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Eee

  1. 1. Freedom vs Control:Effective Learning in Exploratory Environments Sergio Gutiérrez Santos Birkbeck College, Univ. of London
  2. 2. Initial assumptionsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  3. 3. Focus is on discussionValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  4. 4. Focus is on discussion not on lectureValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  5. 5. I may pass over details quicklyValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  6. 6. I may pass over details quickly I am happy to answer questions at the endValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  7. 7. “Hello. Results are good. Results are on paper. Thanks.”Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  8. 8. I did not come to talk about my book.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  9. 9. I would like to share some ideas and hope that they are helpful.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  10. 10. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  11. 11. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  12. 12. Exploratory EnvironmentsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  13. 13. Exploratory Learning EnvironmentsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  14. 14. Exploratory EnvironmentsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  15. 15. ExplorationValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  16. 16. Wander about the environmentValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  17. 17. Follow dead tracksValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  18. 18. Make mistakesValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  19. 19. Make mistakes learn from mistakesValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  20. 20. Games have been doing this for yearsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  21. 21. Adventure games encouraged different kinds of exploration: talking to different people, moving to different places...Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  22. 22. More modern games provide additional opportunities for exploration: different terrains, different avatars / abilities, differentValladolid, 14-Nov-2011 constraints... Orchestrating Educational Reflected Spaces
  23. 23. Strategy games take exploration to a new level: what would you do if you had a blank slate on which to build the perfect city? Different types of buildings, of citizens, of enemies... what is your most pressing challenge at every moment?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  24. 24. Games like The Incredible Machine allowed players to play with the Laws of (Classical) Physics...Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  25. 25. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  26. 26. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  27. 27. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  28. 28. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  29. 29. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  30. 30. Why is exploration so important?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  31. 31. Exploration is personalValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  32. 32. Exploration is meaningfulValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  33. 33. When you explore a world...Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  34. 34. ...it becomes your world.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  35. 35. You develop a sense of ownership.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  36. 36. Is this relevant for learning?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  37. 37. A lot.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  38. 38. Learning is the process of acquiring knowledge.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  39. 39. Learning is the process of acquiring knowledge.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  40. 40. Learning is the process of acquiring knowledge.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  41. 41. Learning is the process of acquiring knowledge. ownershipValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  42. 42. Learning is the process of acquiring knowledge. ownershipValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  43. 43. Learning is the process of acquiring knowledge. exploration ownershipValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  44. 44. Since Piaget we know that we learnValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  45. 45. by adapting what we perceive from the worldValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  46. 46. into our own mental structures.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  47. 47. New knowledge becomes our knowledgeValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  48. 48. New knowledge becomes our knowledgeValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  49. 49. New knowledge becomes our knowledge exploration ownershipValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  50. 50. In the same wayValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  51. 51. that technology has allowed games to be more exploratoryValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  52. 52. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  53. 53. so we must use technology to make learning more exploratory.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  54. 54. Why?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  55. 55. Education is not (should not be) about drilling,Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  56. 56. Education is not (should not be) about repetition,Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  57. 57. Education is (should be) about finding original solutions to problems...Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  58. 58. ...like sharing information with colleagues WWWValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  59. 59. ...like finding the right stuff on the internetValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  60. 60. ...like finding new materialsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  61. 61. Exploratory EnvironmentsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  62. 62. Exploratory Learning EnvironmentsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  63. 63. provide learning opportunitiesValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  64. 64. and stimulate creativity.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  65. 65. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  66. 66. Exploration is not necessarily positive for learningValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  67. 67. ?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  68. 68. Exploration can be harmfulValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  69. 69. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  70. 70. Learning is more than just exploringValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  71. 71. There are many potential pitfallsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  72. 72. in exploratory learning:Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  73. 73. Greater opportunities for distractionValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  74. 74. Lack of criteria to recognise good informationValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  75. 75. Development of bad habitsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  76. 76. Lack or loss of goalsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  77. 77. Therefore, we need guidance and supportValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  78. 78. “Exploration is not learning without support”Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  79. 79. Guidance/support means many thingsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  80. 80. Support means providing a goalValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  81. 81. Support means providing a goal (or goals)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  82. 82. Support means keeping focus on the goal(s)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  83. 83. This is especially true with young childrenValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  84. 84. Support means providing help with difficultiesValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  85. 85. Support means providing feedback on mistakesValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  86. 86. Support means providing hints for explorationValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  87. 87. Support means providing hints for exploration e.g. where others have goneValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  88. 88. Support means providing hints for exploration e.g. where you have not gone yet (but should)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  89. 