In this talk, I look quickly at several studies we've done over the years, which deal with the gap between research-driven educational technology proposals and what is actually used every day in our classrooms. It focuses especially on one of our latest studies at EPFL, in which we examine the effects, pros and cons of using a social media app (SpeakUp) in a face-to-face university lecture.
Blended-learning in Science and Technology. A Collaborative Project-Based Cou...eLearning Papers
Authors: Silvia Di Marco, António Maneira, Paulo Ribeiro, Manuel J.P. Maneira
The core of our work was to identify critical points and recommendations concerning the use of e-learning and project-based learning in an Applied Optics course where laboratory activities are a relevant part of the curriculum.
Blended-learning in Science and Technology. A Collaborative Project-Based Cou...eLearning Papers
Authors: Silvia Di Marco, António Maneira, Paulo Ribeiro, Manuel J.P. Maneira
The core of our work was to identify critical points and recommendations concerning the use of e-learning and project-based learning in an Applied Optics course where laboratory activities are a relevant part of the curriculum.
TLC2016 - Online language courses in BlackboardBlackboardEMEA
Presenter: Jeroen van Engen
Organisation: University of Groningen
Description: The University of Groningen Language Centre is offering fully online Dutch language courses since April 2015. Participants come from all around the world. They are expected to learn the language up to a certain level in period of two months under the guidance of a few instructors.
In my presentation I would like to show the approach taken (structure, planning, tools) to offer and support online language courses in Blackboard at the University of Groningen for a worldwide audience.
An analysis of teachers’ comments about digital textbookKyubok Cho
An analysis of Teachers’ comments about the advantages and issues of improving the use of digital textbooks in Pilot Schools
The purpose of this research is to identify the advantages and issues of improving the use of digital textbooks in schools. For this objective, an online questionnaire was conducted to 134 representative teachers (Director or Head Teacher) of digital textbook pilot schools (elementary and middle schools) in South Korea during October 2015, and 119 teachers responded. The questionnaire contained 5 open-ended questions about the advantages and issues of improving the digital textbooks, classes using digital textbooks and managing the digital textbook pilot school. Results of the content analysis of the comments were categorized into 4 topics (development of students, digital textbook’s contents, digital textbook’s function, change of instruction). Each of the 4 topics included comments involving advantages and improvements.
Though there were comments about digital textbooks’ side effects such as distractibility and eyestrain to students, positive feedback regarding the implement of students’ concentration, interest and self-directed learning attitudes outweighed the negative comments. Also, there were affirmative comments about the variety and volume of digital textbook contents and voices demanding more richness and high quality contents. In addition, there were positive and negative comments about digital textbook’s functions such as search, exam, note, etc.. Some of the comments were not focused on digital textbook’s functions and instead focused on keywords such as LMS (Learning Management System), function of control students’ PC, cloud platform. Pilot school teachers commented about diversification of in-class digital textbook usage (Flipped learning, Collaboration learning, Personalized learning, etc.) and preparation (class design, lesson study, etc.).
HICSS 2020 paper: Mind the gap: a collaborative competence e-learning model b...Monika Hattinger
The research focus is on critical factors for inter-organizational collaborative e-learning and co-production between university and industry. We describe the process of a six-year longitudinal collaborative action research project including six cases and three phases, initialization, implementation and dissemination. The analysis is conducted from a multi-stakeholder perspective; managers, teachers, and practitioners. Overall aim is to reach for a sustainable collaborative competence e-learning model (CCeM) that will increase industrial employees’ competences.
'Using digital learning technologies to support special needs' by Professor D...Dyslexia International
Slide presentation World Dyslexia Forum 2010 'Using digital learning technologies to support special needs' by Professor Diana Laurillard
For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Symposium on TPACK at SITE 2014
TPACK is recognized by many as a useful conceptual framework to help define the knowledge base teachers’ need to know to effectively integrate technology in their educational practice. However, determining whether teachers indeed have developed the knowledge and skills required for effective technology integration – or in short whether they have developed TPACK – is a much more complicated issue. This symposium discusses how artifacts are being used in assessing pre-service and practicing teachers technology integration competencies. TPACK calls for coherence between content, pedagogy and technology. The assumption is that having TPACK also implies teachers’ being able to demonstrate technology integration competencies. This assumption implies a fit between (pre-service) teachers’ TPACK (often measured through self-report instruments) and the artifacts they produce.
In this symposium we discuss how different kinds of artifacts, e.g. lesson plans and lesson practice as demonstrated in video clips can be used as an indicator of a teacher’s technology integration competencies. In this symposium we discuss different artifacts (pre-service) teachers produce in order to demonstrate that they have TPACK. In the symposium different artifacts will be discussed, such as lesson plans and video clips that show technology use in classroom practice. The symposium deals with the potential and restrictions of artifacts as indicator for technology integration, the assessment of artifacts and the relation with other TPACK measures, such as the TPACK survey from Schmidt et al. (2010). Examples from different educational contexts will be presented and discussed.
TPACK development in teacher design teams: assessing the perceived and observ...Ayoub Kafyulilo
This paper was presented at the Society for Information Technology in Teachers Education In New Orleans (Louisiana) USA. An international conference held from 25th to 29th March 2013.
