Enhancing Manipulative Learningwith Smart Objects:The Block Magic ExperienceO. Miglino, R. Di Fuccio,M. Barajas, M. Belafi, C. Partrizia, D.Dimitrakopoulou, C.Ricci, A. Trifonova, A. Zoakou22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMDisclaimer note: This project has been funded with support from the European Commission. This publication reflects the views only ofthe author, and the Commission. cannot be held responsible for any use which may be made of the information contained therein.
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsDuring the cognitive development and learning processes the"concrete" manipulative acts are gradually embedded andrepresented in our neurocognitive structures where they areperformed as "simulated" actions (symbolic acts) in a virtual(mind)The theoretical approach of the “Embodiment Cognition” hasorganized a relevant corpus of experiments, clinical observations,empirical studies, computational modeling in order todemonstrate how knowledge is captured in our neurocognitivestructures as an holistic space-based sensory-motorrepresentation
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsThe way to understand how the world “works”Internet of Things & Smart Object
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsNew InterfacesInternet of Things & Smart Object
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsSubjects• Mathematics• Geometry• Languages• GeographyAbilities (Soft skills)• Problem Solving• Creative thinking• Cooperative behaviorManipululative learning environments designed to teachfor children between 3 to 10 years old (also with special needs)
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsStrong constrain for a massive utilizationThis type of material could be used individually orin small groups of students (3-4 children maximum)and requires a constant supervision by an adult(teacher, parent, educator, etc.)
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsintegratesEmbodiment Cognition theoretical perspectiveTraditional psycho-pedagogical practices (i.e. logicalblocks, teaching tiles, handwriting);Smart Technologies (i.e. RFID/NFC sensors, augmentedreality systems, intelligent interfaces, etc.);Adaptive Tutoring Systems in order to support learnersand teachers (or parents) actions.
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsTraditional logic blocks enhanced technologically with RFID sensors4 categories:a. Color - red, yellow, blue;b. Shape - square, circle, triangle, rectangle;c. Thickness - thick, thind. Size - small, big.Wireless sensible board (MagicTablet)Block Magic software engine.The “intelligent” software engine receives input from the tablet andgenerates an "action". The software is able to personalize theformative path of the learner based on usage data collected duringexercises, and a usage manual which specifies learning activities andeducational scenarios to be used by the teachers.
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsThe goal of Block Magic is to develop:A new teaching methodology and technology targeting young childrenbetween the ages of 2.5 and 7 who are attending pre-school or theearly years of primary schoolAn help for young learners to learn autonomouslyAn learning support for children with special needAn attractive and highly motivating approach to teachingskills which will be important for learners in later lifeAn explorative learning, group communication andgroup problem solving
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsThe methodology of Block Magic is based on:Allowing concrete manipulation;Causing a cognitive “advancement" by putting the oldknowledge in crisis, something new will be discovered;Placing a proper distance, i.e. the new knowledge/discoveryshould be neither too close nor too far from what is known;Providing metaphorical meanings, i.e. it should allowvarying and diverse experiences;Stimulating the relationship between student and theknowledge.
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsThe training methodology developed for the projectdefines two usage scenarios:IndividualGame ScenarioSocialGame Scenario
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsTeacher Rolein the Individual ScenarioDefinition of educational objectives tobe achievedPreparation of room and settingObservation of activities and support
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsTeacher Rolein the Social ScenarioDefinition of educational objectives to be achievedPreparation of room and settingObservation of activities and supportActive role: creating obstacle, stimulating, modeatingthe session
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsThe methods, exercises and technologiesdeveloped in this work were tested in a small scalewith selected children and teachers in 4 countries
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsThe trialinvolved7 different schools,12 teachers59 students including4 children with special needs.Theresearcherssupervised84 observationsThree mainaspectsanalyzed:usefulnesssatisfactionaccessibility
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsThe trials were made in a room, separate from the classroom where normally theschool activities are performed.The room provided a large table where the Block Magic kit could be freely placedand manipulated.Children and teachers could sit or stand around the table and the observers couldmove freely around.All sessions were attended by a teacher, who was already familiar to the BlockMagic systemEvaluation sessions with children continued between 30 min and 1 hour.The number of exercises played was also not set in advance.After the classroom-test, the researchers performed interviews the teachers inorder to figure out the benefits, the problems and the limitations of Magic Block.
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsUsefulness The observations showed the motivation tolearn with the teaching tool was stronglystimulatedThe children were excited and learned with funusing the learning tool.Difficulty for 3 and 4 years old children playautonomously because they need further hintsand support by the teacherThe majority of teacher considers that BlockMagic can stimulate especially the logical andmathematical skills.
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsSatisfaction Almost all children liked to learn / play with Block Magic and after theend of the session they would like to use the teaching tool againThe children were excited and learned with fun using the learning tool.In the opinion of the teachers they benefit from the integration of BlockMagic into your classroom routines, especially within the individualtraining.Accessibility The results already show the teaching kit is in generally appropriate forall age-groups of the target groups of children.
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsSpecialneeds(blindness,highmentaldiseases)The children responded very positivly and theywere highly motivatedThe teachers recommend substituting the actualvoices with voices of parents of childrenWithin the tests a first learning curve of thechildren solving exercises appeared
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAMIntroBMSystemBMMeth.TrialResultsThese results achieved in the trial encouraged toexplore the further potentialities of Block Magic inthe next phases.
22/05/2013 LINQ 2013 BLOCK MAGIC TEAMFor contacts:www.blockmagic.euProf. Orazio Miglino (Scientific Coordinator) : firstname.lastname@example.orgIng. Raffaele Di Fuccio (Project Manager): email@example.comThe Block Magic project (517936-LLP-1-IT-COMENIUS-CMP) has been funded with support from the EuropeanCommission. This publication reflects the views only of the author, and the Commission cannot be held responsible forany use which may be made of the information contained therein.
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