ImparApp: Pervasive Gaming for Language Learning Pervasive Ignite Talk at Disruptive Media Learning Lab (DMLL) Expo / Coventry University / 27 April 2016
This document discusses a project called "The Way We Live and Learn" conducted by two teachers in Kaunas, Lithuania. The project focuses on collaborative methods of teaching and learning, with the teachers having good communication and exchanges of letters and packages with schools in other European cities. Collaboration is highlighted as one of the best teaching methods.
The librarians at UCD Library taught a course on Web 2.0 and social media tools to undergraduate students. They developed the course to share their expertise with these tools gained from library projects. Teaching the course was challenging due to administrative duties, technical issues, and varying student skills, but it deepened the librarians' understanding of student research habits. Student feedback was positive and appreciated learning about new tools from the librarians' perspective. While demanding of time, teaching the course strengthened the library's profile on campus.
This document discusses the history and theory of e-learning. It outlines several key developments in e-learning from the 1920s to present day, including Pressey's testing machine in the 1920s, Skinner's work on programmed instruction in the 1950s, McLuhan's ideas about media in the 1960s, and predictions of future home-based learning using computers in the 1970s. It then describes how computers first entered schools in the 1960s-1970s and the development of the internet from the 1960s onward. Finally, it outlines several learning theories that influenced e-learning, from behaviorism to constructivism to communal constructivism.
The blog is a widely used educational tool that allows teachers to provide additional class information and activity suggestions. Students can write blog posts individually or in groups on topics of their choosing, citing resources and using various media formats. The blog extends learning beyond the classroom by enabling students to work at home, libraries, or elsewhere. Teachers can also use collaborative blogs to advise student research groups and track projects' progress.
This eTwinning project plan involves 5 partners from different schools who will collaborate on a project of unspecified duration using English. The project aims to utilize ICT tools and involve students of unknown ages, but does not provide details on the goals, pedagogical approach, working methods or timetable.
Urban Explorations for language learning: a gamified approach to teaching Ita...Koula Charitonos
This document summarizes a study that used a location-based mobile game to teach Italian language and culture to university students in an urban environment. The game incorporated content from an Italian beginners course and guided students to locations around Coventry, England where they encountered language and cultural lessons. A playtest of the game found that it engaged students and helped them learn beyond a classroom, though challenges included students focusing on their phones and a need for more social interaction. Researchers plan further tests of the game during student orientation week.
The promise, reality and dilemmas of a post-PhD phase [OR In the need for opt...Koula Charitonos
This presentation focuses on transitions on academic career from a PhD researcher to a post-doc. It discusses the promises, reality and dilemmas of a post-PhD phase and how to plan for the future and overcome the barriers that prevent us from moving on.
This document summarizes a study on using social and mobile technologies during a school trip to a museum. The study investigated how technologies can shape young people's learning processes and facilitate meaning making. A class visited the Museum of London and used iPhones and Twitter to communicate, share content, and reflect during their visit. Interviews after found that students engaged more and interaction was facilitated by seeing others' tweets, photos and opinions. The use of technologies made the museum experience more interactive and enjoyable compared to traditional trips.
This document discusses a project called "The Way We Live and Learn" conducted by two teachers in Kaunas, Lithuania. The project focuses on collaborative methods of teaching and learning, with the teachers having good communication and exchanges of letters and packages with schools in other European cities. Collaboration is highlighted as one of the best teaching methods.
The librarians at UCD Library taught a course on Web 2.0 and social media tools to undergraduate students. They developed the course to share their expertise with these tools gained from library projects. Teaching the course was challenging due to administrative duties, technical issues, and varying student skills, but it deepened the librarians' understanding of student research habits. Student feedback was positive and appreciated learning about new tools from the librarians' perspective. While demanding of time, teaching the course strengthened the library's profile on campus.
This document discusses the history and theory of e-learning. It outlines several key developments in e-learning from the 1920s to present day, including Pressey's testing machine in the 1920s, Skinner's work on programmed instruction in the 1950s, McLuhan's ideas about media in the 1960s, and predictions of future home-based learning using computers in the 1970s. It then describes how computers first entered schools in the 1960s-1970s and the development of the internet from the 1960s onward. Finally, it outlines several learning theories that influenced e-learning, from behaviorism to constructivism to communal constructivism.
The blog is a widely used educational tool that allows teachers to provide additional class information and activity suggestions. Students can write blog posts individually or in groups on topics of their choosing, citing resources and using various media formats. The blog extends learning beyond the classroom by enabling students to work at home, libraries, or elsewhere. Teachers can also use collaborative blogs to advise student research groups and track projects' progress.
