para a sess?o online organizada pelo GAPAE - Gabinete de Acompanhamento dos Percursos Acad¨¦micos dos Estudantes da Universidade Aberta e do Est¨¢gio Profissional da Ordem dos Psic¨®logos Portugueses, realizada no dia 5 de dezembro. Esta sess?o, com uma dura??o de 90 minutos, centra-se na tem¨¢tica da Intelig¨ºncia Artificial em contexto acad¨¦mico. Desafiou para a necessidade de repensarmos a aprendizagem e a vida laboral numa ecologia cognitiva, com cointelig¨ºncias, mostrou como abordo nas minhas disciplinas, e faz uma introdu??o a formas dos estudantes poderem aprender melhor com a IA (os sete pap¨¦is de Mollick). Apresentou-se tamb¨¦m linhas de cria??o de GPT pessoais e deu-se uma pequena demonstra??o de uso de ferramentas espec¨ªficas para apoio ¨¤ explora??o da literatura cient¨ªfica.]]> Thu, 10 Oct 2024 00:04:29 GMT https://pt.slideshare.net/slideshow/ia-em-contexto-academico-para-estudantes/272305224 leonelm@slideshare.net(leonelm) IA em Contexto Acad¨¦mico para Estudantes leonelm Apresenta??o para a sess?o online organizada pelo GAPAE - Gabinete de Acompanhamento dos Percursos Acad¨¦micos dos Estudantes da Universidade Aberta e do Est¨¢gio Profissional da Ordem dos Psic¨®logos Portugueses, realizada no dia 5 de dezembro. Esta sess?o, com uma dura??o de 90 minutos, centra-se na tem¨¢tica da Intelig¨ºncia Artificial em contexto acad¨¦mico. Desafiou para a necessidade de repensarmos a aprendizagem e a vida laboral numa ecologia cognitiva, com cointelig¨ºncias, mostrou como abordo nas minhas disciplinas, e faz uma introdu??o a formas dos estudantes poderem aprender melhor com a IA (os sete pap¨¦is de Mollick). Apresentou-se tamb¨¦m linhas de cria??o de GPT pessoais e deu-se uma pequena demonstra??o de uso de ferramentas espec¨ªficas para apoio ¨¤ explora??o da literatura cient¨ªfica. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/iaemcontextoacadmicoparaestudantes-241010000429-08ba204c-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Apresenta??o para a sess?o online organizada pelo GAPAE - Gabinete de Acompanhamento dos Percursos Acad¨¦micos dos Estudantes da Universidade Aberta e do Est¨¢gio Profissional da Ordem dos Psic¨®logos Portugueses, realizada no dia 5 de dezembro. Esta sess?o, com uma dura??o de 90 minutos, centra-se na tem¨¢tica da Intelig¨ºncia Artificial em contexto acad¨¦mico. Desafiou para a necessidade de repensarmos a aprendizagem e a vida laboral numa ecologia cognitiva, com cointelig¨ºncias, mostrou como abordo nas minhas disciplinas, e faz uma introdu??o a formas dos estudantes poderem aprender melhor com a IA (os sete pap¨¦is de Mollick). Apresentou-se tamb¨¦m linhas de cria??o de GPT pessoais e deu-se uma pequena demonstra??o de uso de ferramentas espec¨ªficas para apoio ¨¤ explora??o da literatura cient¨ªfica.
