The document summarizes a project that used podcasts and multimedia messages (MMS) to provide learning opportunities for immigrant citizens in Italy and France. The project aimed to promote cultural and social integration using widely available technologies like mobile phones, MP3 players, and netbooks. Podcasts containing micro-lessons were created for students on topics like European citizenship, while parents received MMS messages. The goals were to design easy to use and familiar formats based on principles of cognitive learning theory. An experiment involved students and parents from China and North Africa in Italy and France.
Towards a methodology of researching mobile learningJudith S.
Towards a methodology of researching mobile learning.
Judith Seipold (University of Kassel, Germany; WLE Centre, IoE, London)
Norbert Pachler (Institute of Education, London)
3rd WLE Mobile Learning Symposium. 27 March 2009, WLE Centre, IOE London, UK.
Towards a methodology of researching mobile learningJudith S.
Towards a methodology of researching mobile learning.
Judith Seipold (University of Kassel, Germany; WLE Centre, IoE, London)
Norbert Pachler (Institute of Education, London)
3rd WLE Mobile Learning Symposium. 27 March 2009, WLE Centre, IOE London, UK.
Information Literacy Development In The International Environment Of Virtual ...Empatic Project
Presentation by Dr. Monika Krakowska (PhD)
Institute of Information and Library Science
Jagiellonian Universit
Poland
Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011
Transforming education using the Cloud approach, a presentation at Eden Conf...Chryssanthe Sotiriou
In epistemology, in the last few years, important differentiations have occurred related to the way we view education as well as its applications. These changes in perception are of particular importance, because they clearly show the need for a new approach to Education. More specifically, we need to clarify the fundamental principles that determine nowadays the way education is regarded and the methods used in teaching and learning
At the onset, this paper unambiguously declares that nowadays at the centre of the pedagogic approach towards teaching and learning should be the concept of integration. This leads to the position that not only the traditional Teacher Centred Instructing educational paradigm, as well as the much herald present approaches to education, defined as the Student Centred Learning paradigm, are now absolute and we find ourselves in the period of the Net Centred Knowing paradigm which is based on Cloud Computing.
More specifically, the position presented here is simple in its explanation, but radical when is considered in terms of the excising beliefs and practices in the education community. That is, today’s major educational stakeholders require combined and simultaneous capabilities that cannot be dealt with unless we accept the fact that they represent different manifestations of “a whole”, the dialectic entity of education. Therefore, an integrated approach towards teaching and learning is required, an approach that is not possible without the help of the educational abilities provided by Cloud Computing. But understanding such an approach to teaching and learning is possible only through an examination of their nature and their evolution, which in turn determines how we perceive education as well as how we practice it. However, these two dimensions have recently been involved in changes representing what epistemologist Thomas Khun (1962) has termed paradigm shifts and which are presented bellow.
Demetrios G Sampson, Digital Technologies for Opening Up Education, European Network of Educational Councils, Seminar on "Learning in the Digital Age", Athens, Greece, 5-6 May 2014
Author - Vaino Brazdeikis, Centre of Information Technology for Education (CITE), Director. The presentation discuss about national the initiative, which provide digital content to schools (Portal Emokykla, et al.), to supply teachers with technology and help them with the required competencies. It also introduces ideas for developing a safe Internet network for schools, support for schools in implementation virtual environments, support ICT coordinators. The article also highlights initiatives by other institutions that improve the openness education in Lithuania
Bridging the Digital Divide:
New Media training strategies for language tutors
By Benoît Guilbaud
“Languages for the 21st century: Training, impact and influence” The Edge, University of Sheffield
1-2 September 2010
New technologies and Media Literacy are increasingly proving a prevalent aspect of every discipline and profession. Yet, discrepancies in their implementation and development are everywhere to be seen. In this paper, I propose to focus on specific strategies aiming at mending the existing gap between the ever-advancing learning technologies and the way they are really put into practice in language teaching in British Higher Education.
The development of new media literacy in language teaching faces a number of challenges and obstacles. I shall focus on one of the major obstacles which I have come across as a classroom practitioner: the disparities in accessing, understanding and using new technologies among both staff and students. The problem originates from a variety of sources: generational gap, social diversity, lack of financial or technical support, all recognised in Warschauer’s gradation-based redefined concept of digital divide (2002).
Focusing on academic and technical staff training, several solutions can be thought of in order to easily and affordably implement some of the latest recommendations made by the New Media Consortium’s Horizon Project in the Horizon Report 2010. These solutions will address the problems of workload distribution, human and financial resources allocation with a particular focus on balancing the ratio between hardware, software and human investments, as well as raising awareness of the importance of new media and its impact on independent learning personal development and employability.
