Learning with technology as coordinated sociomaterial practice: digital liter...Martin Oliver
While considerable attention has been given to the concept of learning – what it is, how we might know it when we see it, and how to intervene in it – by contrast, technology remains under-theorised. While theoretical approaches that have developed accounts of the relationship between technology and human action, few of these are well represented within educational technology or networked learning. This paucity of theorisation has resulted in simplistic accounts of the role of technology in various kinds of learning, usually involving some kind of causal or determining mechanism. Such accounts are vulnerable to critique (e.g. Friesen, 2009), but nonetheless remain prevalent.
In this paper, I will recap some of the problems with this position, and then consider alternatives that address issues around agency and the role of the social. Specifically, drawing on Mol’s concept of praxiology, developed in the context of work on the constitution of diseases in medical practice, I will explore alternative ways in which educational uses of technology can be understood. This value of this will be illustrated through the design of a study of digital literacies. Some implications of this include for researchers – including concerns about reflexivity – will then be drawn out.
Design ethnography tries to uncover user needs and find new opportunities. These slides explain how one can use activity theory to frame the study. Part of the Design Thinking course at PUCPR.
Studying young people’s online social practices - Combining virtual ethnography, participant observation, online conversations and questionnaire data.
Guest lecture by Malene Charlotte Larsen, Assistant Professor at Aalborg University, at the PhD course: Mixed Methods Research: Theory and Practice, AAU, Jan 31 2013
Learning with technology as coordinated sociomaterial practice: digital liter...Martin Oliver
While considerable attention has been given to the concept of learning – what it is, how we might know it when we see it, and how to intervene in it – by contrast, technology remains under-theorised. While theoretical approaches that have developed accounts of the relationship between technology and human action, few of these are well represented within educational technology or networked learning. This paucity of theorisation has resulted in simplistic accounts of the role of technology in various kinds of learning, usually involving some kind of causal or determining mechanism. Such accounts are vulnerable to critique (e.g. Friesen, 2009), but nonetheless remain prevalent.
In this paper, I will recap some of the problems with this position, and then consider alternatives that address issues around agency and the role of the social. Specifically, drawing on Mol’s concept of praxiology, developed in the context of work on the constitution of diseases in medical practice, I will explore alternative ways in which educational uses of technology can be understood. This value of this will be illustrated through the design of a study of digital literacies. Some implications of this include for researchers – including concerns about reflexivity – will then be drawn out.
Design ethnography tries to uncover user needs and find new opportunities. These slides explain how one can use activity theory to frame the study. Part of the Design Thinking course at PUCPR.
Studying young people’s online social practices - Combining virtual ethnography, participant observation, online conversations and questionnaire data.
Guest lecture by Malene Charlotte Larsen, Assistant Professor at Aalborg University, at the PhD course: Mixed Methods Research: Theory and Practice, AAU, Jan 31 2013
Enhancing Intercultural Communicative Competence through cross-cultural inter...Kristi Jauregi Ondarra
A presentation on work in progress on Enhancing Intercultural Communicative Competence through cross-cultural interactions in digital environments was given at the German Applied Linguistics Conference in Leipzig (September 2010).
CERLIS 2011: Students doing popular science: Visual communication in an emerg...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
Paper presented at the 1st International Conference on Technology and Innovation in Learning, Teaching and Education (TECH-EDU 2018), June 20-22, 2018, Thessaloniki, Greece.
Read more at: http://bit.ly/techedu2
Virtual Worlds in Education Velon 15.03.2011licto07
Lectoraat ICT en Onderwijsinnovatie Hogeschool Windesheim Zwolle - Op 15 maart 2011 hield Wim Trooster op het Velon-congres een presentatie over zijn onderzoek naar de didactische meerwaarde van het gebruik van virtuele werelden in het onderwijs.
Design for Learning and Assessment in Virtual Worldsdiannepatricia
Dr. Brian Nelson, Arizona State University, presentation on “Design for Learning and Assessment in Virtual Worlds” as part of our Cognitive Systems Institute Speaker Series.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Enhancing Intercultural Communicative Competence through cross-cultural inter...Kristi Jauregi Ondarra
A presentation on work in progress on Enhancing Intercultural Communicative Competence through cross-cultural interactions in digital environments was given at the German Applied Linguistics Conference in Leipzig (September 2010).
CERLIS 2011: Students doing popular science: Visual communication in an emerg...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
Paper presented at the 1st International Conference on Technology and Innovation in Learning, Teaching and Education (TECH-EDU 2018), June 20-22, 2018, Thessaloniki, Greece.
