Scenario convergence 2013_2014

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Scenario convergence 2013_2014

  1. 1. Inquiry-Based Science Teaching Scenarios FIP CO320 Course Introduction S. Garlatti JM. Gilliot I. Rebai
  2. 2. Inquiry-Based Science Teaching V. 1
  3. 3. Inquiry Based Science Teaching: IBST V. 1  IBST features • Authentic and problem-based learning activities which are illdefined and have several answers • A certain amount of experimental procedures, experiments and activities involving practical experience of equipment and including searching for information; • Self regulated learning sequences where student autonomy is emphasized; • Discursive argumentation and communication with peers ("talking science"). page 2 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  4. 4. Inquiry Based Science Teaching: IBST V. 1  The complete problem • Problem 1: understand the industrial landscape in the area of the bridge (Brest is a shipbuilding arsenal for the Navy). • Problem 2: understand what is the historical and technological method of problem solving that led to the construction of the swinging bridge. • Problem 3: understand the rotating mechanism of the swinging http://plates-formes.iufm.fr/ressources-ehst/spip.php?rubrique17 page 3 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  5. 5. Inquiry Based Science Teaching: IBST V. 1 page 4 Vestige Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  6. 6. Inquiry Based Science Teaching: IBST V. 1 Prototypical Scenario 1. Problem analysis in small groups 2. Activation of prior knowledge 3. Elaboration of a strategy to find needed information (define collaborative and cooperative activities) 4. Collaborative work and exploitation 5. Collaborative report writing 6. Institutionalization / discussion page 5 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  7. 7. Inquiry Based Science Teaching: IBST V. 1  Historical reading and understanding of an industrial landscape (scenario stage 4) • Photograph all elements of the current landscape with historical aspects about cranes and bridges of the arsenal, • Locate the different elements on a current map of Brest, • Identify and photograph the actual bridges and cranes linked existing bridges and cranes from previous: what continuities ? What ruptures? • Store and publish information on the corresponding tools. page 6 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  8. 8. Inquiry-Based Science Teaching V. 2
  9. 9. Web 1.0 – Web 2.0 Webmestre Site Web Utilisateur Utilisateur Utilisateur page 8 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  10. 10. Réseaux sociaux & nuages Données & Traitements •Self Generated content •Blogs •Wikis •Balisage (tags) •Gestion collective de liens (social bookmarking) page 9 Brouillage entre formel et informel Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320 •Recherche •Fils de nouvelles •Syndication •Filtrage •Recommandation Visualisations variées Identité numérique
  11. 11. Mobilité et objets •Localisation •Identification •Reconnaissance Données & Traitements Wikitude 6th sense Ville augmentée page 10 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320 •Localisée •Intégré dans l’environnement •Consolidée •Partout •Toujours •Interconnecté ? •Contextuel ?
  12. 12. Inquiry Based Science Teaching: IBST V. 2 Prototypical Scenario 1. Problem analysis in small groups 2. Activation of prior knowledge 3. Elaboration of a strategy to find needed information (define collaborative and cooperative activities) 4. Collaborative work and exploitation 5. Collaborative report writing 6. Institutionalization / discussion page 11 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  13. 13. Inquiry Based Science Teaching: IBST V. 2  Smartphones • Camera, • GPS • Network access  Three groups • Site visit • Information seeking in navy museum • Information seeking in local public records page 12 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  14. 14. Inquiry Based Science Teaching: IBST V. 2  Recommend suitable entities Resources, activities, tools, persons, … – Depending on the current situation without any human interventions  Push mode • Groups or individuals can be notified according to the situation changes. • The group/individual can select or not one of the given recommendations. page 13 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  15. 15. Inquiry Based Science Teaching: IBST V. 2  Three Push modes • Recommend information from Navy museum and local public records retrieved by other group members or subgroup according to the needed domain concepts identified on the port and/or the current activities • Recommend and provide information from subgroup visiting the port to other subgroups or group members • Recommend checking some domain concepts missed by students or subgroups on the port. page 14 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  16. 16. Inquiry Based Science Teaching: IBST V. 2  Pull Mode • A query filters concepts, resources, activities and persons • Write queries - On relevant domain concepts like “crane”, “bridge”, etc. according to the current context (activities and localization), - On retrieved information from other group members or subgroups according to activities and/or localization page 15 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  17. 17. Inquiry Based Science Teaching: IBST V. 2  Is-it possible to manage • Context Awareness, • Adaptation • Seamless Learning By Search engine like page 16 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  18. 18. Inquiry Based Science Teaching: IBST V. 2 We need a kind of page 17 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  19. 19. Inquiry Based Science Teaching: IBST V. 2 Activities Tool families Content produced Searching information Search engines, Social book-marking, Blogs, Wikis, etc. Shared bibliography Annotations, Notes, images, videos, etc., potentially geo-localised. Site visit Smart terminal with Camera, GPS and CMS Group Chat, Microblogging, communication Voice, Video, etc. page 18 Geo-localised text, pictures, videos. Real-time information sharing for work group coordination. Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  20. 20. Inquiry Based Science Teaching: IBST V. 2 Activities Collaborative Collected Data analysis Collaborative Report writing Tool families Maps Mind map tools. Shared bibliography Annotations, Notes, Images, Videos, etc. and Collaborative Writing Tools Peer assessment Collected Group work page 19 Content produced Knowledge restructuration Final report : knowledge construction Quality analysis, Hints, Rating based on an assessment scheme Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  21. 21. Conclusions  Convergence of 1. WEB 2.0 Tools 2. Ubiquitous & Mobile Computing 3. Semantic Web Main Issue How could we change our practices and/or activities to enhance user’s experiences? page 20 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
  22. 22. Internet of Things
  23. 23. Internet of Things page 22
  24. 24. Google Glass  https://www.youtube.com/watch?v=vG9vfjdcmRw  https://www.youtube.com/watch?v=yRrdeFh5- io&list=PLyR4fvjGTgA47JSh5X4sVoUdigAbJiNo&index=4 page 23

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