INQUIRY INTO THE DEVELOPMENT OF A FLIPPED CLASSROOM PROJECT FOR TRAINING FUTU...Université de Sherbrooke
At the University of Sherbrooke, the training of future secondary school teachers involves a course in learning evaluation that has both theoretical and practical dimensions. In a professional program of this nature, the practical dimension is essentially achieved through a long-term process of internships; this further supports the idea that pedagogical courses in the classroom are, in comparison, mostly "theoretical." Although the course delivers crucial procedural knowledge to future teachers before their third internship, up to this point it focuses essentially on theory and on a few key practical exercises (to improve the students’ ability to design and use rubrics). This is a traditional pedagogical model that also has its downsides. As research around professional development shows that future teachers need spaces where they can experiment with the development of complex know-how, we believe that changing this more traditional approach is crucial to improving the development of evaluation competencies. Based on these observations, we came up with the idea of a flipped classroom project. In order to treat a project of this nature as a technological and pedagogical innovation in the context of an initial teacher training program in assessment, we based our pedagogical strategy on the SoTL (Scholarship of Teaching and Learning) approach (Kreber, 2002). Work on the project was done using the TPaCK Model (Mishra & Koehler, 2006), which helped us share our respective expertise, and to the MISA instructional design model (Paquette, 2004), which enabled us to develop pedagogical resources and strategies adapted to the learning needs of students. The literature about flipped classrooms mostly presents the pedagogical issues which this approach seeks to address; it also describes problems that can arise in the context of flipped classrooms (Baranovic, 2013; Bishop & Verleger, 2013; Herreid & Schiller, 2013). These problems are primarily technological and are discussed both from the point of view of students (Enfield, 2013; Pavlovsk, 2013), and from that of the trainers who create multimedia ressources (Herreid & Schieller, 2013; Thiele, 2013). However, the issue of the training needs of trainers and instructional designers in terms of instructional design is never mentioned. To reinvest the research results in our teaching and enhance scientific understanding of this specific kind of pedagogical situation, we analyzed the ways students use technological resources and identified some contributions of the flipped classroom in the context of a large teacher training group; we also documented the learning processes of students in situations of self-learning and analyzed how knowledge transfer occurs in the classroom. As a result, this entire project became the starting point for a valuable joint professional development process which we want to share and discuss during our presentation.
Florian Meyer & Isabelle Nizet (Univ. de Sherbrooke)
Learning Analytics of Online Instructional Design during COVID-19: Experience...MohammadDeniAkbar1
Emergency remote online learning is a natural response by education providers to ensure program sustainability whilst educators and students adapt to this change through time. The instructional design of these courses has also been adapted but limited learning analytics-based studies are available. This paper presents a case study on the instructional design and learning analytics in an online learning course entitled Data Analytics conducted at Telkom University. The course content, activity and assessment structure are discussed as well as the data analytics tools functions provided in the learning management platform used. Additional learning analytics case study is reported on the student’s response and experience.
Ouma - Technology adoption in banana-legume systems of Central AfricaCIALCA
Presentation delivered at the CIALCA international conference 'Challenges and Opportunities to the agricultural intensification of the humid highland systems of sub-Saharan Africa'. Kigali, Rwanda, October 24-27 2011.
TLC2016 - Online language courses in BlackboardBlackboardEMEA
Presenter: Jeroen van Engen
Organisation: University of Groningen
Description: The University of Groningen Language Centre is offering fully online Dutch language courses since April 2015. Participants come from all around the world. They are expected to learn the language up to a certain level in period of two months under the guidance of a few instructors.
In my presentation I would like to show the approach taken (structure, planning, tools) to offer and support online language courses in Blackboard at the University of Groningen for a worldwide audience.
An analysis of teachers’ comments about digital textbookKyubok Cho
An analysis of Teachers’ comments about the advantages and issues of improving the use of digital textbooks in Pilot Schools
The purpose of this research is to identify the advantages and issues of improving the use of digital textbooks in schools. For this objective, an online questionnaire was conducted to 134 representative teachers (Director or Head Teacher) of digital textbook pilot schools (elementary and middle schools) in South Korea during October 2015, and 119 teachers responded. The questionnaire contained 5 open-ended questions about the advantages and issues of improving the digital textbooks, classes using digital textbooks and managing the digital textbook pilot school. Results of the content analysis of the comments were categorized into 4 topics (development of students, digital textbook’s contents, digital textbook’s function, change of instruction). Each of the 4 topics included comments involving advantages and improvements.
Though there were comments about digital textbooks’ side effects such as distractibility and eyestrain to students, positive feedback regarding the implement of students’ concentration, interest and self-directed learning attitudes outweighed the negative comments. Also, there were affirmative comments about the variety and volume of digital textbook contents and voices demanding more richness and high quality contents. In addition, there were positive and negative comments about digital textbook’s functions such as search, exam, note, etc.. Some of the comments were not focused on digital textbook’s functions and instead focused on keywords such as LMS (Learning Management System), function of control students’ PC, cloud platform. Pilot school teachers commented about diversification of in-class digital textbook usage (Flipped learning, Collaboration learning, Personalized learning, etc.) and preparation (class design, lesson study, etc.).
