How can we engage mathematics ITE students with research?Christian Bokhove
The document describes two case studies from a teacher education project aimed at promoting research-informed teaching. The first case study enhances student teachers' review of literature in post-graduate studies. The second fosters connections between school-based learning and research on mathematics teaching through collaborative lesson research. Both are informed by Engestrom's expansive learning cycle and aim to stimulate student teachers to use educational research to experiment and innovate teaching. The case studies address tensions in design and implementation and aim to develop student teachers' research literacy.
1) The document discusses a study that uses TIMSS 2011 data to examine the role of opportunity to learn (OTL) factors in geometry achievement across six countries.
2) It develops a framework called the DOC framework that examines OTL at the national, school/classroom, and student levels, with a focus on curriculum-related variables.
3) Preliminary results show differences between countries in factors like socioeconomic status, homework time, geometry instruction time, and teacher preparedness, and their relationships with achievement vary in complex ways between countries.
The document discusses lessons learned from designing geometry learning activities that combine mobile and 3D tools. It describes a design-based research project where students used mobile devices and 3D modeling outdoors and indoors to take on architectural roles. Key findings included students being willing to improvise with the technologies, collaboration and discussion around mathematical problems, and lessons about effective co-design processes like creating expertise and common ground between designers.
1) Metacognition involves knowledge of one's own cognition and regulation of one's thinking processes. It is important for self-regulated learning.
2) Explicitly teaching metacognitive strategies like planning, monitoring, and evaluating can improve learning, especially when linked to specific academic domains.
3) Teachers should model metacognitive skills, consistently use metacognitive terminology, and provide opportunities for guided practice with feedback to help students develop metacognitive abilities. Online tools can support metacognitive activities.
Exploring classroom interaction with dynamic social network analysisChristian Bokhove
This document summarizes research exploring the use of dynamic social network analysis to describe classroom interaction. It discusses analyzing classroom dialogue transcripts and videos from international studies using network analysis tools. It also describes a study applying these methods to observations of math lessons in a secondary school. The study found that network analysis can capture patterns of teacher-student and student-student interaction over time, and may help understand individual participation and relationships that form in the classroom. Challenges include fully capturing interactions and interpreting complex analysis, but this offers a proof of concept for longitudinal analysis of classroom dynamics.
Methodological innovation for mathematics education researchChristian Bokhove
This document discusses methodological innovation in mathematics education research. It begins by introducing the speaker, Dr. Christian Bokhove, and the aim of exploring innovative research methods that can help answer questions in mathematics education. The document then summarizes several of Dr. Bokhove's methodological approaches, including using social network analysis to study classroom interaction and teacher trainee networks, computational analysis of text data from school inspections, and sequence analysis of student log file data from online math tools. Key takeaways emphasized interpreting results, using multiple complementary methods, and moving toward more open and transparent scientific practices.
This document summarizes a presentation about how mathematical tasks have become more wordy in international assessments and classroom tasks. It provides examples of word problems from assessments that require strong reading skills. Research presented shows that students with lower reading abilities perform worse on mathematical word problems and tasks with higher reading demands. The implications discussed are that the increase in language demands may disadvantage some students and influence how countries perform on international tests. Teachers need to be aware of balancing symbolic and applied mathematics.
How can we engage mathematics ITE students with research?Christian Bokhove
The document describes two case studies from a teacher education project aimed at promoting research-informed teaching. The first case study enhances student teachers' review of literature in post-graduate studies. The second fosters connections between school-based learning and research on mathematics teaching through collaborative lesson research. Both are informed by Engestrom's expansive learning cycle and aim to stimulate student teachers to use educational research to experiment and innovate teaching. The case studies address tensions in design and implementation and aim to develop student teachers' research literacy.
1) The document discusses a study that uses TIMSS 2011 data to examine the role of opportunity to learn (OTL) factors in geometry achievement across six countries.
2) It develops a framework called the DOC framework that examines OTL at the national, school/classroom, and student levels, with a focus on curriculum-related variables.
3) Preliminary results show differences between countries in factors like socioeconomic status, homework time, geometry instruction time, and teacher preparedness, and their relationships with achievement vary in complex ways between countries.