89. Support means putting it all togetherValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  90. 90. Support means putting it all together Connecting to other learnersValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  91. 91. Support means putting it all together Connecting to other learners Connecting to the learners pastValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  92. 92. Support means putting it all together Connecting to other learners Connecting to the learners past Connecting to the learners futureValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  93. 93. In the end, support/guidance is what (good) teachers doValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  94. 94. The art is in finding the right balance Exploration SupportValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  95. 95. <main-idea>Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  96. 96. Exploratory environmentsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  97. 97. with appropriate support and guidanceValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  98. 98. are extremely positive for learning.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  99. 99. Supportive Exploratory Learning EnvironmentsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  100. 100. can be positive for learnersValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  101. 101. can be positive for teachersValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  102. 102. can be positive for collaboration.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  103. 103. </main-idea>Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  104. 104. FirstValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  105. 105. Positive for learnersValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  106. 106. The problem of supportValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  107. 107. Support is usually provided by a humanValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  108. 108. But... what happens in the classroom?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  109. 109. But... what happens in the big classroom?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  110. 110. We do not have enough teachers...Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  111. 111. ...the only way forward is computer-based supportValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  112. 112. But how? There are many problemsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  113. 113. Problem: too much dataValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  114. 114. Problem: too unstructured dataValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  115. 115. Problem: where is support needed?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  116. 116. Problem: when is support needed?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  117. 117. Problem: when is support needed?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  118. 118. Problem: how should support be provided?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  119. 119. Attacking all these problems at the same time is extremely difficultValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  120. 120. (and maybe pointless)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  121. 121. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  122. 122. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  123. 123. Solution: Divide and conquer!Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  124. 124. Layered design for Intelligent SupportValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  125. 125. Three layers: analysis, reasoning, feedbackValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  126. 126. AnalysisValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  127. 127. Purpose: analyse the traces from ELEValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  128. 128. Layer contains many specialised modulesValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  129. 129. One module, one purpose (unix-style)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  130. 130. Different computational techniques for each caseValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  131. 131. Each module focuses on one aspect (easier to design and program)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  132. 132. Exploratory Learning EnvironmentValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  133. 133. Problem1 Exploratory Learning EnvironmentValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  134. 134. Problem1 Problem2 Exploratory Learning EnvironmentValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  135. 135. Problem1 Problem2 Problem3 Exploratory Learning EnvironmentValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  136. 136. Analysis Exploratory Learning EnvironmentValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  137. 137. But analysis alone is not enough toproduce feedback:Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  138. 138. But analysis alone is not enough toproduce feedback:- Who sets priorities between different results?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  139. 139. But analysis alone is not enough toproduce feedback:- Who sets priorities between different results?- Not all modules can produce feedback on their ownValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  140. 140. But analysis alone is not enough toproduce feedback:- Who sets priorities between different results?- Not all modules can produce feedback on their ownAnother layer is necessaryValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  141. 141. Reasoning layerValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  142. 142. The reasoning layer combines information from different analysis modulesValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  143. 143. The reasoning layer decides what feedback to showValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  144. 144. and whenValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  145. 145. Different reasoning techniques can be appliedValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  146. 146. Analysis Microworld (e.g. eXpresser)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  147. 147. Aggregation / Reasoning Analysis Microworld (e.g. eXpresser)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  148. 148. But still there is something missing...Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  149. 149. But still there is something missing...The analysis layer finds evidence in the flow ofunstructured data...Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  150. 150. But still there is something missing...The analysis layer finds evidence in the flow ofunstructured data...The reasoning layer decides what feedback toprovide and when to provide it...Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  151. 151. But still there is something missing...The analysis layer finds evidence in the flow ofunstructured data...The reasoning layer decides what feedback toprovide and when to provide it......but how to provide it?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  152. 152. How to provide feedback involves several important pegagogical questions:Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  153. 153. Level of interruptionValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  154. 154. Level of interactivityValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  155. 155. ModalityValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  156. 156. Point of viewValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  157. 157. A new layer that takes care of this issuesValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  158. 158. facilitates the design (separation of concerns)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  159. 159. and allows collaboration with non-technical partnersValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  160. 160. Aggregation / Reasoning Analysis Microworld (e.g. eXpresser)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  161. 161. Feedback Aggregation / Reasoning Analysis Microworld (e.g. eXpresser)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  162. 162. This separation in layers has a double benefit:Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  163. 163. first, it facilitates the designValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  164. 164. second, it facilitates the evaluationValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  165. 165. Evaluation of a SELE is costlyValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  166. 166. Evaluation of a SELE is costly- A fully assembled system takes a long time to buildValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  167. 167. Evaluation of a SELE is costly- A fully assembled system takes a long time to build- When errors are detected, it can be difficult to identify the causeValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  168. 