These strategies are designed with quantifiable objectives in mind. They can rationalise costs and prevent technological resources from being misused or unused, thereby losing a large proportion of their economical value over time. They can also enhance learner autonomy and student employability, which are two measurable factors.
Educational Innovation & Technology at MIT at Moodle Share FairBrandon Muramatsu
Description of some of the projects that innovative educational projects at MIT with a focus on K-12 outreach. Projects presented include: OpenCourseWare (OCW Finder and OER Recommender), Highlights for High School, Visualizing Cultures, and Software Tools for Academics & Researchers. Presented by Brandon Muramatsu and Jeff Merriman at the Moodle Share Fair in Millis, MA, May 28, 2009.
A presentation made at the 4th COIL conference at SUNY, New York on 6-7 June 2012. The presentation about the European INTENT project was part of a joint session about online exchanges in education: The Expanding Globally Networked Landscape: Soliya, iEARN and INTENT
http://coil.suny.edu
Un podcast per l’integrazione e la cittadinanza attiva
Presentazione dei primi risultati della sperimentazione interna al progetto ueropeo Ensemble (www.european-project.org)
Ensemble. Presentation at Media&Learning 2010, BruxellesGiovanni Bonaiuti
Using podcasting and MMS to provide learning opportunities for immigrant citizens
Giovanni Bonaiuti, Maria Ranieri
Media & Learning Conference
Bruxelles, 25/11/2010
Information Literacy Development In The International Environment Of Virtual ...Empatic Project
Presentation by Dr. Monika Krakowska (PhD)
Institute of Information and Library Science
Jagiellonian Universit
Poland
Venue: Empatic International Workshop - Schools Sector in Krakow, Poland
Date: 8 June 2011
Transforming education using the Cloud approach, a presentation at Eden Conf...Chryssanthe Sotiriou
In epistemology, in the last few years, important differentiations have occurred related to the way we view education as well as its applications. These changes in perception are of particular importance, because they clearly show the need for a new approach to Education. More specifically, we need to clarify the fundamental principles that determine nowadays the way education is regarded and the methods used in teaching and learning
At the onset, this paper unambiguously declares that nowadays at the centre of the pedagogic approach towards teaching and learning should be the concept of integration. This leads to the position that not only the traditional Teacher Centred Instructing educational paradigm, as well as the much herald present approaches to education, defined as the Student Centred Learning paradigm, are now absolute and we find ourselves in the period of the Net Centred Knowing paradigm which is based on Cloud Computing.
More specifically, the position presented here is simple in its explanation, but radical when is considered in terms of the excising beliefs and practices in the education community. That is, today’s major educational stakeholders require combined and simultaneous capabilities that cannot be dealt with unless we accept the fact that they represent different manifestations of “a whole”, the dialectic entity of education. Therefore, an integrated approach towards teaching and learning is required, an approach that is not possible without the help of the educational abilities provided by Cloud Computing. But understanding such an approach to teaching and learning is possible only through an examination of their nature and their evolution, which in turn determines how we perceive education as well as how we practice it. However, these two dimensions have recently been involved in changes representing what epistemologist Thomas Khun (1962) has termed paradigm shifts and which are presented bellow.
Demetrios G Sampson, Digital Technologies for Opening Up Education, European Network of Educational Councils, Seminar on "Learning in the Digital Age", Athens, Greece, 5-6 May 2014
Author - Vaino Brazdeikis, Centre of Information Technology for Education (CITE), Director. The presentation discuss about national the initiative, which provide digital content to schools (Portal Emokykla, et al.), to supply teachers with technology and help them with the required competencies. It also introduces ideas for developing a safe Internet network for schools, support for schools in implementation virtual environments, support ICT coordinators. The article also highlights initiatives by other institutions that improve the openness education in Lithuania
Bridging the Digital Divide:
New Media training strategies for language tutors
By Benoît Guilbaud
“Languages for the 21st century: Training, impact and influence” The Edge, University of Sheffield
1-2 September 2010
New technologies and Media Literacy are increasingly proving a prevalent aspect of every discipline and profession. Yet, discrepancies in their implementation and development are everywhere to be seen. In this paper, I propose to focus on specific strategies aiming at mending the existing gap between the ever-advancing learning technologies and the way they are really put into practice in language teaching in British Higher Education.