HICSS 2020 paper: Mind the gap: a collaborative competence e-learning model b...Monika Hattinger
The research focus is on critical factors for inter-organizational collaborative e-learning and co-production between university and industry. We describe the process of a six-year longitudinal collaborative action research project including six cases and three phases, initialization, implementation and dissemination. The analysis is conducted from a multi-stakeholder perspective; managers, teachers, and practitioners. Overall aim is to reach for a sustainable collaborative competence e-learning model (CCeM) that will increase industrial employees’ competences.
'Using digital learning technologies to support special needs' by Professor D...Dyslexia International
Slide presentation World Dyslexia Forum 2010 'Using digital learning technologies to support special needs' by Professor Diana Laurillard
For all films: http://di-videos.org/player/worlddyslexiaforum/2010/#/lg/EN/
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Symposium on TPACK at SITE 2014
TPACK is recognized by many as a useful conceptual framework to help define the knowledge base teachers’ need to know to effectively integrate technology in their educational practice. However, determining whether teachers indeed have developed the knowledge and skills required for effective technology integration – or in short whether they have developed TPACK – is a much more complicated issue. This symposium discusses how artifacts are being used in assessing pre-service and practicing teachers technology integration competencies. TPACK calls for coherence between content, pedagogy and technology. The assumption is that having TPACK also implies teachers’ being able to demonstrate technology integration competencies. This assumption implies a fit between (pre-service) teachers’ TPACK (often measured through self-report instruments) and the artifacts they produce.
In this symposium we discuss how different kinds of artifacts, e.g. lesson plans and lesson practice as demonstrated in video clips can be used as an indicator of a teacher’s technology integration competencies. In this symposium we discuss different artifacts (pre-service) teachers produce in order to demonstrate that they have TPACK. In the symposium different artifacts will be discussed, such as lesson plans and video clips that show technology use in classroom practice. The symposium deals with the potential and restrictions of artifacts as indicator for technology integration, the assessment of artifacts and the relation with other TPACK measures, such as the TPACK survey from Schmidt et al. (2010). Examples from different educational contexts will be presented and discussed.
TPACK development in teacher design teams: assessing the perceived and observ...Ayoub Kafyulilo
This paper was presented at the Society for Information Technology in Teachers Education In New Orleans (Louisiana) USA. An international conference held from 25th to 29th March 2013.
INQUIRY INTO THE DEVELOPMENT OF A FLIPPED CLASSROOM PROJECT FOR TRAINING FUTU...Université de Sherbrooke
At the University of Sherbrooke, the training of future secondary school teachers involves a course in learning evaluation that has both theoretical and practical dimensions. In a professional program of this nature, the practical dimension is essentially achieved through a long-term process of internships; this further supports the idea that pedagogical courses in the classroom are, in comparison, mostly "theoretical." Although the course delivers crucial procedural knowledge to future teachers before their third internship, up to this point it focuses essentially on theory and on a few key practical exercises (to improve the students’ ability to design and use rubrics). This is a traditional pedagogical model that also has its downsides. As research around professional development shows that future teachers need spaces where they can experiment with the development of complex know-how, we believe that changing this more traditional approach is crucial to improving the development of evaluation competencies. Based on these observations, we came up with the idea of a flipped classroom project. In order to treat a project of this nature as a technological and pedagogical innovation in the context of an initial teacher training program in assessment, we based our pedagogical strategy on the SoTL (Scholarship of Teaching and Learning) approach (Kreber, 2002). Work on the project was done using the TPaCK Model (Mishra & Koehler, 2006), which helped us share our respective expertise, and to the MISA instructional design model (Paquette, 2004), which enabled us to develop pedagogical resources and strategies adapted to the learning needs of students. The literature about flipped classrooms mostly presents the pedagogical issues which this approach seeks to address; it also describes problems that can arise in the context of flipped classrooms (Baranovic, 2013; Bishop & Verleger, 2013; Herreid & Schiller, 2013). These problems are primarily technological and are discussed both from the point of view of students (Enfield, 2013; Pavlovsk, 2013), and from that of the trainers who create multimedia ressources (Herreid & Schieller, 2013; Thiele, 2013). However, the issue of the training needs of trainers and instructional designers in terms of instructional design is never mentioned. To reinvest the research results in our teaching and enhance scientific understanding of this specific kind of pedagogical situation, we analyzed the ways students use technological resources and identified some contributions of the flipped classroom in the context of a large teacher training group; we also documented the learning processes of students in situations of self-learning and analyzed how knowledge transfer occurs in the classroom. As a result, this entire project became the starting point for a valuable joint professional development process which we want to share and discuss during our presentation.
Florian Meyer & Isabelle Nizet (Univ. de Sherbrooke)
Learning Analytics of Online Instructional Design during COVID-19: Experience...MohammadDeniAkbar1
Emergency remote online learning is a natural response by education providers to ensure program sustainability whilst educators and students adapt to this change through time. The instructional design of these courses has also been adapted but limited learning analytics-based studies are available. This paper presents a case study on the instructional design and learning analytics in an online learning course entitled Data Analytics conducted at Telkom University. The course content, activity and assessment structure are discussed as well as the data analytics tools functions provided in the learning management platform used. Additional learning analytics case study is reported on the student’s response and experience.
Ouma - Technology adoption in banana-legume systems of Central AfricaCIALCA
Presentation delivered at the CIALCA international conference 'Challenges and Opportunities to the agricultural intensification of the humid highland systems of sub-Saharan Africa'. Kigali, Rwanda, October 24-27 2011.
