Guest Lecture: Lecture by visiting Neuroscientist Immordino-Yang of the USC Brain and Creativity Institute in the US.
RSVP on our news page.
FLAIRS conference - Track on Affective Computing. [May 18-20, 2011]
- Research Fest 2010
- eLearning lunchtime Seminar
- ICALT 09 - Workshop on Affect and Educational Design Patterns
Workshop on Affect and Educational Design Patterns (ICALT 09)
[b||Chairs]]: Rafael A. Calvo, The University of Sydney & Michael Derntl, University of Vienna
[b||Description]]: Workshop Description
In this workshop we aim to bring together research in educational design and affective computing. Recent progress in the two areas is opening up opportunities for synergy that could lead to radical improvements in learning experience design. We invite contributions from both the areas of Educational Design Patterns and Affective Science, and particularly those that explore (or show results of) the combination of the two.
On the one hand, educational design patterns describe reusable solutions to the design of learning tasks and environments. Essentially, a design pattern provides a generic, reusable solution to a recurring design problem or situation. The key is to describe the solution in a way that makes the solution reusable for similar problems. Today there are a significant number of design pattern initiatives and projects dealing with educational design patterns. Despite the general agreement that emotions have a significant impact on learning, they have not been considered in pedagogical designs, probably due to the difficulty posed in doing so up to this point.
On the other hand, affective computing, the design of systems that can recognize, interpret, and process human emotions, has made great progress of late and is now being integrated into current intelligent tutoring systems.
Recent advances in biomedical engineering, neuroscience and data mining have increased researchers ability to investigate this issue. We are at a point where significant accuracy in automatically recognizing emotional states is feasible through a number of approaches, even for collaborative situations. The identification of affective and mental states provides a magnifying glass for closer look into the processes involved in collaborative learning experiences. We are finally in a position where the effect of emotional states on learning experiences, can be taken into account in order to improve the design of these experiences and the technologies that support them.