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https://ruomo.lib.uom.gr/handle/7000/1309
Πλήρης εγγραφή μεταδεδομένων
Πεδίο DC | Τιμή | Γλώσσα |
---|---|---|
dc.contributor.author | Häfner, Polina | - |
dc.contributor.author | Wernbacher, Thomas | - |
dc.contributor.author | Pfeiffer, Alexander | - |
dc.contributor.author | Denk, Natalie | - |
dc.contributor.author | Economides, Anastasios A. | - |
dc.contributor.author | Perifanou, Maria | - |
dc.contributor.author | Attard, Andre | - |
dc.contributor.author | DeRaffaele, Clifford | - |
dc.contributor.author | Sigurðardóttir, Helena | - |
dc.date.accessioned | 2022-09-22T12:12:56Z | - |
dc.date.available | 2022-09-22T12:12:56Z | - |
dc.date.issued | 2022 | - |
dc.identifier.uri | https://ruomo.lib.uom.gr/handle/7000/1309 | - |
dc.description.abstract | The continuing spread of the COVID19 virus shows that adequate prepara-tion for telepresence scenarios such as teleteaching is elementary for struc-tured teaching in secondary education. There should be no negative impact on teaching quality, either in times of general crisis or simply as a measure to ensure institutional stability and individual flexibility in an increasing-ly digital world. State-of-the-art telepresence approaches include the possi-bility to use telerobotic systems or telepresence robots (TR). These systems are configured with an immersive interface such that users feel present in a remote environment, projecting their presence through the remote robot. While many professional tasks can be shifted away from the workplace ra-ther easily, social aspects gain particular significance in the context of learning and education. By enabling physical and spatial interaction far be-yond the possibilities of mere video conferencing, the high degree of social presence provided by TR can assist better learning experiences. TR can compensate for the lack of mobility or restricted travel options of students, educators or staff. TR can foster language learning and intercultural ex-change, and TR can prepare students for the workspaces of tomorrow. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Springer | en_US |
dc.relation.ispartofseries | Lecture Notes in Networks and Systems | en_US |
dc.rights | Attribution-NonCommercial-ShareAlike 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/4.0/ | * |
dc.source | 25th International Conference on Interactive Collaborative Learning | en_US |
dc.subject | FRASCATI::Social sciences::Educational sciences::Education, general (including: training, pedagogy,didactics) | en_US |
dc.subject | FRASCATI::Natural sciences::Computer and information sciences | en_US |
dc.subject.other | telepresence robots | en_US |
dc.subject.other | remote education | en_US |
dc.subject.other | remote learning | en_US |
dc.subject.other | remote teaching | en_US |
dc.subject.other | distance education | en_US |
dc.subject.other | distance learning | en_US |
dc.subject.other | distance teaching | en_US |
dc.subject.other | human computer interaction | en_US |
dc.subject.other | virtual presence | en_US |
dc.subject.other | virtual mobility | en_US |
dc.title | Limits and benefits of using telepresence robots for educational purposes | en_US |
dc.type | Conference Paper | en_US |
dc.contributor.department | Τμήμα Οικονομικών Επιστημών | el |
local.identifier.volumetitle | 25th International Conference on Interactive Collaborative Learning (ICL) | en_US |
Εμφανίζεται στις Συλλογές: | Τμήμα Οικονομικών Επιστημών |
Αρχεία σε αυτό το Τεκμήριο:
Αρχείο | Περιγραφή | Μέγεθος | Μορφότυπος | |
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RUOMO_2022_ICL_Limits and Benefits of Using Telepresence Robots for Educational Purposes.pdf | 430,85 kB | Adobe PDF | Προβολή/Ανοιγμα |
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