Anyone interested in clean energy, especially residential and commercial Photovoltaic, green builders, homeowners, solar installers and local government officials, is invited to view these slides.
These slides cover Northwestern Indiana Regional Planning Commission’s Rooftop Solar Challenge II Grant: Purpose and Goals, Rooftop Solar 101 Benefits and Barriers, Solar Myth Busters and Best Practices.
Supporting teachers as designers: (Some) Research threads at GSIC/EMICYannis
Some current research threads at GSIC/EMIC: (1) Design for Learning, (2) Some systems: ILDE and GluePS-AR, (3) Aligning Learning Analytics, Design for Learning, Orchestration
Educational Technology 2 presentation a brief outlie of the lesson under the course EDTECH 2 this will serve as simple guide for students who are taking this course.
Pedagogical Practices and Technology Integration Thesis Defense March 11, 2015Ashley Mayor
Comparing a practitioner's concerns over technology integration between two pedagogical preference groups: inquiry-based teachers and traditional teachers. This study looks for relationships between the pedagogical groups in their concerns for integrating technology, use of technology to enhance learning and application of integration practices.
Rationalise, Response, Results - Keynote Presentation by Dr. Daniel Tan REC:all project
This presentation was given by Dr. Daniel Tan, Director of the Centre for Excellence in Learning and Teaching (CELT) Nanyang Technological University, Singapore on 11 December at the REC:all workshop 2013 "Lecture Capture: Moving beyond the pilot stage: large-scale implementation of lecture capture in European Higher Education" in Leuven, Belgium.
ICT are transforming Cuban higher education towards the adoption of blended-learning and distance learning. This dissertation focuses on investigating the effectiveness of using social software to support collaborative learning in a Cuban university. Five studies were conducted within three phases that included diagnostic, integration and validation of the social software that was used to support collaborative learning. A didactic model was created to integrate social software within Cuban teaching and learning in higher education. Social Network Analysis and content analysis were used to evaluate the effectiveness of social software to support students' learning through their collaborative learning relationships and through their posts in wiki pages and online discussions. Statistical analysis was used to evaluate students' self-efficacy as a measure of their achievements in social software-supported collaborative learning. The findings confirmed social software’s suitability to support collaborative learning, as it increased collaborative learning's effectiveness, compared to face-to-face collaborative learning. Specific findings were revealed for the use of wikis and online discussions within teaching and learning, which are extendable to other social software tools. A didactic model to integrate social software in Cuban teaching and learning, as well as a framework to analyse students' interactions, were used for first time and validated to extend its use among Cuban university stakeholders.
Supporting educators as designers of complex blended learning scenarios: visu...Laia Albó
Presentation of my research work to PAWS research group, during my visit to the School of Information Sciences of the University of Pittsburgh. 26th February, 2019.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Similar to 11 ways of looking at technology adoption in theclassroom (Invited talk @ ITD Genoa) (05.10.2016) (20)
A happier technology-enhanced PhD? Value-sensitive design of single-case l...lprisan
Worldwide, about half of the students who start a doctorate never complete it, and the prevalence of mental health problems (e.g. anxiety, depression) among them is higher than in the general population. These problems, which affect hundreds of thousands of students worldwide, are linked to systemic and socio-economic issues over which students themselves have little control... but also to motivational and socio-emotional skills over which students may have more control. A key aspect of these problems with the doctorate, and the lack of reliable and scalable solutions to mitigate them, is the inherent uniqueness of the doctorate. This webinar will look at recent research in doctoral education on these motivational factors, as well as recent work where we are designing and implementing Learning Analytics (LA) systems that aim to harness these motivational factors to support doctoral students. The resulting human-AI collaboration approach uses analytical methods specifically designed to address the contextual challenges of doctoral education, its uniqueness and heterogeneity among others. Importantly, these systems are designed from a human-centered perspective using value-sensitive design (VSD) methods - an approach that is particularly relevant given the ethical nature of the problem. Thus, the talk can also serve as an example of how these techniques from the field of human-computer interaction and AI ethics can be applied to increase the acceptance and trustworthiness of LA and AI-based learning technologies.
Prieto et al. @ECTEL23: Designing technology for doctoral persistence and wel...lprisan
Slides from the presentation of our paper (https://doi.org/10.1007/978-3-031-42682-7_24) at the EC-TEL 2023 conference in Aveiro.
----
Designing Technology for Doctoral Persistence and Well-Being: Findings from a Two-Country Value-Sensitive Inquiry into Student Progress
Abstract:
Doctoral education suffers from widespread dropout and well-being problems, for which we have not yet found scalable and generalizable interventions. This paper characterizes these problems as amenable to technology-enhanced learning (TEL) intervention and derives design knowledge for such solutions. We conducted two iterations of design-based research using a value-sensitive design approach to understand how technology could support doctoral progress, well-being, and persistence, with 19 doctoral students from multiple disciplines in Estonia and Spain. Our quantitative and qualitative analysis of questionnaires, interviews, and diary data confirms prior research about the importance of perceiving progress in the dissertation materials. They also highlight the uniqueness and self-direction of the doctoral journey, and particular (but well-defined) external factors that could be targeted by TEL support. Our design-oriented findings can inform the development of multiple TEL solutions to address these problems. Further, the particular methods used to elicit these findings both illustrate the added value of value-sensitive design for the field of TEL and provide examples of techniques that can be used to be mindful of stakeholder values when designing learning technologies.