This eTwinning project plan involves 5 partners from different schools who will collaborate on a project of unspecified duration using English. The project aims to utilize ICT tools and involve students of unknown ages, but does not provide details on the goals, pedagogical approach, working methods or timetable.
Urban Explorations for language learning: a gamified approach to teaching Ita...Koula Charitonos
This document summarizes a study that used a location-based mobile game to teach Italian language and culture to university students in an urban environment. The game incorporated content from an Italian beginners course and guided students to locations around Coventry, England where they encountered language and cultural lessons. A playtest of the game found that it engaged students and helped them learn beyond a classroom, though challenges included students focusing on their phones and a need for more social interaction. Researchers plan further tests of the game during student orientation week.
The promise, reality and dilemmas of a post-PhD phase [OR In the need for opt...Koula Charitonos
This presentation focuses on transitions on academic career from a PhD researcher to a post-doc. It discusses the promises, reality and dilemmas of a post-PhD phase and how to plan for the future and overcome the barriers that prevent us from moving on.
This document summarizes a study on using social and mobile technologies during a school trip to a museum. The study investigated how technologies can shape young people's learning processes and facilitate meaning making. A class visited the Museum of London and used iPhones and Twitter to communicate, share content, and reflect during their visit. Interviews after found that students engaged more and interaction was facilitated by seeing others' tweets, photos and opinions. The use of technologies made the museum experience more interactive and enjoyable compared to traditional trips.
EVA 2011_Museum Learning 2.0: (How) Can Web 2.0 technologies be used for en...Koula Charitonos
The document discusses how Web 2.0 technologies can be used to enhance museum learning experiences. It describes a study conducted at the Museum of London where students used Twitter during a visit. Analysis of the tweets and student interviews found that Twitter allowed students to (1) interact and share experiences, (2) negotiate meanings collectively, and (3) document and archive their visit in a way that enhanced their enjoyment of the experience.
CALRG 2011_ The role of social networking in museum learning Koula Charitonos
The document discusses a study that examined how social media, specifically Twitter, can be used to enhance students' museum field trip experiences. Students visited the Museum of London and used iPhones to tweet about their observations, opinions, and interactions. Analysis of the tweets found that social media facilitated interaction between students, engagement with exhibits, and sharing of different perspectives. Students reported finding the experience more enjoyable and that social media helped create an archive of their visit and interconnected space to share ideas. However, more research is still needed to understand how to best support learning through social media interactions and user-generated content.
The document provides instructions on setting up and using a Twitter account. It explains some key Twitter terms like tweets, followers, following, hashtags, and retweets. It then lists 5 tasks for getting started with Twitter: 1) Create an account and choose a username and avatar. 2) Set privacy and notification settings. 3) Follow recommended accounts. 4) Use a hashtag like #oag1 to tag tweets to a specific topic. 5) Reply to and retweet other users' tweets.
TweetDeck is a software application that provides an interface with columns to make using Twitter easier from one centralized window. It allows users to track search terms, group followers, shorten URLs, compose and send tweets and media from multiple accounts across columns sorted by search terms or lists.
This e-safety brochure provides tips for safely using the internet and social networking sites. It advises kids to be careful not to share personal information online and to only meet internet contacts in person with parental permission. The brochure also recommends keeping passwords private, using online nicknames, adjusting privacy settings, thinking before posting, and telling an adult about any concerning online content or interactions.
The document summarizes a case study on the use of the Tate Kids website in primary art education. It found that before the study, many students viewed museums as boring places about the past. However, after using Tate Kids and doing related activities, students developed more positive attitudes toward museums and art. They were more engaged with artworks and better able to interpret them by drawing on socio-cultural context. The study assessed changes in students' attitudes, skills, and knowledge through pre- and post-questionnaires, interviews, and analysis of students' discussions and interpretations of artworks.
The document summarizes a case study on how primary school students in the UK engaged with the Tate Kids website. It found that initially, students had limited experience interpreting art and focused mainly on surface-level descriptions. However, after using the Tate Kids site and creating "Artcasts" discussing works, the students began employing a wider range of interpretive strategies, drawing more on socio-cultural context. The study suggests art museum websites can enhance art education but need better tools to support interpretation and meaning-making. More research is needed on how digital tools can facilitate learning.
