Freedom vs Control:
Effective Learning in Exploratory Environments
Sergio Gutiérrez Santos
Birkbeck College, Univ. of Lond...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Initial assumptions
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Focus is on discussion
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Focus is on discussion
not on lecture
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
I may pass over details quickly
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
I may pass over details quickly
I am happy to answer qu...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
“Hello. Results are good.
Results are on paper. Thanks.”
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
I did not come to talk about my book.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
I would like to share some ideas
and hope that they are...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Learning Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploration
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Wander about the environment
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Follow dead tracks
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Make mistakes
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Make mistakes
learn from mistakes
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Games have been doing this for years
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Adventure games
encouraged different
kinds of explorati...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
More modern games
provide additional
opportunities for
...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Strategy games take exploration
to a new level: what wo...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Games like The Incredible
Machine allowed players to
pl...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Why is exploration so important?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploration is personal
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploration is meaningful
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
When you explore a world...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
...it becomes your world.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
You develop a sense of ownership.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Is this relevant for learning?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
A lot.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning is the process of acquiring knowledge.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning is the process of acquiring knowledge.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning is the process of acquiring knowledge.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning is the process of acquiring knowledge.
ownersh...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning is the process of acquiring knowledge.
ownersh...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning is the process of acquiring knowledge.
ownersh...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Since Piaget we know that we learn
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
by adapting what we perceive from the world
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
into our own mental structures.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
New knowledge becomes our knowledge
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
New knowledge becomes our knowledge
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
New knowledge becomes our knowledge
ownershipexploration
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
In the same way
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
that technology has allowed games
to be more exploratory
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
so we must use technology to
make learning more explora...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Why?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Education is not (should not be) about drilling,
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Education is not (should not be) about repetition,
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Education is (should be) about finding original solutio...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
...like sharing information with colleagues
WWW
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
...like finding the right stuff on the internet
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
...like finding new materials
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Learning Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
provide learning opportunities
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
and stimulate creativity.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploration is not necessarily positive for learning
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploration can be harmful
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning is more than just exploring
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
There are many potential pitfalls
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
in exploratory learning:
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Greater opportunities for distraction
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Lack of criteria to recognise good information
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Development of bad habits
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Lack or loss of goals
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Therefore, we need guidance and support
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
“Exploration is not learning without support”
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Guidance/support means many things
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means providing a goal
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means providing a goal
(or goals)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means keeping focus on the goal(s)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
This is especially true with young children
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means providing help with difficulties
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means providing feedback on mistakes
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means providing hints for exploration
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means providing hints for exploration
e.g. wher...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means providing hints for exploration
e.g. wher...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means putting it all together
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means putting it all together
Connecting to oth...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means putting it all together
Connecting to oth...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means putting it all together
Connecting to oth...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
In the end,
support/guidance is
what (good) teachers do
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
The art is in finding the right balance
Support
Explora...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
<main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
with appropriate support and guidance
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
are extremely positive for learning.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Supportive Exploratory Learning Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for learners
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for teachers
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for collaboration.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
</main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
First
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Positive for learners
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
The problem of support
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support is usually provided by a human
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But... what happens in the classroom?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But... what happens in the big classroom?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
We do not have enough teachers...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
...the only way forward is computer-based support
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But how?
There are many problems
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Problem: too much data
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Problem: too unstructured data
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Problem: where is support needed?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Problem: when is support needed?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Problem: when is support needed?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Problem: how should support be provided?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Attacking all these problems at the same time
is extrem...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
(and maybe pointless)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Solution: Divide and conquer!
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Layered design for Intelligent Support
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Three layers: analysis, reasoning, feedback
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Purpose: analyse the traces from ELE
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Layer contains many specialised modules
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
One module, one purpose
(unix-style)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Different computational techniques for each case
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Each module focuses on one aspect