The development of new media literacy in language teaching faces a number of challenges and obstacles. I shall focus on one of the major obstacles which I have come across as a classroom practitioner: the disparities in accessing, understanding and using new technologies among both staff and students. The problem originates from a variety of sources: generational gap, social diversity, lack of financial or technical support, all recognised in Warschauer’s gradation-based redefined concept of digital divide (2002).
Focusing on academic and technical staff training, several solutions can be thought of in order to easily and affordably implement some of the latest recommendations made by the New Media Consortium’s Horizon Project in the Horizon Report 2010. These solutions will address the problems of workload distribution, human and financial resources allocation with a particular focus on balancing the ratio between hardware, software and human investments, as well as raising awareness of the importance of new media and its impact on independent learning personal development and employability.
These strategies are designed with quantifiable objectives in mind. They can rationalise costs and prevent technological resources from being misused or unused, thereby losing a large proportion of their economical value over time. They can also enhance learner autonomy and student employability, which are two measurable factors.
Educational Innovation & Technology at MIT at Moodle Share FairBrandon Muramatsu
Description of some of the projects that innovative educational projects at MIT with a focus on K-12 outreach. Projects presented include: OpenCourseWare (OCW Finder and OER Recommender), Highlights for High School, Visualizing Cultures, and Software Tools for Academics & Researchers. Presented by Brandon Muramatsu and Jeff Merriman at the Moodle Share Fair in Millis, MA, May 28, 2009.
A presentation made at the 4th COIL conference at SUNY, New York on 6-7 June 2012. The presentation about the European INTENT project was part of a joint session about online exchanges in education: The Expanding Globally Networked Landscape: Soliya, iEARN and INTENT
http://coil.suny.edu
Un podcast per l’integrazione e la cittadinanza attiva
Presentazione dei primi risultati della sperimentazione interna al progetto ueropeo Ensemble (www.european-project.org)
Ensemble. Presentation at Media&Learning 2010, BruxellesGiovanni Bonaiuti
Using podcasting and MMS to provide learning opportunities for immigrant citizens
Giovanni Bonaiuti, Maria Ranieri
Media & Learning Conference
Bruxelles, 25/11/2010
"What is design" from a holistic point of view. This slide show is a update from my first one "The changing role of design. It was presented on 16 Aug 2008 at The Fellowship of Inventors Workshop "Design for Life".
Structuring Self Organised Language Learning Online and OfflineMonika Anclin
How can ICT support language learning in informal settings? www.lanugagecafe.eu developed strategies for technical und social implementation of ICT in selforganized language learning groups. Here a presentation about ...
The empowerment of minorities and migrants as media agents is a key issue since these groups have been rarely actively involved in the process of representation in the mainstream media...
Storytelling and Web 2.0 Services: A synthesis of old and new ways of learningeLearning Papers
Authors: Vojko Strahovnik, Biljana Mećava
Storytelling was for a long period the only way people had to learn from each other’s experiences. Even today there are still some cultures which have a strong storytelling tradition. In this article we present the outcomes and experiences we acquired during the realization of several EU educational projects in which we combined storytelling and Web 2.0 services.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
Teacher's handbook for multimedia TMA coursesAlba Agulló
Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
Inside of the Telecentre Multimedia Academy project, I was responsible of the coordinatation of the elaboration of this teacher's handbook. Together with a group of specialist of multimedia matters, we develop the content.
This handbook is addressed to teachers and facilitators who will use Telecentre Multimedia Academy modules to train their students about multimedia courses.
Inside of this publication you will find the structure of the differents modules, the principles of adult education, teaching methods and some useful tips to better do your job as teacher of adult learners.
This Teacher's handbook will provide you with the information and guidance you need to act as a tutor/facilitator of the multimedia courses available in the Telecentre Multimedia Academy (TMA) project website.
These courses have the objective to give citizens with a combination of key competencies, including media, information and digital literacy, required for active participation in the modern society.
Intent Project Experience, UniCollaboration platform and International placement by Francesca Helm (University of Padova)
Presented at the Italian VMCOLAB Awareness Seminar “European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernization Strategies” on 27 March 2014 in Padova.
Oppimisratkaisut: Kansainvälisten oppimisverkostojen työpaja 28.3.2011, Hannele Niemi, Helsingin yliopisto. Siirretty toiselta tililtä 21.11.2013, jolloin katsojia oli ollut 1131 (views).