Slides of the "Value-sensitive design methods for technology enhanced learning workshop" (VSD4TEL) held on Sept 5, 2023 at the European Conference on Technology-Enhanced Learning in Aveiro.
It includes both a tutorial on value-sensitive design (VSD) methods and a "writer's workshop" where we discussed potential contributions to the area of VSD applied to educational technologies.
See https://tinyurl.com/VSD4TEL23 for more details
20200120 a happy phd_productividad y bienestar del doctorando - taller para d...lprisan
Diapositivas del taller para doctorandos sobre progreso, productividad y bienestar en el doctorado, celebrado en la Universidad de Valladolid el 20-22.01.2020 (en español)
----
Slides from the workshop for PhD students 'A happy PhD', about productivity, wellbeing and progress in doctoral studies, held at University of Valladolid (Spain) on 20-22.01.2020 (in Spanish)
20200121 progreso en el doctorado taller para supervisoreslprisan
Diapositivas del taller para supervisores doctorales sobre progreso en el doctorado, celebrado en la Universidad de Valladolid el 21.01.2020 (en español)
----
Slides from the workshop for PhD supervisors on the role of progress in the doctoral studies, held at University of Valladolid (Spain) on 21.01.2020 (in Spanish)
Slides of our presentation at EC-TEL 2017 conference, about "strong TEL concepts"
Abstract: Although not unheard of, there is a scarcity of intermediate-level concepts (not as generalizable as theories, but with an applicability wider than a single technology or intervention) in technology-enhanced learning (TEL) research. In this paper we propose `strong TEL concepts', as intermediate-level bodies of design knowledge that are both grounded in research evidence from multiple technologies and contexts, and have clear theoretical connections. We describe the main features of this kind of concepts, along with a practical method for developing them as valuable research contributions. We also propose `purposeful disengagement' as an example of strong TEL concept, to ignite the dialogue in our community about the necessity and benefits of this kind of knowledge to support both TEL design and theory advancement.
Prieto et al., 2010 - Recurrent Routines in the Classroom Madnesslprisan
Presentation of the paper at the "Current challenges in learning design and pedagogical patterns research" symposium in the NLC 2010 conference in Aalborg, Denmark
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
11 ways of looking at technology adoption in theclassroom (Invited talk @ ITD Genoa) (05.10.2016)
1. 11 ways of looking at
technology adoption in the
classroom
Luis P. Prieto
… including joint work with M. J. Rodríguez-Triana, A. Holzer and D. Gillet
… and many, many others
ITD-CNR, Genova – 5.10.2016
2. A few words about me
• B.Eng. Telecommunications
(Univ. Valladolid)
• Work in telecom industry
• Software developer
• Technical lead, EU projects
• Long-standing interest:
how people use technology
• … or not!
4. Observational
study - routines
Orchestration
framework
LD deployment
& enactment
Teacher PD
workshops
Communities of
teacher LDers
Literature
reviews
Paper-based
technologies
Eyetracking &
orchestration load
Multimodal
teaching analytics
Tools for everyday
teacher reflection
Examining the effects of social
media in co-located classrooms
5. Part I
In-depth view of recent research on adoption of a particular
technology in the classroom
6. Examining the effects of social
media in co-located classrooms
A case study based on SpeakUp
María Jesús Rodríguez-Triana, A. Holzer, L. P. Prieto & D. Gillet
11th European Conference on Technology Enhanced Learning
September 14th, Lyon (France)
9. Social media
9
Motivation SpeakUp Methodology Conclusions
Increase participation
Increase interaction
Distraction
Multitasking
How to use social media
effectively in the classroom?
Study
/26
17. Authentic scenario
18
Motivation SpeakUp Methodology Study Conclusions
/26
1st Lecture of a Communication course at
EPFL (Switzerland)
‣ 90 minutes
‣ 3 teachers
‣ 145
students
‣ SpeakUp
18. Topic 1: Engagement
‣ High proportion of
students joined the
room (147 users
out of 145
students!)
19
Motivation SpeakUp Methodology Study Conclusions
/26
SpeakUp was
engaging for
the students!
(μ = 5 in a 1-5 Likert scale)
19. Topic 1: Engagement
‣ Face-to-face vs SpeakUp-mediated participation
20
Motivation SpeakUp Methodology Study Conclusions
Teachers
(77 min)
Students
(11 min)
Teachers
(51
actions)
Students
(3481
actions)
/26
21. Topic 2: Student attention
22
Motivation SpeakUp Methodology Study Conclusions
/26
SpeakUp had no
clear impact on
the student
attention
(μ = 3 in a 1-5 Likert scale)
22. Topic 2: Student attention
‣ Students perception vs usage
23
‣ What students said :) ‣ What students did :(
Motivation SpeakUp Methodology Study Conclusions
/26
23. Topic 3: Social interaction
24
Motivation SpeakUp Methodology Study Conclusions
/26
SpeakUp
promoted
interaction
between teachers
& students
(μ = 5 in a 1-5 Likert scale)
SpeakUp
promoted
interaction
among students
(μ = 4.5 in a 1-5 Likert scale)
24. Topic 3: Social interaction
‣ Face-to-face vs SpeakUp-mediated
interaction
25
Motivation SpeakUp Methodology Study Conclusions
/26
26. Topic 4: Teaching style
‣ High levels of relevant activity
correspond to activities guided by the
teachers
‣ Further and long term analysis are
needed
27
Motivation SpeakUp Methodology Study Conclusions
/26
27. Topic 4: Teaching style
28
Motivation SpeakUp Methodology Study Conclusions
/26
Managing two
simultaneous
channels is
demanding and
specially difficult
if teaching alone
SpeakUp
provided us with
awareness of a
students back
channel
29. Discussion - Results
Did SpeakUp favor situations that lead to
learning?