from Leonel Morgado
]]> 595 0 https://cdn.slidesharecdn.com/ss_thumbnails/iaemcontextoacadmicoparaestudantes-241010000429-08ba204c-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Immersive Learning Environments and Co-intelligence /slideshow/immersive-learning-environments-and-co-intelligence/272023252 leonelmorgado-240926003210-c2e70ebf
ºÝºÝߣs for keynote at Web3D 2024, organized by ACM SIGGRAPH, Web3D Consortium, and CCG/ZGDV. This talk will address how immersive learning environments are being used and their relationship to cointelligence, using generative artificial intelligences as intellectual partners. Immersion is approach as a phenomenon arising from spatial, narrative, and agency conceptual dimensions, showcasing how this framework supports the interpretation and design of educational experiences. Using recent research findings on educational strategies and practices with immersive environments, the talk will illustrate how to plan and implement immersive learning cases grounded in the literature. The discussion will highlight current research challenges, aiming to inspire innovative educational practices and future research directions.]]>
ºÝºÝߣs for keynote at Web3D 2024, organized by ACM SIGGRAPH, Web3D Consortium, and CCG/ZGDV. This talk will address how immersive learning environments are being used and their relationship to cointelligence, using generative artificial intelligences as intellectual partners. Immersion is approach as a phenomenon arising from spatial, narrative, and agency conceptual dimensions, showcasing how this framework supports the interpretation and design of educational experiences. Using recent research findings on educational strategies and practices with immersive environments, the talk will illustrate how to plan and implement immersive learning cases grounded in the literature. The discussion will highlight current research challenges, aiming to inspire innovative educational practices and future research directions.]]> Thu, 26 Sep 2024 00:32:10 GMT /slideshow/immersive-learning-environments-and-co-intelligence/272023252 leonelm@slideshare.net(leonelm) Immersive Learning Environments and Co-intelligence leonelm ºÝºÝߣs for keynote at Web3D 2024, organized by ACM SIGGRAPH, Web3D Consortium, and CCG/ZGDV. This talk will address how immersive learning environments are being used and their relationship to cointelligence, using generative artificial intelligences as intellectual partners. Immersion is approach as a phenomenon arising from spatial, narrative, and agency conceptual dimensions, showcasing how this framework supports the interpretation and design of educational experiences. Using recent research findings on educational strategies and practices with immersive environments, the talk will illustrate how to plan and implement immersive learning cases grounded in the literature. The discussion will highlight current research challenges, aiming to inspire innovative educational practices and future research directions. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/leonelmorgado-240926003210-c2e70ebf-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> ºÝºÝߣs for keynote at Web3D 2024, organized by ACM SIGGRAPH, Web3D Consortium, and CCG/ZGDV. This talk will address how immersive learning environments are being used and their relationship to cointelligence, using generative artificial intelligences as intellectual partners. Immersion is approach as a phenomenon arising from spatial, narrative, and agency conceptual dimensions, showcasing how this framework supports the interpretation and design of educational experiences. Using recent research findings on educational strategies and practices with immersive environments, the talk will illustrate how to plan and implement immersive learning cases grounded in the literature. The discussion will highlight current research challenges, aiming to inspire innovative educational practices and future research directions.
Immersive Learning Environments and Co-intelligence from Leonel Morgado
]]> 1078 0 https://cdn.slidesharecdn.com/ss_thumbnails/leonelmorgado-240926003210-c2e70ebf-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Aprendizagem Imersiva: Conceitos e Caminhos https://pt.slideshare.net/slideshow/aprendizagem-imersiva-conceitos-e-caminhos/270097626 paineliikeynote-240706175604-a6e94a14
Apresenta??o no painel "Desafios e Perspectivas do Ensino Superior Online" da II Confer¨ºncia Internacional da UnISCED.]]>
Apresenta??o no painel "Desafios e Perspectivas do Ensino Superior Online" da II Confer¨ºncia Internacional da UnISCED.]]> Sat, 06 Jul 2024 17:56:04 GMT https://pt.slideshare.net/slideshow/aprendizagem-imersiva-conceitos-e-caminhos/270097626 leonelm@slideshare.net(leonelm) Aprendizagem Imersiva: Conceitos e Caminhos leonelm Apresenta??o no painel "Desafios e Perspectivas do Ensino Superior Online" da II Confer¨ºncia Internacional da UnISCED. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/paineliikeynote-240706175604-a6e94a14-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Apresenta??o no painel &quot;Desafios e Perspectivas do Ensino Superior Online&quot; da II Confer¨ºncia Internacional da UnISCED.