Read more at: http://bit.ly/techedu2
Virtual Worlds in Education Velon 15.03.2011licto07
Lectoraat ICT en Onderwijsinnovatie Hogeschool Windesheim Zwolle - Op 15 maart 2011 hield Wim Trooster op het Velon-congres een presentatie over zijn onderzoek naar de didactische meerwaarde van het gebruik van virtuele werelden in het onderwijs.
Design for Learning and Assessment in Virtual Worldsdiannepatricia
Dr. Brian Nelson, Arizona State University, presentation on “Design for Learning and Assessment in Virtual Worlds” as part of our Cognitive Systems Institute Speaker Series.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. Authenticity in Learning Game:
How it is designed? and perceived?
Celso Gonçalves (PhD in Sep. 2011), Muriel Ney, Nicolas Balacheff
Laboratory of Informatics of Grenoble (LIG)
Marie-Caroline Croset, Jean-Luc Bosson
Techniques for biomedical engineering and complexity management (TIMC)
Grenoble, France
October 1st, 2010 EC-TEL Barcelona 1
2. What authenticity means in learning?
To whom? According to whom?
What?
Learning by living experiences that are in nature
multidimensional (social, conceptual, perceptual…)
(Dewey, Petraglia)
According to whom?
(Science) teachers bring the “real” world into the school.
To whom?
Students are engaged over time, they come to own the activity.
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3. Outline
Background and proposed model
The serious game LOE
Empirical studies:
What attributes make the game LOE authentic?
Are students engaged into the game (in moments of interaction)?
Do students perceive the game as authentic?
What cues enable them to make judgment of authenticity?
October 1st, 2010 EC-TEL Barcelona 3
5. Authenticity and computer environment design
Immersion – make players feel they are « there » and « now »
Fidelity – realism of a simulation
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6. Perceived authenticity
Trust (Human Computer Interaction), Presence (Psychology)…
Perception of unrealness in movies (Communication Theory,
Brusselles & Bilandzik, 2008):
• This story is a fiction (fictionality)
• It is not like the actual world
(external realism)
• It is incoherent (narrative realism)
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7. Proposed model: authenticity in learning games
Appropriation of
problems,
ownership C.G.
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9. The game LOE: Laboratorium of Epidemiology
Learning objective:
Critical Reading of Medical papers (based on statistics)
Learning approach:
Learning by doing (make my own research and paper)
Students main tasks (170 students in 45 teams, 8 4h-sessions):
Design and carry out an epidemiological survey, analyse a medical
data base and present results to a congress
Game rules:
Play the role of a physician (public health)
Authorization must be obtained in order to visit patients
Papers assessed by congress scientific committee: Best papers
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13. Attributes of authenticity
• Mission
– Mission content and resources
– Original data
• Mise en scene
– Graphical representation
– Structure of the environment
• User freedom
– Constraints
– Level of control of the users
• Interactions
– Characters’ personification
– Behaviour and feedback from characters
– Mode and media of communication
October 1st, 2010 EC-TEL Barcelona 13
15. Students’ engagement: method and results
Grid of analysis of moments of interaction
The message includes:
1. Status of the speaker (student, physician)
2. Name and/or function of addressee
3. Goal of the interaction
4. Formallities
5. Context (teacher, commission) Hi, I’m Mike Smith
and I want to come
and visit 20 patients
in your department
Results (phone messages):
1+2+3+4 : 37% of 167 messages (15% to 50%).
24% teams never fulfill theses 4 criteria.
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16. Student’s judgements: method
Phone interviews after each of 8 sessions with about 22 students
(over 45 teams of 3 to 4 students each):
1. Looks real or not?
2. Useful or not?
Goal of analysis:
When do most students perceived the activity of the day as
authentic, or not?
What cues enable them to make judgements of authenticity?
October 1st, 2010 EC-TEL Barcelona 16
17. Student’s judgements: method and results
Perceived authenticity, three dimensions:
• Internal incoherence: write a protocol, what for if data are given
• Unrealistic: talk to an answering machine
• Irrelevant: the patient cannot answer twice to the same question
(learn to control data, listen carefully)
And interactions.
Cues (-> Match cues and attributes):
• Figures are unquestionable: figures and variability make it real.
• Characters (how they are represented, what they say, how they
behave): no high presence is required.
• No graphical cues: low visual fidelity is enough.
October 1st, 2010 EC-TEL Barcelona 17
18. Conclusions and future work
One model to design game and to analyse perceptions:
Authenticity in game design, a compromise between
realism, coherence and relevance.
Two measures of perceived authenticity:
- during the activity: students make the problems their owns, and
have appropriate behaviour /real life.
- afterwards: interviews on usefulness and credibility.
Future work:
What are the attributes that make a game authentic (for adults)?
October 1st, 2010 EC-TEL Barcelona 18