‣ T1: Students were engaged with SpeakUp but quite unevenly
‣ T2: Students were not always on task on SpeakUp and
inconsistent with their subjective perception of distraction
‣ T3: SpeakUp facilitated social interaction, especially between
peers (larger social network)
‣ T4: Positive effect of teacher prompts on message relevance
but SpeakUp usage can be too demanding for just one teacher
‣ Anonymity as a double-edged sword: participation vs distraction
30
Motivation SpeakUp Methodology Study Conclusions
/26
30. Discussion - Limitations
‣This is only one session in a longer (course-
long) analysis: novelty effects?
‣Link to learning still indirect (situations that
are known to lead to learning)
‣Rich analysis approach... but time
consuming! (how can we scale this up?)
31
Motivation SpeakUp Methodology Study Conclusions
/26
31. Future work
‣Finish the whole course analysis, incl. link
between relevancy and scores
‣Scaffold teachers in guiding SpeakUp
usage
‣Best patterns of usage for relevant engagement
‣Automated support: SpeakUp bots?
32
Motivation SpeakUp Methodology Study Conclusions
/26
34. Orchestration
framework
LD deployment
& enactment
Teacher PD
workshops
Communities of
teacher LDers
Literature
reviews
Paper-based
technologies
Eyetracking &
orchestration load
Multimodal
teaching analytics
Tools for everyday
teacher reflection
Examining the effects of social
media in co-located classrooms
Observational
study - routines
35. Observational classroom studies:
the discovery of ‘routines’
• Context: public primary school
• RQ: How do teachers adopt a
CSCL tool in their practice?
• Results: Importance of
improvised but recurrent
teaching actions (routines)
• So What?
• Can these routines be useful for
teacher PD?
• What is the impact of these
routines in the success of lesson?
36. Observational
study - routines
LD deployment
& enactment
Teacher PD
workshops
Communities of
teacher LDers
Literature
reviews
Paper-based
technologies
Eyetracking &
orchestration load
Multimodal
teaching analytics
Tools for everyday
teacher reflection
Examining the effects of social
media in co-located classrooms
Orchestration
framework
37. Conceptual framework for
orchestration of TEL: ‘5+3 Aspects’
• Context: Orchestration as a
worthy Ph.D. topic
• RQ: What do TEL researchers
mean when they talk about
‘orchestration’?
• Results: Literature review and
synthesis ‘5+3 Aspects’
• So What?
• Orchestration is about making
edutech that plays well in
authentic classroom conditions
• Technologies for classroom should
support at all these aspects
38. Observational
study - routines
Orchestration
framework
Teacher PD
workshops
Communities of
teacher LDers
Literature
reviews
Paper-based
technologies
Eyetracking &
orchestration load
Multimodal
teaching analytics
Tools for everyday
teacher reflection
Examining the effects of social
media in co-located classrooms
LD deployment
& enactment
39. Technologies for orchestration of
learning designs in blended CSCL
• Context:
• A lot of LD authoring tools, but nobody
uses them
• … maybe because it’s difficult to deploy
in Moodle and other LEs?
• RQ: Can we support multi-LD, multi-LE
deployment and enactment?
• Results:
• Software architecture, prototype
• Evaluated in authentic settings,
workshops
• So What?
• Motivated teachers could deploy & enact
complex CSCL designs
• … but not many teachers want that level
of complexity!
40. Observational
study - routines
Orchestration
framework
LD deployment
& enactment
Communities of
teacher LDers
Literature
reviews
Paper-based
technologies
Eyetracking &
orchestration load
Multimodal
teaching analytics
Tools for everyday
teacher reflection
Examining the effects of social
media in co-located classrooms
Teacher PD
workshops
41. Workshop approach for teacher
professional development
• Context: Technology alone
does not drive usage, PD is
needed
• RQ: Can we design PD actions
that take into account this
idea of ‘orchestration’?
• Results: Approach based on
successful ‘routines’, GLUE!-
PS, conceptual+technological
• So What?
• Workshops were well-received!
42. Observational
study - routines
Orchestration
framework
LD deployment
& enactment
Teacher PD
workshops
Literature
reviews
Paper-based
technologies
Eyetracking &
orchestration load
Multimodal
teaching analytics
Tools for everyday
teacher reflection
Examining the effects of social
media in co-located classrooms
Communities of
teacher LDers
43. Supporting communities of
teachers as learning designers
• Context:
• A lot of LD authoring tools, not interoperable,
not deployable
• Communities of (LD) practice as key for its
adoption?
• RQ: Can we support teachers (conceptually
and technologically) to do LD with others,
using whatever tools they want?