The document discusses lessons learned from designing geometry learning activities that combine mobile and 3D tools. It describes a design-based research project where students used mobile devices and 3D modeling outdoors and indoors to take on architectural roles. Key findings included students being willing to improvise with the technologies, collaboration and discussion around mathematical problems, and lessons about effective co-design processes like creating expertise and common ground between designers.
1) Metacognition involves knowledge of one's own cognition and regulation of one's thinking processes. It is important for self-regulated learning.
2) Explicitly teaching metacognitive strategies like planning, monitoring, and evaluating can improve learning, especially when linked to specific academic domains.
3) Teachers should model metacognitive skills, consistently use metacognitive terminology, and provide opportunities for guided practice with feedback to help students develop metacognitive abilities. Online tools can support metacognitive activities.
Exploring classroom interaction with dynamic social network analysisChristian Bokhove
This document summarizes research exploring the use of dynamic social network analysis to describe classroom interaction. It discusses analyzing classroom dialogue transcripts and videos from international studies using network analysis tools. It also describes a study applying these methods to observations of math lessons in a secondary school. The study found that network analysis can capture patterns of teacher-student and student-student interaction over time, and may help understand individual participation and relationships that form in the classroom. Challenges include fully capturing interactions and interpreting complex analysis, but this offers a proof of concept for longitudinal analysis of classroom dynamics.
Methodological innovation for mathematics education researchChristian Bokhove
This document discusses methodological innovation in mathematics education research. It begins by introducing the speaker, Dr. Christian Bokhove, and the aim of exploring innovative research methods that can help answer questions in mathematics education. The document then summarizes several of Dr. Bokhove's methodological approaches, including using social network analysis to study classroom interaction and teacher trainee networks, computational analysis of text data from school inspections, and sequence analysis of student log file data from online math tools. Key takeaways emphasized interpreting results, using multiple complementary methods, and moving toward more open and transparent scientific practices.
This document summarizes a presentation about how mathematical tasks have become more wordy in international assessments and classroom tasks. It provides examples of word problems from assessments that require strong reading skills. Research presented shows that students with lower reading abilities perform worse on mathematical word problems and tasks with higher reading demands. The implications discussed are that the increase in language demands may disadvantage some students and influence how countries perform on international tests. Teachers need to be aware of balancing symbolic and applied mathematics.
This guest lecture discusses using web science approaches for educational research. It introduces four topics: (1) modeling software to analyze children's drawings, (2) educational data mining of log files and textbooks, (3) social network analysis of classrooms and organizations, and (4) tools for data analysis. Specific challenges mentioned include automatically analyzing drawings, using data mining to understand student learning behaviors, and applying social network analysis metrics to study educational effectiveness. The talk aims to illustrate how these topics transcend education and how ongoing projects apply web science methods to improve educational technologies and research.
El Aprendizaje en Pares y Proyecto (PPL) es un modelo interactivo de aprendizaje centrado en el estudiante, que puede ser fácilmente adoptado por cualquier instructor que quiera cambiar su rol clásico de entregar información a sus estudiantes, a un modelo donde su rol principal es administrar un conjunto completo de instrucciones. PPL se diseña para cumplir los objetivos de STEM y está constituido de dos partes fundamentales; de aprendizaje en pares en el aula y de aprendizaje basado en proyecto en el laboratorio. En PPL, los estudiantes toman un papel activo para construir su conocimiento científico, los que van desde la Lectura Previa a la Clase, Preguntas Conceptuales en la Instrucción en Pares, Trabajo en equipo para la solución de Problemas, Desarrollo y Presentación del Proyecto.
Peer Project Learning (PPL)
Is an interactive student-centered curriculum, which can be easily adopted by any instructors who want to change their roles from delivering information to managing a complete set of instructions. PPL is designed to meet the goals of STEM, and consists of Peer Learning in the classroom and Project Learning in the lab. In PPL, students take an active role to build up their scientific knowledge through the pre-class reading, conceptual questions in Peer Instruction, team problem solving, development and presentation of project.