EVA 2011_Museum Learning 2.0: (How) Can Web 2.0 technologies be used for en...Koula Charitonos
The document discusses how Web 2.0 technologies can be used to enhance museum learning experiences. It describes a study conducted at the Museum of London where students used Twitter during a visit. Analysis of the tweets and student interviews found that Twitter allowed students to (1) interact and share experiences, (2) negotiate meanings collectively, and (3) document and archive their visit in a way that enhanced their enjoyment of the experience.
CALRG 2011_ The role of social networking in museum learning Koula Charitonos
The document discusses a study that examined how social media, specifically Twitter, can be used to enhance students' museum field trip experiences. Students visited the Museum of London and used iPhones to tweet about their observations, opinions, and interactions. Analysis of the tweets found that social media facilitated interaction between students, engagement with exhibits, and sharing of different perspectives. Students reported finding the experience more enjoyable and that social media helped create an archive of their visit and interconnected space to share ideas. However, more research is still needed to understand how to best support learning through social media interactions and user-generated content.
The document provides instructions on setting up and using a Twitter account. It explains some key Twitter terms like tweets, followers, following, hashtags, and retweets. It then lists 5 tasks for getting started with Twitter: 1) Create an account and choose a username and avatar. 2) Set privacy and notification settings. 3) Follow recommended accounts. 4) Use a hashtag like #oag1 to tag tweets to a specific topic. 5) Reply to and retweet other users' tweets.
TweetDeck is a software application that provides an interface with columns to make using Twitter easier from one centralized window. It allows users to track search terms, group followers, shorten URLs, compose and send tweets and media from multiple accounts across columns sorted by search terms or lists.
This e-safety brochure provides tips for safely using the internet and social networking sites. It advises kids to be careful not to share personal information online and to only meet internet contacts in person with parental permission. The brochure also recommends keeping passwords private, using online nicknames, adjusting privacy settings, thinking before posting, and telling an adult about any concerning online content or interactions.
The document summarizes a case study on the use of the Tate Kids website in primary art education. It found that before the study, many students viewed museums as boring places about the past. However, after using Tate Kids and doing related activities, students developed more positive attitudes toward museums and art. They were more engaged with artworks and better able to interpret them by drawing on socio-cultural context. The study assessed changes in students' attitudes, skills, and knowledge through pre- and post-questionnaires, interviews, and analysis of students' discussions and interpretations of artworks.
The document summarizes a case study on how primary school students in the UK engaged with the Tate Kids website. It found that initially, students had limited experience interpreting art and focused mainly on surface-level descriptions. However, after using the Tate Kids site and creating "Artcasts" discussing works, the students began employing a wider range of interpretive strategies, drawing more on socio-cultural context. The study suggests art museum websites can enhance art education but need better tools to support interpretation and meaning-making. More research is needed on how digital tools can facilitate learning.
1. Beyond the language classroom…
Koula Charitonos
koula.charitonos@coventry.ac.uk
@ch_koula
2. Lecturers
@Languages
Centre
Team
Tiziana Cervi-Wilson
Sen. Lecturer in Italian
Billy Brick
Languages Centre Manager
Students
@CovUni
Tyrone Bellamy-Wood
Games Technology BSc student
Gaetan van Leeuwen
Creative Writing BA Student
Researchers
@DMLL
Sylvester Arnab
Reader in Games Science
Research Assistants
Luca Morini Koula Charitonos
3.
4. Source: Holy Trinity parish church (left) and the tower and spire of St Michael's Cathedral (right) in central Coventry, England by G-Man / CC BY 2.0
cities and built environment provide
opportunities for language learning
11. “I haven’t seen something like this
before, usually is only dictionaries…
This is more interactive instead of sitting
on a desk with a book”
[3rd year engineering student]
12. “Interesting for beginners… an icebreaking
activity, especially in the beginning of the
academic year/studies when you know no
one and you don’t talk to anyone in the
class for the first 3-4 weeks”
13. “I didn’t know anything about the
[“Whitefriars Pub] and also the little
alley behind the cathedral”
15. ‘heads-down’ (Hsi, 2003)
Hsi, S. (2003) ‘A study of user experiences mediated by nomadic web content in a museum’, Journal of Computer Assisted Learning, 19, 3, 308–319
19. e: koula.charitonos@coventry.ac.uk
@ch_koula
Tiziana Cervi-Wilson
Sen. Lecturer in Italian
Billy Brick
Languages Centre Manager
Tyrone Bellamy-Wood
Games Technology BSc student
Gaetan van Leeuwen
Creative Writing BA Student
Sylvester Arnab
Reader in Games Science
Research Assistants
Luca Morini Koula Charitonos
Get in touch with us…