from Leonel Morgado
]]> 220 0 https://cdn.slidesharecdn.com/ss_thumbnails/paineliikeynote-240706175604-a6e94a14-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Describing and Interpreting an Immersive Learning Case with the Immersion Cube and the Immersive Learning Brain /slideshow/describing-and-interpreting-an-immersive-learning-case-with-the-immersion-cube-and-the-immersive-learning-brain/269645196 ilrn24presentation-240612121033-7743ad6d
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.]]>
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.]]> Wed, 12 Jun 2024 12:10:33 GMT /slideshow/describing-and-interpreting-an-immersive-learning-case-with-the-immersion-cube-and-the-immersive-learning-brain/269645196 leonelm@slideshare.net(leonelm) Describing and Interpreting an Immersive Learning Case with the Immersion Cube and the Immersive Learning Brain leonelm Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ilrn24presentation-240612121033-7743ad6d-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
Describing and Interpreting an Immersive Learning Case with the Immersion Cube and the Immersive Learning Brain from Leonel Morgado
]]> 119 0 https://cdn.slidesharecdn.com/ss_thumbnails/ilrn24presentation-240612121033-7743ad6d-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Immersive Learning That Works: Research Grounding and Paths Forward /slideshow/immersive-learning-that-works-research-grounding-and-paths-forward/269645054 ilrnkeynote-240612120255-983a96ba
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ¡®Immersion Cube¡¯ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.]]>
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ¡®Immersion Cube¡¯ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.]]> Wed, 12 Jun 2024 12:02:55 GMT /slideshow/immersive-learning-that-works-research-grounding-and-paths-forward/269645054 leonelm@slideshare.net(leonelm) Immersive Learning That Works: Research Grounding and Paths Forward leonelm We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ¡®Immersion Cube¡¯ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ilrnkeynote-240612120255-983a96ba-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a &#39;Uses, Practices &amp; Strategies&#39; model operationalized by the &#39;Immersive Learning Brain&#39; and ¡®Immersion Cube¡¯ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
Immersive Learning That Works: Research Grounding and Paths Forward from Leonel Morgado
]]> 126 0 https://cdn.slidesharecdn.com/ss_thumbnails/ilrnkeynote-240612120255-983a96ba-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Authoring a personal GPT for your research and practice: How we created the QUAL-E Immersive Learning Thematic Analysis Helper /slideshow/authoring-a-personal-gpt-for-your-research-and-practice-how-we-created-the-qual-e-immersive-learning-thematic-analysis-helper/269644472 aitutorial-240612113100-6e09b7ab
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.]]>
Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.]]> Wed, 12 Jun 2024 11:31:00 GMT /slideshow/authoring-a-personal-gpt-for-your-research-and-practice-how-we-created-the-qual-e-immersive-learning-thematic-analysis-helper/269644472 leonelm@slideshare.net(leonelm) Authoring a personal GPT for your research and practice: How we created the QUAL-E Immersive Learning Thematic Analysis Helper leonelm Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/aitutorial-240612113100-6e09b7ab-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
Authoring a personal GPT for your research and practice: How we created the QUAL-E Immersive Learning Thematic Analysis Helper from Leonel Morgado
]]> 199 0 https://cdn.slidesharecdn.com/ss_thumbnails/aitutorial-240612113100-6e09b7ab-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Descrever e planear atividades imersivas estruturadamente https://pt.slideshare.net/slideshow/descrever-e-planear-atividades-imersivas-estruturadamente/268758393 flashseminar-240520092631-f53a6fb4
"Flash seminar" para o Centro de Inova??o Pedag¨®gica do Instituto Polit¨¦cnico do Porto, dia 20 de maio de 2024. Baseado na comunica??o que ir¨¢ ser proferida em junho. Beck & Morgad (no prelo). Describing and Interpreting an Immersive Learning Case with the Immersion Cube and the Immersive Learning Brain, em publica??o nas atas da confer¨ºncia Immersive Learning Research Network, Glasgow, Esc¨®cia, junho de 2024.]]>
"Flash seminar" para o Centro de Inova??o Pedag¨®gica do Instituto Polit¨¦cnico do Porto, dia 20 de maio de 2024. Baseado na comunica??o que ir¨¢ ser proferida em junho. Beck & Morgad (no prelo). Describing and Interpreting an Immersive Learning Case with the Immersion Cube and the Immersive Learning Brain, em publica??o nas atas da confer¨ºncia Immersive Learning Research Network, Glasgow, Esc¨®cia, junho de 2024.]]> Mon, 20 May 2024 09:26:31 GMT https://pt.slideshare.net/slideshow/descrever-e-planear-atividades-imersivas-estruturadamente/268758393 leonelm@slideshare.net(leonelm) Descrever e planear atividades imersivas estruturadamente leonelm "Flash seminar" para o Centro de Inova??o Pedag¨®gica do Instituto Polit¨¦cnico do Porto, dia 20 de maio de 2024. Baseado na comunica??o que ir¨¢ ser proferida em junho. Beck & Morgad (no prelo). Describing and Interpreting an Immersive Learning Case with the Immersion Cube and the Immersive Learning Brain, em publica??o nas atas da confer¨ºncia Immersive Learning Research Network, Glasgow, Esc¨®cia, junho de 2024. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/flashseminar-240520092631-f53a6fb4-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> &quot;Flash seminar&quot; para o Centro de Inova??o Pedag¨®gica do Instituto Polit¨¦cnico do Porto, dia 20 de maio de 2024. Baseado na comunica??o que ir¨¢ ser proferida em junho. Beck &amp; Morgad (no prelo). Describing and Interpreting an Immersive Learning Case with the Immersion Cube and the Immersive Learning Brain, em publica??o nas atas da confer¨ºncia Immersive Learning Research Network, Glasgow, Esc¨®cia, junho de 2024.
