The document discusses a blended-learning model that integrates augmented reality and game-based learning in mathematics education, emphasizing the importance of various literacies such as digital, global, technology, visual, and information literacy for 21st-century learners. It explores the role of educational technologies, mobile learning, and collaboration in facilitating a continuous learning process across different contexts and highlights the significance of gamification and digital storytelling in enhancing student engagement. Additionally, it outlines the framework for effective blended learning through technology, pedagogy, and flexible learning strategies.

1. MILAGE -MathematIcs
bLended Augmented GamE
INTERACTIVE MATHEMATICS BY
IMPLEMENTING A BLENDED-LEARNING
MODEL WITH AUGMENTED REALITY AND
GAME BOOKS
Universidade do Algarve

2. By José Bidarra
MILAGE - MathematIcs bLended Augmented Game
September 2015
Blended Learning
Perspectives
2

3. 3
Classroom
Learning
Blended
Learning
Mobile
Learning

4. 4
Context of a XXI Century literacy
 Digital Literacy – the ability to communicate with an ever-
expanding community to discuss issues, gather information,
and seek help;
 Global Literacy - the capacity to read, interpret, respond,
and contextualize messages from a global and networked
perspective;
 Technology Literacy - the ability to use computers and other
technology to improve learning, productivity, and
performance;
 Visual Literacy - the ability to understand, produce and
communicate through visual images;
 Information Literacy - the ability to find, evaluate and
synthesize information.
(Brown et al., 2005)

5. 5
Digital lyfestyle & learning
 Analyze and produce digital information where and
when the user wants
 Master an operational knowledge about digital
media and global communications
 Make decisions in the context of an information
society
 Apply creative skills to solve new problems
(technological and methodological)
 Engage in collaborative work with other users

6. 6
Pervasive learning
 Pervasive learning is a social process that
connects learners to communities consisting of
devices, people, and culture, so that students can
construct relevant and meaningful learning
experiences authoring specific content (text,
images, audio, video), in locations and at times
that they find meaningful and relevant.
 This allows learners to experience a continuous or
seamless learning process, across contexts,
integrating these various learning experiences by
means of the affordances reachable via mobile
and b-learning technology.

7. 7
Cloud computing
Apps, ebooks and games
Adigitallifestyle

8. 8
Social media networks

9. 9
Educational technologies
 For the first time in history we have educational
technologies that cost nothing to governments
and schools:
 Smart mobile phones (most students have one);
 Networking software (freely available, e.g.
Hangouts, Messenger, Skype);
 Learning applications (freely and increasingly
available, e.g. Apple Store, Google Play);
 Open educational resources (in growing supply,
e.g. MOOCs, iTunes U, Khan Academy).

10. 10
Blended learning framework
 Context: learning processes must be examined
not as isolated variables within controlled settings
but as components to be understood in more
realistic situations.
 Technology: enables learners to create portfolios
and digital artefacts, using software that combines
a variety of multimedia tools including text, still
images, audio, video and Web publishing.
 Pedagogy: models and strategies that are flexible
in terms of location and time, and can be of use to
the learner, according to his/her learning style,
personal needs and learning context.

11. 11
Time-Space Matrix
(Johansen’s, 1988)

12. 12
The mobility context

13. Designing mobile learning
 Portable device
 Access to information
 Multimedia content
 Instructional model
 Communications

14. 14
Designing mobile learning
 mobile learning evolves around the social
environment of the student (sharing podcasts,
images, texts and notes),
 learning activities are mainly based on online
resources and on interaction with other people
(often through academic work);
 collaboration networks and group work are an
important aspect of mobile interaction anytime,
anywhere;
 the ease of instantly publishing content online
stimulates students to become researchers and
authors.

15. 15
Connectivism (Downes & Siemens)

16. 16
One way

17. 17
Networked

18. 18
MOOCs

19. 19
MOOCs

20. 20
MOOCs - evolution

21. 21
Students in MOOCs

22. 22
Gartner Hype Cycle

23. 23
MOOC course (Coursera)

24. 24
iMOOC course (UAb)

25. 25
Flipped class & SPOCs

26. Introducing games
 Goal-oriented activities
 Specific rule systems
 Multitasking
 Decision-making
 Strategic vision, etc

27. 27
Gamification
 "the use of game design elements in non-game
contexts" (Deterding et al., 2011, p.1)
 A common implementation of gamification is to
take the scoring elements of video games,
such as points, levels, and achievements, and
apply them to a work or educational context.
 The concept has been around for some time
through loyalty systems like frequent flyer
miles, green stamps, and library summer
reading programs.

28. http://www.purposegames.com/game/a95edb6ccc

29. 29
Digital storytelling
 Storytelling is based
on a set of four
elements that are still
valid in the digital age:
 A narrator
 A plot
 A setting
 Characters
 There is usually a
conflict of some kind,
for example:
 Conflict between one
person and another or
between groups;
 Conflict between a
person and the natural
environment;
 Conflict between an
individual and the
society.

30. 30
Transmedia Storytelling

31. 31
Transmedia Stories

32. 32
Networked Teacher

33. Thank you
bidarra@gmail.com