Competences, Learning Theories and MOOCsRecent Developments.docxbartholomeocoombs
Competences, Learning Theories and MOOCs:
Recent Developments in Lifelong Learning
Karl Steffens
Introduction
We think of our societies as ‘knowledge societies’ in which lifelong learning is
becoming increasingly important. Lifelong learning refers to the idea that people
not only learn in schools and universities, but also in non-formal and informal
ways during their lifespan.The concepts of lifelong learning and lifelong education
began to enter the discourse on educational policies in the late 1960s (Tuijnman
& Boström, 2002). However, these are related, but distinct concepts. As Lee (2014,
p. 472) notes ‘the terminological change (from lifelong education, continuing
education and adult education, to lifelong learning) reflects a conceptual departure
from the idea of organised educational provision to that of a more individualised
pursuit of learning’.
One of the first important documents on lifelong learning was the report of the
International Commission on the Development of Education to UNESCO in
1972, titled ‘Learning to be. The world of education today and tomorrow’. In his
introductory letter to the Director-General of UNESCO, the chairman of the
Commission, Edgar Faure, stated that the work of the Commission was based on
four assumptions (see Elfert pp. and Carneiro pp. in this issue). The first was
related to the idea that there was an international community which was united by
common aspirations and the second was the belief in democracy and in education
as its keystones. The third was ‘that the aim of development is the complete
fulfilment of man, in all the richness of his personality, the complexity of his forms
of expression and his various commitments — as individual, member of a family
and of a community, citizen and producer, inventor of techniques and creative
dreamer’. The last assumption was that ‘only an over-all, lifelong education can
produce the kind of complete man, the need for whom is increasing with the
continually more stringent constraints tearing the individual asunder’ (Faure,
1972, p. vi).
Following the Faure Report, the UNESCO Institute for Education, which
was founded in Germany in 1951, started to focus on lifelong learning and
subsequently became the UNESCO Institute for Lifelong Learning (UIL, http://
uil.unesco.org/home/). It was under its leadership that a formal model of lifelong
education was developed and published in the book ‘Towards a System of Life-
long Education’ (Cropley, 1980). The concept of lifelong learning also became
manifest in the ‘Education for All’ (EFA) agenda that was launched at the World
Conference on Education for All which took place in Jomtien (Thailand) in
1990 (Inter-Agency Commission, 1990). Ten years later, at the World Education
Forum in Dakar (Senegal) in 2000, the Dakar Framework for Action was
designed ‘to enable all individuals to realize their right to learn and to fulfil their
responsibility to contribute to the development of their society’ (UNESCO,
2000, p..
Competences, Learning Theories and MOOCsRecent Developments.docxannette228280
Competences, Learning Theories and MOOCs:
Recent Developments in Lifelong Learning
Karl Steffens
Introduction
We think of our societies as ‘knowledge societies’ in which lifelong learning is
becoming increasingly important. Lifelong learning refers to the idea that people
not only learn in schools and universities, but also in non-formal and informal
ways during their lifespan.The concepts of lifelong learning and lifelong education
began to enter the discourse on educational policies in the late 1960s (Tuijnman
& Boström, 2002). However, these are related, but distinct concepts. As Lee (2014,
p. 472) notes ‘the terminological change (from lifelong education, continuing
education and adult education, to lifelong learning) reflects a conceptual departure
from the idea of organised educational provision to that of a more individualised
pursuit of learning’.
One of the first important documents on lifelong learning was the report of the
International Commission on the Development of Education to UNESCO in
1972, titled ‘Learning to be. The world of education today and tomorrow’. In his
introductory letter to the Director-General of UNESCO, the chairman of the
Commission, Edgar Faure, stated that the work of the Commission was based on
four assumptions (see Elfert pp. and Carneiro pp. in this issue). The first was
related to the idea that there was an international community which was united by
common aspirations and the second was the belief in democracy and in education
as its keystones. The third was ‘that the aim of development is the complete
fulfilment of man, in all the richness of his personality, the complexity of his forms
of expression and his various commitments — as individual, member of a family
and of a community, citizen and producer, inventor of techniques and creative
dreamer’. The last assumption was that ‘only an over-all, lifelong education can
produce the kind of complete man, the need for whom is increasing with the
continually more stringent constraints tearing the individual asunder’ (Faure,
1972, p. vi).
Following the Faure Report, the UNESCO Institute for Education, which
was founded in Germany in 1951, started to focus on lifelong learning and
subsequently became the UNESCO Institute for Lifelong Learning (UIL, http://
uil.unesco.org/home/). It was under its leadership that a formal model of lifelong
education was developed and published in the book ‘Towards a System of Life-
long Education’ (Cropley, 1980). The concept of lifelong learning also became
manifest in the ‘Education for All’ (EFA) agenda that was launched at the World
Conference on Education for All which took place in Jomtien (Thailand) in
1990 (Inter-Agency Commission, 1990). Ten years later, at the World Education
Forum in Dakar (Senegal) in 2000, the Dakar Framework for Action was
designed ‘to enable all individuals to realize their right to learn and to fulfil their
responsibility to contribute to the development of their society’ (UNESCO,
2000, p..