• Results:
• ILDE: unified environment that integrates many
LD tools (powered by GLUE!-PS)
• PD package (workshops) for secondary, adult
and higher education
• So What?
• …………………………………………………. (?)
44. Observational
study - routines
Orchestration
framework
LD deployment
& enactment
Teacher PD
workshops
Communities of
teacher LDers
Paper-based
technologies
Eyetracking &
orchestration load
Multimodal
teaching analytics
Tools for everyday
teacher reflection
Examining the effects of social
media in co-located classrooms
Literature
reviews
45. Three TEL literature reviews
• Augmented paper in education:
• Mostly exploratory works, not many evaluated in
authentic conditions
• Development is still hard
• Generic UIs (e.g., tablets) have applicability
advantages
• Awareness and reflection in blended learning
• Learning dashboards:
• Still many proposals only use single platform logs
• Growing number of studies in authentic setting, but
few longitudinal
• Learning is seldom measured (!!)
• So What?
• Prototype syndrome as endemic in TEL
• Lack of evidence of learning advantages!
46. Observational
study - routines
Orchestration
framework
LD deployment
& enactment
Teacher PD
workshops
Communities of
teacher LDers
Literature
reviews
Eyetracking &
orchestration load
Multimodal
teaching analytics
Tools for everyday
teacher reflection
Examining the effects of social
media in co-located classrooms
Paper-based
technologies
47. Paper-based technologies for the
classroom
• Context: Primary schools, university
• RQ: Can we apply augmented paper
beyond spatial concepts/skills?
• Results:
• Several prototypes in Math, Chinese
• Software framework for easier
development of browser-based apps
• So What?
• Still “yet another prototype”
• Is the engagement and learning we see
sustainable after novelty wears off?
48. Observational
study - routines
Orchestration
framework
LD deployment
& enactment
Teacher PD
workshops
Communities of
teacher LDers
Literature
reviews
Paper-based
technologies
Multimodal
teaching analytics
Tools for everyday
teacher reflection
Examining the effects of social
media in co-located classrooms
Eyetracking &
orchestration load
49. Studies on orchestration load
using mobile eye-tracking
• Context: Face-to-face classrooms
• RQ: Can we measure teacher load
beyond just asking ‘how did it go’?
• Results:
• Method combining eye-tracking and
other sensors + video coding + machine
learning models
• Initial insights about orchestration load
patterns (e.g., whole-class activities are
higher load)
• So What?
• Initial validation gave encouraging
results… if you record multiple sessions
• Manual coding of videos still “expensive”!
50. Observational
study - routines
Orchestration
framework
LD deployment
& enactment
Teacher PD
workshops
Communities of
teacher LDers
Literature
reviews
Paper-based
technologies
Eyetracking &
orchestration load
Tools for everyday
teacher reflection
Examining the effects of social
media in co-located classrooms
Multimodal
teaching analytics
51. Multimodal teaching analytics:
reversing learning design?
• Context: Face-to-face classrooms
• RQ: Can we get the enacted orchestration graph
(as opposed to the LD) from the sensors’ data?
• Results:
• Machine learning models to predict teaching
activity and social plane of interaction
• Reasonable accuracy (66-90%), with relatively
simple models
• Applicable for the teacher in the study only
• So What?
• Teacher can use this data for their PD reflection
based on everyday evidence (~ fitness tracker)
• Researchers can look at why enactments of the
same LD get different results
• Could be used to ‘kickstart’ learning design
formalization?… at scale!
52. Observational
study - routines
Orchestration
framework
LD deployment
& enactment
Teacher PD
workshops
Communities of
teacher LDers
Literature
reviews
Paper-based
technologies
Eyetracking &
orchestration load
Multimodal
teaching analytics
Examining the effects of social
media in co-located classrooms
Tools for everyday
teacher reflection
53. Tools for evidence-based teacher
reflection from everyday data
• Context: Secondary schools
• RQ: Can we help teachers in reflecting for
PD, by gathering data from everyday
practice?
• Results:
• Two approaches:
1. High-tech (eye-tracking, beacons)
visualizations (classroom mirror)
2. Low-tech (very simple questionnaire for
students + teacher predictions) simple
dashboard (Prolearning)
• Low-tech shows improvement in student
experience and teacher behavior changes
• So What?
• Fancy tech does not necessarily mean better
adoption!
54. Observational
study - routines
Orchestration
framework
LD deployment
& enactment
Teacher PD
workshops
Communities of
teacher LDers
Literature
reviews
Paper-based
technologies
Eyetracking &
orchestration load
Multimodal
teaching analytics
Tools for everyday
teacher reflection
Examining the effects of social
media in co-located classrooms
56. Conclusion: 5 tips for adoption
1. Get out of the building and inside the classroom
(for long periods, if possible)
2. Demonstrate advantages first (especially learning
gains!), before asking for adoption
3. Minimum Viable Prototypes (MVPs) over
specifications
4. If it cannot be used every day, it probably will not
be used after researchers go away
5. Think about scale from the outset
57. References (I)
• Social media in the classroom (SpeakUp)
• Rodríguez-Triana, M. J., Holzer, A., Prieto, L. P., & Gillet, D. (2016, September).
Examining the Effects of Social Media in Co-located Classrooms: A Case Study
Based on SpeakUp. In European Conference on Technology Enhanced Learning
(pp. 247-262). Springer International Publishing.