The role of ‘opportunity to learn’ in the geometry currriculumChristian Bokhove
The document summarizes a research project that compares geometry education in England, Japan, and Hong Kong. The project has four parts: 1) analyzing differences in geometry curricula between the countries, 2) examining test items to understand differences in learning, 3) designing digital textbooks incorporating interactive elements, and 4) evaluating the impact of the textbooks. The researcher finds that factors like time spent learning geometry and teacher preparedness do not consistently predict student achievement across countries. The project aims to provide insights into facilitating geometry learning through digital resources, but faces challenges in implementing the same conditions across different education systems.
Aalborg Technical Gymnasium is an upper secondary school in Denmark for students aged 16-19 that focuses on technical and natural sciences. Students study for 21⁄2 years in subjects like math, science, technology and design before continuing to university. The school emphasizes problem-based and practical learning through projects, field work, design challenges and teamwork. A typical student chooses this school to combine theoretical and practical learning for their future career, though they may struggle with self-discipline or find some subjects difficult.
This document contains questions posed to Erkki Sutinen regarding his research on engaging HE/UH teachers in technology. The questions probe Sutinen's key claims, theoretical framework, methodology, findings on teacher learning, views on organizational change and innovation, context of the University of Helsinki, and visions for the future of educational technology. Sutinen is asked to reflect on the challenges of his research process and next steps in studying how technology can help higher education institutions cope with ongoing changes.
Portfolio - just some things I'm working on - July 2021Christian Bokhove
The document discusses several projects related to transparent science and education research. It mentions a project to replicate a seminal study on gender and ICT literacy using secondary data, but the results did not replicate. It also discusses plans to use text mining techniques to analyze inspection reports from Ofsted and potential collaboration on classroom mathematics resources. The document provides brief updates on several other ongoing or planned projects involving computational methods, international assessments, mental rotation skills, and cognitive load theory.
Research proposal chapter 1 presentationjuraimiomar
This document outlines a study on factors contributing to low intrinsic motivation for learning English among students at Kolej Poly-Tech Mara Kuantan. It presents the introduction, background, problem statement, research objectives, questions, conceptual framework, research design, instruments, and data analysis plan. The study aims to identify contributing factors, understand their relationship to motivation levels, and investigate how factors may lead to low intrinsic motivation. A quantitative questionnaire will be used to collect data on factors and their impacts, which will then be analyzed statistically.
The Shopping cart is mainly useful for who haven’t time to go to shopping, those are just entered into this website and bought what ever they want. Even it is night or morning they entered into this site, and chosen different items like fruits, books, toys etc.. ‘Customer is our god’ mainly this website is based on this formula. After chosen items he bought into Pay pal process like VISA or MASTER credit cards or any Debit cards are accepted in this website. Customer is happily shopping at his rest place.
2014-03-20 Fisser Strijker Muller SITE PLD3Petra Fisser
The opportunities for adaptive and personalized learning are promising. The project "Linked Data", which was carried out in 2013, combines the common core curriculum for several subjects, the items from the national final secondary school examinations and its test and item analysis (TIA), and the learning materials from several educational publishers and open educational resources. A web-based tool was developed in which the linked data can be shown graphically in relation to examination scores from students who practice their knowledge and skills on previous examinations. The study examines whether the web-based tool with the linked data results in a) a sufficient overview for the teachers and students of how the students scored, b) if this leads to actions by the teachers to give more personalized and adaptive guidance, and c) if this offers the students support to work independently on their personalized learning path.
Technology in Mathematics and Science IDT285psych369
Technology can enhance mathematics and science education in several ways. Spreadsheets, graphing calculators, and interactive geometry software give students hands-on experience solving problems. Reasoning and skill-building software help increase sub-skills while developing logic and comprehension. Digital tools like simulations and imaging allow experiments to be observed more easily. Communication between students and teachers is improved through tools like interactive whiteboards, class websites, and email. Various instructional software, simulations, and online resources provide interactive learning experiences across math and science topics.
H nathalie gettliffe_sig_eurocall2010lyon[1]nickyjohnson
The document describes a study that assessed the effectiveness of using reflective teaching methodology to train pre-service and in-service teachers for online tutoring tasks. The study involved teachers completing an online tutoring course where they designed and implemented online tutoring scenarios. The teachers then used reflective portfolios to evaluate their experiences based on student feedback and research. The analysis found that reflective teaching helped teachers identify areas for improvement like being more proactive, giving clearer feedback, and distributing roles, but that they still needed additional feedback to fully reflect on their practices.