from Leonel Morgado
]]> 177 0 https://cdn.slidesharecdn.com/ss_thumbnails/flashseminar-240520092631-f53a6fb4-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 O Metaverso na Educa??o - Flash course SEaD-SPCE https://pt.slideshare.net/slideshow/o-metaverso-na-educao-flash-course-seadspce/266524692 leonelmorgado-240227195303-b7db670c
Flash course para a Sec??o de Educa??o a Dist?ncia da Sociedade Portuguesa de Ci¨ºncias da Educa??o]]>
Flash course para a Sec??o de Educa??o a Dist?ncia da Sociedade Portuguesa de Ci¨ºncias da Educa??o]]> Tue, 27 Feb 2024 19:53:03 GMT https://pt.slideshare.net/slideshow/o-metaverso-na-educao-flash-course-seadspce/266524692 leonelm@slideshare.net(leonelm) O Metaverso na Educa??o - Flash course SEaD-SPCE leonelm Flash course para a Sec??o de Educa??o a Dist?ncia da Sociedade Portuguesa de Ci¨ºncias da Educa??o <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/leonelmorgado-240227195303-b7db670c-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Flash course para a Sec??o de Educa??o a Dist?ncia da Sociedade Portuguesa de Ci¨ºncias da Educa??o
from Leonel Morgado
]]> 29 0 https://cdn.slidesharecdn.com/ss_thumbnails/leonelmorgado-240227195303-b7db670c-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Aprendizagem Imersiva - PUC-PR - 2024-02-06 https://pt.slideshare.net/slideshow/aprendizagem-imersiva-pucpr-20240206/266174247 slidesleonel-240206150928-f25559e2
ºÝºÝߣs usados no evento de abertura do ano letivo da PUC-PR (Pontif¨ªcia Universidade Cat¨®lica do Paran¨¢).]]>
ºÝºÝߣs usados no evento de abertura do ano letivo da PUC-PR (Pontif¨ªcia Universidade Cat¨®lica do Paran¨¢).]]> Tue, 06 Feb 2024 15:09:28 GMT https://pt.slideshare.net/slideshow/aprendizagem-imersiva-pucpr-20240206/266174247 leonelm@slideshare.net(leonelm) Aprendizagem Imersiva - PUC-PR - 2024-02-06 leonelm ºÝºÝߣs usados no evento de abertura do ano letivo da PUC-PR (Pontif¨ªcia Universidade Cat¨®lica do Paran¨¢). <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/slidesleonel-240206150928-f25559e2-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> ºÝºÝߣs usados no evento de abertura do ano letivo da PUC-PR (Pontif¨ªcia Universidade Cat¨®lica do Paran¨¢).
from Leonel Morgado
]]> 136 0 https://cdn.slidesharecdn.com/ss_thumbnails/slidesleonel-240206150928-f25559e2-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Metaverso no Ensino Online - potencialidades e desafios https://pt.slideshare.net/slideshow/metaverso-no-ensino-online-potencialidades-e-desafios/264676326 leonelmorgado-231215153501-363876e1
Apresenta??o da palestra dada no encontro eLIES 2024, Vila Real, Portugal: 16:15 ¨C PAINEL III: Metaverso no EaD ¨C potencialidades e desafios na aprendizagem ao longo da vida ]]>
Apresenta??o da palestra dada no encontro eLIES 2024, Vila Real, Portugal: 16:15 ¨C PAINEL III: Metaverso no EaD ¨C potencialidades e desafios na aprendizagem ao longo da vida ]]> Fri, 15 Dec 2023 15:35:01 GMT https://pt.slideshare.net/slideshow/metaverso-no-ensino-online-potencialidades-e-desafios/264676326 leonelm@slideshare.net(leonelm) Metaverso no Ensino Online - potencialidades e desafios leonelm Apresenta??o da palestra dada no encontro eLIES 2024, Vila Real, Portugal: 16:15 ¨C PAINEL III: Metaverso no EaD ¨C potencialidades e desafios na aprendizagem ao longo da vida <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/leonelmorgado-231215153501-363876e1-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Apresenta??o da palestra dada no encontro eLIES 2024, Vila Real, Portugal: 16:15 ¨C PAINEL III: Metaverso no EaD ¨C potencialidades e desafios na aprendizagem ao longo da vida
from Leonel Morgado
]]> 153 0 https://cdn.slidesharecdn.com/ss_thumbnails/leonelmorgado-231215153501-363876e1-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Realidade Virtual e Aumentada na Educa??o e Forma??o https://pt.slideshare.net/slideshow/realidade-virtual-e-aumentada-na-educao-e-formao/263292696 leonelmorgado-231111160525-e387fdb0