• Observational study & routines
• Prieto, L. P., Villagrá-Sobrino, S., Jorrín-Abellán, I. M., Martínez-Monés, A., &
Dimitriadis, Y. (2011). Recurrent routines: Analyzing and supporting
orchestration in technology-enhanced primary classrooms. Computers &
Education, 57(1), 1214-1227.
• Orchestration framework (‘5+3 Aspects’)
• Prieto, L. P., Holenko Dlab, M., Gutiérrez, I., Abdulwahed, M., & Balid, W. (2011).
Orchestrating technology enhanced learning: a literature review and a
conceptual framework. International Journal of Technology Enhanced Learning,
3(6), 583-598.
• Prieto, L. P., Dimitriadis, Y., Asensio-Pérez, J. I., & Looi, C. K. (2015).
Orchestration in learning technology research: evaluation of a conceptual
framework. Research in Learning Technology, 23.
58. References (II)
• LD deployment and enactment (GLUE!-PS)
• Prieto, L. P., Asensio-Pérez, J. I., Dimitriadis, Y., Gómez-Sánchez, E., & Muñoz-Cristóbal, J. A. (2011,
September). GLUE!-PS: a multi-language architecture and data model to deploy TEL designs to
multiple learning environments. In European Conference on Technology Enhanced Learning (pp.
285-298). Springer Berlin Heidelberg.
• Prieto, L. P., Asensio-Pérez, J. I., Muñoz-Cristóbal, J. A., Jorrín-Abellán, I. M., Dimitriadis, Y., &
Gómez-Sánchez, E. (2014). Supporting orchestration of CSCL scenarios in web-based Distributed
Learning Environments. Computers & education, 73, 9-25.
• Teacher PD workshop approach
• Prieto, L. P., Dimitriadis, Y., Asensio-Perez, J. I., Villagrá-Sobrino, S., & Jorrín-Abellan, I. (2013).
Fostering CSCL adoption: an approach to professional development focused on orchestration. In
Proceedings of the International Conference of Computer-Supported Collaborative Learning
(CSCL2013). volume 1.
• Communities of teacher learning designers (METIS – ILDE)
• Hernández-Leo, D., Chacón, J., Prieto, L. P., Asensio-Pérez, J. I., & Derntl, M. (2013, September).
Towards an integrated learning design environment. In European Conference on Technology
Enhanced Learning (pp. 448-453). Springer Berlin Heidelberg.
• Hernández-Leo, D., Asensio-Pérez, J. I., Derntl, M., Prieto, L. P., & Chacón, J. (2014, September).
ILDE: community environment for conceptualizing, authoring and deploying learning activities. In
European Conference on Technology Enhanced Learning (pp. 490-493). Springer International
Publishing.
59. References (III)
• TEL literature reviews
• Prieto, L. P., Wen, Y., Caballero, D., & Dillenbourg, P. (2014). Review of
Augmented Paper Systems in Education: An Orchestration Perspective.
Educational Technology & Society, 17(4), 169-185.
• Rodriguez Triana, M. J., Prieto Santos, L. P., Vozniuk, A., Shirvani Boroujeni, M.,
Schwendimann, B. A., Holzer, A. C., & Gillet, D. (in press). Monitoring,
Awareness and Reflection in Blended Technology Enhanced Learning: a
Systematic Review. Accepted at the International Journal of Technology-
Enhanced Learning.
• Schwendimann, B. A., Rodríguez-Triana, M. J., Vozniuk, A., Prieto, L. P.,
Boroujeni, M. S., Holzer, A., ... & Dillenbourg, P. (2016, April). Understanding
learning at a glance: An overview of learning dashboard studies. In Proceedings
of the Sixth International Conference on Learning Analytics & Knowledge (pp.
532-533). ACM.
• Paper-based technologies for the classroom
• Caballero, D., Wen, Y., Prieto, L. P., & Dillenbourg, P. (2014, November). Single
locus of control in a tangible paper-based tabletop application: an exploratory
study. In Proceedings of the Ninth ACM International Conference on Interactive
Tabletops and Surfaces (pp. 351-356). ACM.
• Web-based apps framework: http://chili-epfl.github.io/paprika/
60. References (IV)
• Eye-tracking studies and orchestration load
• Prieto, L. P., Sharma, K., Wen, Y., & Dillenbourg, P. (2015). The burden of
facilitating collaboration: towards estimation of teacher orchestration
load using eye-tracking measures. In Proceedings of the 11th
international conference on computer-supported collaborative learning
(CSCL 2015) (pp. 212-219). Sweden: Gothenburg.
• Prieto, L. P., Sharma, K., & Dillenbourg, P. (2015). Studying teacher
orchestration load in technology-enhanced classrooms. In Design for
Teaching and Learning in a Networked World (pp. 268-281). Springer
International Publishing.
• Multimodal teaching analytics and reversing LD
• Prieto, L. P., Sharma, K., Dillenbourg, P., & Jesús, M. (2016, April).
Teaching analytics: towards automatic extraction of orchestration
graphs using wearable sensors. In Proceedings of the Sixth
International Conference on Learning Analytics & Knowledge (pp. 148-
157). ACM.
• Tools for teacher reflection [Still unpublished]