Handbook on Virtual Student Mobility and the Future trends in (Open) Online E...Verbeken Stephanie
This presentation was done by Stephanie Verbeken and Fred Truyen, KU Leuven, about
- the handbook on the use of OCW in the context of (Virtual) Student Mobility they are developing for the European OpenCourseWare project (www.opencourseware.eu) (By Stephanie Verbeken)
- current and future trends in (Open) Online Education (By Fred Truyen)
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!
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
1. Faculty of Education, University of Florence (Italy)
Using podcasting and MMS to provide learning
opportunities for immigrant citizens
Giovanni Bonaiuti, Maria Ranieri
Università di Firenze
Media & Learning
Bruxelles, 25/11/2010 www.ensemble-project.org
2. Faculty of Education, University of Florence (Italy)
The project
Ensemble project is funded by the
European Union within the LLL
Programme (2008-2010).
Italy
France
United Kingdom
Partner:
• Università di Firenze
• Comune di Prato
• Department of Yvelines
• Centre Regional de Documentation
Pedagogique de l'Academie de
Versailles
• GiuntiLabs (UK).
3. Faculty of Education, University of Florence (Italy)
The overall background of the ENSEMBLE project is
provided by the European policies about the immigrants’
integration and by the recent communication “European
i2010 initiative on e-Inclusion - to be part of the
information society”.
In this communication the Commission underlines the role
of ICTs to enabling the conditions for everyone to take
part in the information society by
• bridging the “accessibility – broadband
and competences” gaps;
• accelerating effective participation
of groups at risk of exclusion, and
• improving the quality of life.
Background and Aims of the Project
Inclusion and
Inclusion and
social integration
social integration
4. Faculty of Education, University of Florence (Italy)
Ensemble aims to develop a strategy for the use of
communication technologies to encourage the
cultural and social integration of citizens, relying on
widely available tools such as mobile phones, mp3
players and netbooks.
The general idea
5. Faculty of Education, University of Florence (Italy)
«m-Learning» for all!
• The Ensemble project is based on the idea that technologies
can fully deploy their potentials only when they are easy to
use and well integrated in the (existing) habits of their users.
• Imposing unnatural practices never produces great results...
6. Faculty of Education, University of Florence (Italy)
The experimentation has been carried
out in two European municipalities:
- Versailles (France)
- Prato (Italy)
on groups of people of different ethnic
group: mainly Chinese in Italy and
North african in France
Experimentation
7. Faculty of Education, University of Florence (Italy)
Two types of target groups were identified:
• adults, first generation migrants,
• young people, second generation migrants.
Target group
8. Faculty of Education, University of Florence (Italy)
In line with the overall premise of the project, it were adopted
technological devices widely distributed in both groups.
In our vision, the adoption of tools already known (by the users) would
have facilitated the training session.
The training activities addressed to the
students were supported by MP3
players.
The work with parents was enhanced by
the use of mobile phones.
The project’s tools
9. Faculty of Education, University of Florence (Italy)
For the students:
- 64 podcast
- 16 learning object
(in Moodle LMS)
For their parents:
- 160 MMS
The teaching process was carried out by using “easy to use” formats:
podcasts for students, and MMS for parents.
At this purpose we produced and used a series of micro-lesson content
in different formats:
The communicative formats
10. Faculty of Education, University of Florence (Italy)
Podcast
LO/Web forum
Tracking data (eg SCORM)
Learning guide
LMS
Moodle
StudentsStudents
TeachersTeachers
User-produced podcast
Student’s setting
11. Faculty of Education, University of Florence (Italy)
Users data (tracking of
SMS/MMS)
Learning guide
ParentsParents
Parent’s setting
12. Faculty of Education, University of Florence (Italy)
Work Plan
4 Modules on the following topics:
– European Citizenship
– Intercultural education
– To be parent, to be children/student
– Old and new addiction
Every week:
– Students listened to 4 episodes
– Parents received 8 MMS
Every month:
Meeting in the school
(beetween teachers, students and parents)
One month for each topic = Four months
13. Faculty of Education, University of Florence (Italy)
Contents
ModuleModule UnitUnit
1 European
citizenship
European Union: An Introduction
The European Citizenship: rights and obligations
Work in the EU
The Euro and financial affairs
2 Intercultural
Education
One country, many cultures
Sport
Body language and cultures
Internet as a tool for intercultural dialogue
3 To be parent,
to be student
Convention on the Rights of Child
The European Programme for the Mobility of Students
The French School System/The Italian School System
Rules and community school life
4 Old and new
addictions
Health food and nutrition
Videogames: addiction or creative game?