Palestra na ATEC Learning Innovation Summit, Coimbra, 11-11-2023]]>
Palestra na ATEC Learning Innovation Summit, Coimbra, 11-11-2023]]> Sat, 11 Nov 2023 16:05:24 GMT https://pt.slideshare.net/slideshow/realidade-virtual-e-aumentada-na-educao-e-formao/263292696 leonelm@slideshare.net(leonelm) Realidade Virtual e Aumentada na Educa??o e Forma??o leonelm Palestra na ATEC Learning Innovation Summit, Coimbra, 11-11-2023 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/leonelmorgado-231111160525-e387fdb0-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Palestra na ATEC Learning Innovation Summit, Coimbra, 11-11-2023
from Leonel Morgado
]]> 80 0 https://cdn.slidesharecdn.com/ss_thumbnails/leonelmorgado-231111160525-e387fdb0-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Immersive Learning Environments /slideshow/immersive-learning-environments-259165364/259165364 leonelmorgadoen-230712170843-2140b0e3
ºÝºÝߣs for the Seminar on the New Challenges for Teaching: Creating a new Classroom Concept, IPB, 10th of July, 2023]]>
ºÝºÝߣs for the Seminar on the New Challenges for Teaching: Creating a new Classroom Concept, IPB, 10th of July, 2023]]> Wed, 12 Jul 2023 17:08:43 GMT /slideshow/immersive-learning-environments-259165364/259165364 leonelm@slideshare.net(leonelm) Immersive Learning Environments leonelm ºÝºÝߣs for the Seminar on the New Challenges for Teaching: Creating a new Classroom Concept, IPB, 10th of July, 2023 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/leonelmorgadoen-230712170843-2140b0e3-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> ºÝºÝߣs for the Seminar on the New Challenges for Teaching: Creating a new Classroom Concept, IPB, 10th of July, 2023
Immersive Learning Environments from Leonel Morgado
]]> 36 0 https://cdn.slidesharecdn.com/ss_thumbnails/leonelmorgadoen-230712170843-2140b0e3-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Aprendizagem imersiva https://pt.slideshare.net/slideshow/aprendizagem-imersiva/259165323 slidesdevisingppt-230712170633-c76b21bb
ºÝºÝߣs de apoio ¨¤ palestra dada dia 27 de julho no evento DeviSING 21st Century Higher Education with PUCPR]]>
ºÝºÝߣs de apoio ¨¤ palestra dada dia 27 de julho no evento DeviSING 21st Century Higher Education with PUCPR]]> Wed, 12 Jul 2023 17:06:33 GMT https://pt.slideshare.net/slideshow/aprendizagem-imersiva/259165323 leonelm@slideshare.net(leonelm) Aprendizagem imersiva leonelm ºÝºÝߣs de apoio ¨¤ palestra dada dia 27 de julho no evento DeviSING 21st Century Higher Education with PUCPR <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/slidesdevisingppt-230712170633-c76b21bb-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> ºÝºÝߣs de apoio ¨¤ palestra dada dia 27 de julho no evento DeviSING 21st Century Higher Education with PUCPR
from Leonel Morgado
]]> 199 0 https://cdn.slidesharecdn.com/ss_thumbnails/slidesdevisingppt-230712170633-c76b21bb-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-leonelm-48x48.jpg?cb=1740570161 Leonel Morgado is Associate Professor with Habilitation at Universidade Aberta, Portugal, a public distance learning & e-learning university. www.cienciavitae.pt//pt/7119-981F-18A9 https://cdn.slidesharecdn.com/ss_thumbnails/litreviewsslides-241226214621-df9b576a-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/literature-reviews-integrating-ai-tools-leonel-morgado/274412081 Literature Reviews int... https://cdn.slidesharecdn.com/ss_thumbnails/slidesrevliteratura-241226181610-01607ff8-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/revisoes-da-literatura-integrando-ferramentas-de-ia/274407365 Revis?es da literatura... https://cdn.slidesharecdn.com/ss_thumbnails/ancientgreektechnologypresentation-241205215817-acca143f-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/ancient-greek-technology-an-immersive-learning-use-case-described-using-a-co-intelligent-custom-chatgpt-assistant/273866346 Ancient Greek Technolo...