This document discusses modernizing higher education curricula through a student-centered learning (SCL) approach. It defines SCL as promoting active student participation and transferable skills. Key aspects of SCL include innovative teaching methods, learning outcomes, and flexible curricula. Specific methods mentioned include group projects, presentations, and problem-based learning. Learning outcomes should specify the knowledge, skills, and abilities students will gain. Assessment should involve students and include various formative and summative methods. The document provides examples from the Technical University of Crete and KU Leuven on implementing aspects of SCL like multi-disciplinary projects and competency-based curricula.
Making a difference in the world.engineering 0huutrinh
The document summarizes a presentation about integrating engineering concepts into middle school math and science classrooms using examples from the Next Generation Science Standards (NGSS). It discusses how activities on topics like bridge building and biomedical imaging can teach engineering design processes while linking to science concepts. However, it notes that many common classroom activities do not fully capture engineering and may reinforce misconceptions.
- The document summarizes the initial findings of New Hampshire's 1:1 laptop program in its first 6 months. It found that both students and teachers substantially increased their use of technology in school across all subject areas. Students also reported using technology more at home. Teachers believed technology helped students develop deeper understandings and be more engaged. However, the long term impacts on student achievement still need to be measured, and 1:1 programs face challenges in demonstrating clear impacts on standardized test scores.
The document summarizes Matthew Watkins' PhD research into developing an approach for teaching social sustainability within UK and Irish product design university programs. It outlines the three stages of research: 1) investigating current practices, 2) interviewing academics for their perspectives, and 3) developing and testing workshops. Key findings from the interviews informed workshop content focusing on social issues. Workshops were trialled at five universities and data is being analyzed to evaluate their effectiveness in teaching social sustainability.
This summary provides the key details about a research article that studied the impact of using virtual reality with and without gaming attributes for academic achievement. The study compared the effects of a basic computer-assisted instruction program to a virtual reality gaming program on students' math and language arts test scores. It found that the basic instruction program improved math scores but neither program improved language arts scores. The gaming program did not further increase math scores above the basic program. The summary critically examines the study's small sample size and sampling method.
The document outlines a research project that will examine using student-generated webpages to improve math revision and development. It will include:
- Researching similar projects and effective revision/learning techniques using sources like blogs, wikis, and peer assessment.
- Designing a student webpage project and assessment rubric for a pilot Year 8 class. Test results will compare this class to a non-participant class.
- Drawing information from sources on the TPACK model, technology-enhanced learning, revision pedagogy, and the impact of peer review/feedback.
- Presenting findings and examples on a project webpage using text, images, links, video and audio. This open format can easily share results.
Publishing on innovation and education research in chemistry and physics ViCE...clairemcdonnell5
This document provides an overview of publishing research in chemistry and physics education. It discusses publishing in journals focused on chemistry and physics education research, as well as more general science education and teaching journals. The document outlines typical components of chemistry and physics education research papers such as developing a research question, theoretical framework, methodology, results and implications. Publishing tips are provided for both academic and more general audience publications. Group activities are included to help participants think through components of publishing their own research.
Formal and Informal Collaborative Learning in 3D Virtual CampusesMikhail Fominykh
Presentation slides of the academic paper.
Mikhail Fominykh, Ekaterina Prasolova-Førland and Peter Leong: "Formal and Informal Collaborative Learning in 3D Virtual Campuses," in the 6th International Conference on Collaboration Technologies (CollabTech), Sapporo, Japan, August 27–29, 2012, Information Processing Society of Japan, ISBN: 978-4-915256-86-8 C3804, pp. 64–69.
The document proposes a "Common Cents" stimulus plan to combat challenges facing a grocery store chain called FoodMaxx, including decreased average ticket size and weekend traffic. The plan aims to motivate existing customers to spend more by creating a perception of in-store savings. It would do this by emphasizing items priced under $1 using signs, displays, and shelf tags marked with "c¢". The program would be introduced in phases, first testing it in a single market, then evaluating expansion opportunities after 8 weeks. The goal is to increase impulse purchases and cart size through a treasure hunt experience that reinforces FoodMaxx's low price image.
vAcademia – Educational Virtual World with 3D RecordingMikhail Fominykh
Mikhail Morozov, Alexey Gerasimov and Mikhail Fominykh: "vAcademia – Educational Virtual World with 3D Recording," in Arjan Kuijper and Alexei Sourin ed. the 12th International Conference on Cyberworlds (CW), Darmstadt, Germany, September 25–27, 2012, IEEE, ISBN: 978-0-7695-4814-2/12, pp. 199–206.