Alcool and Teenagers
Drugs and Teenagers
14. Faculty of Education, University of Florence (Italy)
• Repetition and variation: short messages present
information about the same subject in a cyclical pattern, but
from different perspectives and integrating contents.
• Openness and interaction: each cycle ends with open
questions for users, who can ask for further information or
discussion on the topic (in class, but also at home).
• Context and control: users may choose when, where and
how to use - during the day - the learning materials according
to the context.
Learning Design Principles
15. Faculty of Education, University of Florence (Italy)
• The length of each episode does not exceed the attention span (3-6 minutes);
• The language must be simple and clear (short sentences);
• Respect of rules and principles derived from the cognitive load theory (eg don’t
use information not strictly related to content, avoid of inessential music, etc);
• Use of prosodic emphasis and sound strategies (bullets sound, effects, etc.);
• Create a “sense of conversation” with the user;
• Adoption of a similar pedagogical structure also to promote the development of
a "ritual of listening”
• Activation: use of strategy (“ironic situations”, curious questions, etc.)
to endorse active personal response.
Podcasts’ Features
Oral communication.
Spoken language is a natural way to learn (we experience from birth)
but in terms of teaching it must be made appropriate choices.
16. Faculty of Education, University of Florence (Italy)
Information Integration SynthesisIntroduction Answer
(podcast produced
by the student)
Learning process (students)
Question
17. Faculty of Education, University of Florence (Italy)
Podcast example
Clic here for some examples:
http://www.ensembleproject.org/modules/wfdownloads/viewcat.php?cid=33
18. Faculty of Education, University of Florence (Italy)
• Using visual that can be correctly interpreted by people from different
countries and cultures;
• Pursuit of self-consistent picture and reduction of the written text;
• Respecting the rules of visual design and principles of Mayer’s multimedia
learning (eg principles of proximity, alignment, repetition and contrast);
• Attention to the device: the small screen size limits the amount of viewable
content and timing of use
• Respect of the rules of the theory of cognitive load (eg, attention to the
target, consistent with the messages, reducing extraneous components,
reduction of intrinsic load: chunking, sequencing, pacing).
MMSs’ Features
Visual communication.
We are daily immersed in the images, but for teaching with images we need to
do appropriate choices.
19. Faculty of Education, University of Florence (Italy)
Learning process (parents)
InformationInformation
QuestionQuestion
AnswerAnswer
IntroductionIntroduction
IntegrationIntegration
24. Faculty of Education, University of Florence (Italy)
Thank you!
Giovanni.bonaiuti@unifi.it
www.ensemble-project.org
Editor's Notes
The ENSEMBLE project, European citizeNShip lifElong MoBile Learning, is a two-year project (December 2008 – November 2010) funded by the European Union within the Lifelong Learning Programme.
The project was developed by a partnership that included three countries - Italy, France and the UK - and organizations having different characteristics and specializations:
• The Department of Education of the University of Florence (promoter),
• the Comune di Prato, near Florence (which included the teachers of the “Ser Lapo Mazzei” middle school)
• the Conseil Général des Yvelines, close to Paris (CG78),
• the C.R.D.P. (Regional Centre of Pedagogical Documentation) of the Versailles Accademy, in the Yvelines department (which included the Collège “Gassicourt” and the Collège “Paul Verlain”)
• GiuntiLabs UK, a company specialized in designing and developing advanced technological solutions for e-learning and knowledge management,
Background and Aims of the Project
The Ensemble Project set out to develop a strategy for the use of ICTs aimed at fostering cultural and social integration of immigrant citizens. In other words, it aimed at working to achieve social inclusion and social cohesion goals, so often expressed by the European Union, and it responded to the suggestion regarding the “potential of new technologies to enable innovative services and empower people in particular young people at risk of exclusion, migrants and cultural minorities, notably through multilingual and
adapted content” [European i2010 initiative on e-inclusion – To be part of the information society, Commission of the European Communities, 2007].
The general idea
Ensemble aims to develop a strategy for the use of communication technologies to encourage the cultural and social integration of citizens, relying on widely available tools such as mobile phones, mp3 players and netbooks.