168. Evaluation of a SELE is costly- A fully assembled system takes a long time to build- When errors are detected, it can be difficult to identify the causeSeparation in layers reduces costValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  169. 169. Evaluation of a SELE is costly- A fully assembled system takes a long time to build- When errors are detected, it can be difficult to identify the causeSeparation in layers reduces cost- More precise problem detectionValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  170. 170. Evaluation of a SELE is costly- A fully assembled system takes a long time to build- When errors are detected, it can be difficult to identify the causeSeparation in layers reduces cost- More precise problem detection- Earlier problem detectionValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  171. 171. Evaluation of a SELE is costly- A fully assembled system takes a long time to build- When errors are detected, it can be difficult to identify the causeSeparation in layers reduces cost- More precise problem detection- Earlier problem detection- Facilitates involvement of non-technical partnersValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  172. 172. How is this relevant for EEE?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  173. 173. Exploratory activities on digital whiteboards and multi-touch tabletopsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  174. 174. Exploratory activities in the (augmented) real world...Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  175. 175. Exploratory activities in 3D worlds...Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  176. 176. <main-idea>Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  177. 177. Exploratory environmentsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  178. 178. with appropriate support and guidanceValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  179. 179. are extremely positive for learning.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  180. 180. Supportive Exploratory Learning EnvironmentsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  181. 181. can be positive for learnersValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  182. 182. can be positive for teachersValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  183. 183. can be positive for collaboration.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  184. 184. </main-idea>Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  185. 185. Positive for teachers?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  186. 186. Teachers need support too!Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  187. 187. In order to support their studentsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  188. 188. they need to understand their students needsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  189. 189. They also need to keep control of the classroomValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  190. 190. They also need to keep control of the classroom: “where am I needed the most?”Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  191. 191. Class Dynamics teacher toolValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  192. 192. They need to know what students have doneValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  193. 193. Goal Tracking teacher toolValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  194. 194. They also want to know if students learnValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  195. 195. They also want to know if students learn (we are working on this)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  196. 196. How is this relevant for EEE?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  197. 197. Orquestration of activitiesValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  198. 198. Orquestration of activities requires knowledgeValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  199. 199. Orquestration of activities requires knowledge students achievements students activityValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  200. 200. <main-idea>Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  201. 201. Exploratory environmentsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  202. 202. with appropriate support and guidanceValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  203. 203. are extremely positive for learning.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  204. 204. Supportive Exploratory Learning EnvironmentsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  205. 205. can be positive for learnersValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  206. 206. can be positive for teachersValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  207. 207. can be positive for collaboration.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  208. 208. </main-idea>Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  209. 209. Collaboration in exploratory environments?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  210. 210. Collaborative learning, anyone?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  211. 211. Collaborative learning means discussionValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  212. 212. Collaborative learning means reflectionValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  213. 213. Collaborative learning means deeper learningValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  214. 214. Collaborative learning means deeper learning (if done right)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  215. 215. What is the key for productive discussion?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  216. 216. A common goal (of course)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  217. 217. and complementarityValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  218. 218. Using some intelligent analysis techniquesValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  219. 219. we can find complementary approaches to the same tasksValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  220. 220. and make groups for collaborative activities based on that informationValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  221. 221. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  222. 222. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  223. 223. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  224. 224. <main-idea>Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  225. 225. Exploratory environmentsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  226. 226. with appropriate support and guidanceValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  227. 227. are extremely positive for learning.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  228. 228. Supportive Exploratory Learning EnvironmentsValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  229. 229. can be positive for learnersValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  230. 230. can be positive for teachersValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  231. 231. can be positive for collaboration.Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  232. 232. </main-idea>Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  233. 233. And they are the future of (technology-enhanced) learningValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  234. 234. Thanks for listening!Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  235. 235. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  236. 236. Learning rests on one basic assumption:Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  237. 237. MotivationValladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  238. 238. “You cannot teach anyone who does not want to learn”Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  239. 239. Motivation is usually negative...Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  240. 240. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  241. 241. ...positive motivation works better, but is harder to achieve (ELE work well here)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  242. 242. “Exploration needs more time”Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  243. 243. Of course!Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  244. 244. But learning needs time! ???Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  245. 245. Do we want students to learn or just to pass the exams?Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  246. 246. Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  247. 247. Feedback Aggregation / Reasoning Analysis Microworld (e.g. eXpresser)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  248. 248. Feedback Aggregation / Reasoning Analysis Microworld (e.g. eXpresser)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
  249. 249. Feedback Aggregation / Reasoning Analysis Microworld (e.g. eXpresser)Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces

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