(easier to design and...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Learning Environment
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Learning Environment
Problem1
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Learning Environment
Problem1 Problem2
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Learning Environment
Problem1 Problem2 Prob...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Exploratory Learning Environment
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But analysis alone is not enough to
produce feedback:
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But analysis alone is not enough to
produce feedback:
-...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But analysis alone is not enough to
produce feedback:
-...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But analysis alone is not enough to
produce feedback:
-...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Reasoning layer
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
The reasoning layer combines information
from different...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
The reasoning layer decides
what feedback to show
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
and when
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Different reasoning techniques can be applied
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Microworld (e.g. eXpresser)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Microworld (e.g. eXpresser)
Aggregation / Reas...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But still there is something missing...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But still there is something missing...
The analysis la...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But still there is something missing...
The analysis la...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But still there is something missing...
The analysis la...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
How to provide feedback involves
several important pega...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Level of interruption
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Level of interactivity
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Modality
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Point of view
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
A new layer that takes care of this issues
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
facilitates the design
(separation of concerns)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
and allows collaboration with
non-technical partners
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Microworld (e.g. eXpresser)
Aggregation / Reas...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Microworld (e.g. eXpresser)
Aggregation / Reas...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
This separation in layers has a double benefit:
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
first, it facilitates the design
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
second, it facilitates the evaluation
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Evaluation of a SELE is costly
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Evaluation of a SELE is costly
- A fully assembled syst...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Evaluation of a SELE is costly
- A fully assembled syst...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Evaluation of a SELE is costly
- A fully assembled syst...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Evaluation of a SELE is costly
- A fully assembled syst...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Evaluation of a SELE is costly
- A fully assembled syst...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Evaluation of a SELE is costly
- A fully assembled syst...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
How is this relevant for EEE?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory activities on
digital whiteboards and
multi...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory
activities in the
(augmented)
real world...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory
activities in 3D
worlds...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
<main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
with appropriate support and guidance
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
are extremely positive for learning.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Supportive Exploratory Learning Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for learners
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for teachers
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for collaboration.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
</main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Positive for teachers?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Teachers need support too!
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
In order to support their students
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
they need to understand their students' needs
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
They also need to keep control of the classroom
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
They also need to keep control of the classroom:
“where...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Class Dynamics teacher tool
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
They need to know what students have done
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Goal Tracking teacher tool
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
They also want to know if students learn
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
They also want to know if students learn
(we are workin...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
How is this relevant for EEE?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Orquestration of activities
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Orquestration of activities
knowledge
requires
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Orquestration of activities
knowledge
students' achieve...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
<main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
with appropriate support and guidance
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
are extremely positive for learning.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Supportive Exploratory Learning Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for learners
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for teachers
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for collaboration.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
</main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Collaboration in exploratory environments?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Collaborative learning, anyone?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Collaborative learning means discussion
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Collaborative learning means reflection
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Collaborative learning means deeper learning
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Collaborative learning means deeper learning
(if done r...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
What is the key for productive discussion?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
A common goal (of course)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
and complementarity
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Using some intelligent analysis techniques
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
we can find complementary approaches
to the same tasks
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
and make groups for collaborative activities
based on t...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
<main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
with appropriate support and guidance
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
are extremely positive for learning.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Supportive Exploratory Learning Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for learners
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for teachers
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for collaboration.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
</main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
And they are the future of (technology-enhanced) learni...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Thanks for listening!
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning rests on one basic assumption:
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Motivation
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
“You cannot teach anyone
who does not want to learn”
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Motivation is usually negative...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
...positive motivation works better, but is
harder to a...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
“Exploration needs more time”
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Of course!
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But learning needs time!
???
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Do we want students to learn
or just to pass the exams?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Microworld (e.g. eXpresser)
Aggregation / Reas...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Microworld (e.g. eXpresser)
Aggregation / Reas...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Microworld (e.g. eXpresser)
Aggregation / Reas...
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Freedom vs Control

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Freedom vs Control

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

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