The Ensemble Project, therefore, intended to test how ICTs can enhance the opportunities of participation and integration of disadvantaged citizens.
The idea was to take advantage of widely used technologies, like MP3 players and mobile phones, and test out teaching methods and communication formats suitable for these instruments and for the addressed target: students from classes with a high percentage of immigrants and their parents. In France during the project it was also decided to test the use of netbooks because of their potential in fostering ubiquitous and inclusive learning.
The experimentation has been carried out in two European municipalities:
- Versailles (France)
Prato (Italy)
on groups of people of different ethnic group: mainly Chinese in Italy and North african in France
The experimentation in Prato was carried out between
January and May 2010, with students from three third-year
classes of the “Ser Lapo Mazzei” Middle School and their
parents. In all three classes there was a majority of teenagers
of non-Italian origin, mostly Chinese.
Experimentation in the district of Yvelines was made by the
Collège “Gassicourt”, in Mantes-la-Jolie, and by the Collège
“Paul-Verlaine”, in Les Mureaux, Priority Education
Zone (ZEP in french). The Collège Gassincourt was involved in two classes for a
total of 37 students, 15 of which were not French speakers,
and 12 teachers. The Collège Verlaine was involved in 3
classes for a total of 43 students and 10 teachers.
The target group of the educational initiative
Two types of target groups were identified:
• adults, first generation migrants,
• young people, second generation migrants.
Subsequently, as it is easier to work with young people within the school, the young target group chosen were students between the age of 13 and 15 in classes of only migrants (Yvelines) or a majority of migrants (Prato).
It was considered appropriate to have their parents as the adult target group, because this could:
- promote interactions between young people and adults,
- enhance relationships between migrant parents and the school, with an immediate integration effect
The availability of different types of mobile tools provides the opportunity to develop many different teaching experiences.
The relationship which, particularly, young generations have with technological devices like MP3 players, smartphones, netbooks and game consoles offers possibilities of various modes of intervention.
During the project, the adolescents in Prato used MP3 players to listen to the educational podcasts. In Yvelines they used netbooks.
Mobile phones instead are the devices used to contact the group of adults involved in the project and the chosen format is MMS (multimedia messaging system).
The communicative formats. The teaching process was carried out by using “easy to use” formats: podcasts for students, and MMS for parents. At this purpose we produced and used a series of micro-lesson content in different formats.
By podcasts we mean a recording (audio or audio-video) which a user can download from the Internet and listen to at any time (offline) both on his computer and on other mobile devices (MP3 players, mobile phones, PDAs, etc.).
The term "learning object" has a variety of definitions. We mean a small multimedia element of meaningful information correlated with the same learning objective of podcasts. The students use Moodle learning management system both to download podcast and use LO.
MMS is a messaging system created to send and receive multimedia messages.
In our case messages contain text, pictures and audio.
From a technological point of view the project decided to aim at maximum compatibility. For this reason the podcasts were created using the MP3 format which, up until today, is the only format supported by all the devices available on the market.
As you can see in this slide students downloaded the podcasts they had to listen to individually from the Moodle LMS. Moodle was also used to view some learning objects, to do the relevant tests, and to upload and share the various products of work groups.
The slide shows the adult technological infrastructure used in the project.
The parents received an MMS message at predetermined intervals, usually once a week, from the dedicated platform realized and managed by the Comune di Prato. In Yvelines the technological framework was pretty different.
The students were each given a netbook on which they download both the podcasts and videos (based on the MMS images) for their parents. The parents received on their mobile phone a text message asking them to watch the videos.
The training activities were carried out from March 2010 to June 2010, that is for four moths.
The focus was on four topics related to:
• citizenship education in an intercultural and European perspective,
• life and problems of preadolescents in school and outside school, both from the students’ and the parents’ points of view.
Each module was developed in two versions:
• one for the parents, based on a total of 160 MMSs, transformed also in fl ash video fi les, with audio, to be watched on netbooks;
• one for the students, based on a website, 16 learning objects and 64 podcasts.
Students were asked to listen to four episodes out of school and then to discuss with pair at school on the key issues of the module. The discussion was stimulated by the teacher who also planned for learning activities to be carried out during the week.
Adults received 8 MMS every week and interact, via SMS, to his/her tutors
In this slide you can see the whole syllabus.
In the Ensemble project we try to designing teaching material in the respect of the characteristics
of the human cognitive system.
