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Wearable Enhanced Embodied Learning

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Wearable Enhanced Embodied Learning - presented at the Digital Didactical Designs 2015 Conference 3-4 June 2015, Umeå University, Sweden #DDD2015 https://iml.edusci.umu.se/ddd2015/program/

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Wearable Enhanced Embodied Learning

  1. 1. Didactic designs with wearable technologies: Embodied learning in co-expanded learning settings Ilona Buchem, Professor for Digital Media and Diversity Beuth University of Applied Sciences Berlin, Germany #DDD2015 / 4 June 2015 / Umeå, Sweden Photo: flickr.com / pinksherbet CC BY 2.0 Thursday, June 4, 15
  2. 2. For more information visit my blog: https://ibuchem.wordpress.com/ Prof. Dr. Ilona Buchem Digital Media & Diversity Twitter: @mediendidaktik About senior learners educational climbers informal learners female users Thursday, June 4, 15
  3. 3. Wearable Tech (WT) Further reference: The Nunak Group (2013) Wearable Technology, URL http://www.nunatak.com/media/Nunatak_Update_01_2013_EN.pdf Thursday, June 4, 15
  4. 4. Learning how to be/age healthy Wearable trackers - impact not known yet: Limited functionalities: provide only basic health metrics such as steps taken, distance walked or calories burnt. Missing triggers: do not yet have triggers to reinforce goals, inspire action, enhance motivation or social interaction. Possible trends: contextual intelligence, bio-sensing, digital health ecosystem integration, seamless interoperability. Further reading: Ledger, D., McCaffrey, D. (2014). Inside Wearables. Endeavour Partners LLC. Thursday, June 4, 15
  5. 5. fMOOC project Fitness MOOC (Massive Open Online Course) for Healthy Ageing Wearable fitness trackers as part of the MOOC: learning about healthy ageing > embodied learning learning through social interaction > community of practice enhancing engagement & motivation > gamification Further reading: Buchem et al. (2015): Designing for User Engagement in Wearable-technology Enhanced Learning for Healthy Ageing. iLRN 2015. Thursday, June 4, 15
  6. 6. fMOOC conceptual framework Further reading: Buchem et al. (2015): Designing for User Engagement in Wearable-technology Enhanced Learning for Healthy Ageing. iLRN 2015. Health as a state of physical, mental, social well-being Health as a set of individual capabilities Healthy ageing as optimising opportunities health Thursday, June 4, 15
  7. 7. Initial fMOOC questions Further reading: Buchem et al. (2015): Designing for User Engagement in Wearable-technology Enhanced Learning for Healthy Ageing. iLRN 2015. How to design for learning about how to age healthy through actual practice? Which didactical approaches may be adequate/effective? What role can wearable technologies play? Thursday, June 4, 15
  8. 8. Experiential learning Further reading: Kolb, D (1984). Experiential Learning as the Science of Learning and Development. Englewood Cliffs, NJ: Prentice Hall. Concrete experience (doing something / having an experience) Abstract conceptualisation (concluding / learning from the experience) Reflective observation (reviewing / reflecting on the experience) Active experimentation (planning / trying out what has been learned) ELM Role of technology? Thursday, June 4, 15
  9. 9. Concrete experience Learning at the computer Learning with the computer Thursday, June 4, 15
  10. 10. Embodied learning Body with its sensor-motor experiences as the way to acquire knowledge and learning Drawing attention back to the body: Body and movement as part of learning Embodied knowledge, memories, feedback Further reading: Johnson-Glenberg, M. et al. (2014), Collaborative Embodied Learning in Mixed Reality Motion-Capture Environments. Journal of Educational Psychology, 106, 1, 86–104 Thursday, June 4, 15
  11. 11. Embodiment Body as permanent condition for experience, primacy of perception (Merleau-Ponty) Body-mind connection - body and its interaction with the environment (Dewey) Embodied meaning in language/metaphors, e.g. “body of knowledge”(Lakoff) Body of knowledge - sculpture, University of Frankfurt, Germany Thursday, June 4, 15