This coincided with finding a balancing point between the characteristics of the medium (affordance) and the potentials of the human mind. The general framework focused on some basic elements which recur in the various instructional design theories: capturing the learners’ interest in the new contents through
questions, triggering and bringing out their previous knowledge, developing the contents gradually (from simple to more complex issues), consolidating knowledge through questions that can verify the transferability of the new knowledge to the learners’ lives and actions.
By the way some instructional assumption we used was:
Repetition and variation: short messages present information about the same subject in a cyclical pattern, but from different perspectives and integrating contents. Each unit start by creating interest (curiosity, wonder, fun) and procede by augmenting new insights in the learner.
Openness and interactivity: each cycle ends with an open question so the students can reflect on and discuss (in class, but also at home).
Context and control: users may choose when, where and how to use - during the day - the materials received.
Learning through spoken language is a very natural way of learning: everybody experiences it from birth onwards. Speech influences knowledge because intonation makes comprehension easier, apart from favoring motivation. Speech can convey emotions and create an intimate atmosphere.
To take advantage of oral communication we followed this criteria while creating the single episodes:
The length of each episode does not exceed the attention span (3-6 minutes);
The language must be simple and clear (short sentences);
Respect of rules and principles derived from the cognitive load theory (eg don’t use information not strictly related to content, avoid of inessential music, etc);
Use of prosodic emphasis and sound strategies (bullets sound, effects, etc.);
Create a “sense of conversation” with the user;
Adoption of a similar pedagogical structure also to promote the development of a "ritual of listening”
Activation: use of strategy (“ironic situations”, curious questions, etc.) to endorse active personal response.
The standard order of the podcasts during the week was the following:
On Sunday a first “introductory” episode was released. It presents the topic and evoke interest.
The second day an “informative” episode has the task of presenting the key problems of the unit with basic information about the topic.
A third “additional” episode follows, giving additional, more specific information and eliciting questions, which students could later discuss in class or on the web forum.
The fourth episode - “synthesis” - summarized the previously given concepts and information, which allowed the students to focus their attention on the main problems of the unit.
The last episode of the week, the fifth one, is the one produced by the students themselves inspired by the input given in the episodes and after discussing and working in small groups.
Let me show you a typical podcast.
As I told the first “introductory” episode has the purpose to present the topic and evoke interest.
This result was modelled on the typical short Radio Drama “format”: dramatization of situations (at home, at the station, at the gym, etc.) where some characters talk and present the topics. The pedagogical-didactic function is setting into motion pre-existing knowledge.
MMS: educational rationale. Visual communication.
We are daily immersed in the images, but for teaching with images it’s necessary to do appropriate choices.
Using visual that can be correctly interpreted by people from different countries and cultures;
Pursuit of self-consistent picture and reduction of the written text;
Respecting the rules of visual design and principles of Mayer’s multimedia learning (eg principles of proximity, alignment, repetition and contrast);
Attention to the device: the small screen size limits the amount of viewable content and timing of use
Compliance with the rules of the theory of cognitive load (eg, attention to the target, consistent with the messages, reducing extraneous components, reduction of intrinsic load: chunking, sequencing, pacing).
Some implications for designing multimedia content for m-learning:
Create content using smaller chunks of text;
Limit scrolling to the very minimum;
Do not duplicate information;
Do not use any type of information that is not related to content and context.
Do not add illustrations, music, or environmental noises.
Use the first or second person in your narration or text.
The transmission of messages at weekly intervals is based on these concepts and develops the principles of instructional design which inspired the whole project. Two sets of multiple messages were sent every week on the same subject, each set containing four MMSs, plus a reply SMS text message from the user. The aim of the first MMS was to evoke the user’s interest for an unusual and strange topic, which is however linked to his everyday life. The second message had the task of giving initial information, which was integrated and expanded by the third message. The last message in the set, after going over the discussed topics, had the task of fostering reflection and personal questions and answers. The table below illustrates the sequence of activities.
All the digital resources produced by the project (podcasts, MMSs and LOs), in an “Open Educational Resources” perspective, are released under a CreativeCommons Attribution, Non Commercial, Share alike license that means anyone is free to use, change and distribute them, only for non-commercial purposes, provided that authorship is attributed to the Ensemble project and an identical license is maintained on any derivative works.
The products are available:
• on the project’s Moodle platform within the two online courses, one in Italian and one in French: http//moodle.ensembleproject.org/. The courses are open to whoever logs in on the platform, but also to “guests”.
• in the “Ensemble products” section on the project’s website: http://www.ensembleproject.eu
Many thanks for your attention and sorry again for may awful english.