  12. 12. Embodied cognition Body as an integral part of learning (vs. amodal, propositional mental representations). Embodied memory - autobiographical, bodily experienced knowledge. Information and emotion processing is shaped by the body and its interactions with the external world Further reading: Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59 , 617–645. Niedenthal, P. M. (2007). Embodying emotion. Science, 316 , 1002–1005. Gallagher, S., 2005. How the body shapes the mind. Oxford University Press, New York Thursday, June 4, 15
  13. 13. Embodied learning From chemistry classes to chemical parties? View on YouTube: https://www.youtube.com/watch?v=wBCmt_pJTRA Thursday, June 4, 15
  14. 14. Wearables as embodied technologies Bodily awareness - enable multi-sensory learning experience, e.g. capturing movement. Bodily feedback - enable feedback and reflection on own body, e.g. data visualisation. Bodily input - enable stimulation of the body, e.g. neurosignaling waves to calm or alert the mind. Further reading: Verbeek, P., 2007. Beyond the human eye: Technological mediation and posthuman visions. Mediated Vision, 43-53. Thursday, June 4, 15
  15. 15. fMOOC - embodied learning Using embodiment as a path to the development of capabilities, e.g. healthy ageing. Designing for experiential learning based on bodily perceptions and actions, e.g. movement. Combining situated learning with embodiment, e.g. socio-collaborative locomotion. Further reading: Johnson-Glenberg, M., Birchfield, D., Tolentino, L., Koziupa, T. (2014). Collaborative Embodied Learning in Mixed Reality Motion-Capture Environments: Two Science Studies. American Psychological Association, Vol. 106, No 1, p. 86-104. Thursday, June 4, 15
  16. 16. fMOOC didactic design Further reading: Buchem et al. (2015): Designing for User Engagement in Wearable-technology Enhanced Learning for Healthy Ageing. iLRN 2015. Thursday, June 4, 15
  17. 17. fMOOC architecture Further reading: Buchem et al. (2015): Designing for User Engagement in Wearable-technology Enhanced Learning for Healthy Ageing. iLRN 2015. Thursday, June 4, 15
  18. 18. Learning to (rather than about) Further reading: Buchem et al. (2015): Designing for User Engagement in Wearable-technology Enhanced Learning for Healthy Ageing. iLRN 2015. Thursday, June 4, 15
  19. 19. fMOOC: embodied learning Activate Feedback Thursday, June 4, 15
  20. 20. fMOOC: social interaction Rate Share Thursday, June 4, 15
  21. 21. fMOOC: gamification Challenge Reward Thursday, June 4, 15
  22. 22. Explorative user study July 4 weeks 10 seniors August 4 weeks 10 seniors Research questions: How will senior learners interact with wearable and mobile technologies? How will they use the trackers in combination with the MOOC? How will social interaction affect engagement and motivation? How will gamification affect engagement and motivation? How will the use of fitness trackers affect knowing how to age healthy? How will the fMOOC experience affect healthy ageing practice? Thursday, June 4, 15
  23. 23. Next steps in research How to enhance reflective observation as part of experiential learning? How to capture embodied learning results? How to progress to extended, embodied Personal Learning Environments - exemPLE? Thursday, June 4, 15
  24. 24. Wearable Enhanced Learning (WELL) “While mobile learning may require the learner to take a state of temporal stationarity and a device used for learning is not attached to the body of the learner, wearable learning is possible in the state of physical activity and the device is body-worn”. > Wearables are embodied technologies. SPECIAL INTEREST GROUP ON WEARABLE ENHANCED LEARNING (EA-TEL): Wearable Enhanced Learning (WELL) is beginning to emerge as one of the earmarks of the transition from the desktop age through the mobile age to the age of wearable computing: Further reference: Buchem, I.; Klamma, R. & Wild, F. (2014). Special Interest Group on Wearable-technology Enhanced Learning (SIG WELL) of the European Association of Technology-Enhanced Learning (EA-TEL): http://ea-tel.eu/special-interest-groups/well/ Thursday, June 4, 15
  25. 25. Thursday, June 4, 15
  26. 26. Thank you! Prof. Dr. Ilona Buchem ibuchem.wordpress.com buchem@beuth-hochschule.de @mediendidaktik CC BY-NC-SA 2.0 Thursday, June 4, 15

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