This guest lecture discusses using web science approaches for educational research. It introduces four topics: (1) modeling software to analyze children's drawings, (2) educational data mining of log files and textbooks, (3) social network analysis of classrooms and organizations, and (4) tools for data analysis. Specific challenges mentioned include automatically analyzing drawings, using data mining to understand student learning behaviors, and applying social network analysis metrics to study educational effectiveness. The talk aims to illustrate how these topics transcend education and how ongoing projects apply web science methods to improve educational technologies and research.
El Aprendizaje en Pares y Proyecto (PPL) es un modelo interactivo de aprendizaje centrado en el estudiante, que puede ser fácilmente adoptado por cualquier instructor que quiera cambiar su rol clásico de entregar información a sus estudiantes, a un modelo donde su rol principal es administrar un conjunto completo de instrucciones. PPL se diseña para cumplir los objetivos de STEM y está constituido de dos partes fundamentales; de aprendizaje en pares en el aula y de aprendizaje basado en proyecto en el laboratorio. En PPL, los estudiantes toman un papel activo para construir su conocimiento científico, los que van desde la Lectura Previa a la Clase, Preguntas Conceptuales en la Instrucción en Pares, Trabajo en equipo para la solución de Problemas, Desarrollo y Presentación del Proyecto.
Peer Project Learning (PPL)
Is an interactive student-centered curriculum, which can be easily adopted by any instructors who want to change their roles from delivering information to managing a complete set of instructions. PPL is designed to meet the goals of STEM, and consists of Peer Learning in the classroom and Project Learning in the lab. In PPL, students take an active role to build up their scientific knowledge through the pre-class reading, conceptual questions in Peer Instruction, team problem solving, development and presentation of project.
The role of ‘opportunity to learn’ in the geometry currriculumChristian Bokhove
The document summarizes a research project that compares geometry education in England, Japan, and Hong Kong. The project has four parts: 1) analyzing differences in geometry curricula between the countries, 2) examining test items to understand differences in learning, 3) designing digital textbooks incorporating interactive elements, and 4) evaluating the impact of the textbooks. The researcher finds that factors like time spent learning geometry and teacher preparedness do not consistently predict student achievement across countries. The project aims to provide insights into facilitating geometry learning through digital resources, but faces challenges in implementing the same conditions across different education systems.
Aalborg Technical Gymnasium is an upper secondary school in Denmark for students aged 16-19 that focuses on technical and natural sciences. Students study for 21⁄2 years in subjects like math, science, technology and design before continuing to university. The school emphasizes problem-based and practical learning through projects, field work, design challenges and teamwork. A typical student chooses this school to combine theoretical and practical learning for their future career, though they may struggle with self-discipline or find some subjects difficult.
This document contains questions posed to Erkki Sutinen regarding his research on engaging HE/UH teachers in technology. The questions probe Sutinen's key claims, theoretical framework, methodology, findings on teacher learning, views on organizational change and innovation, context of the University of Helsinki, and visions for the future of educational technology. Sutinen is asked to reflect on the challenges of his research process and next steps in studying how technology can help higher education institutions cope with ongoing changes.
Portfolio - just some things I'm working on - July 2021Christian Bokhove
The document discusses several projects related to transparent science and education research. It mentions a project to replicate a seminal study on gender and ICT literacy using secondary data, but the results did not replicate. It also discusses plans to use text mining techniques to analyze inspection reports from Ofsted and potential collaboration on classroom mathematics resources. The document provides brief updates on several other ongoing or planned projects involving computational methods, international assessments, mental rotation skills, and cognitive load theory.
Research proposal chapter 1 presentationjuraimiomar
This document outlines a study on factors contributing to low intrinsic motivation for learning English among students at Kolej Poly-Tech Mara Kuantan. It presents the introduction, background, problem statement, research objectives, questions, conceptual framework, research design, instruments, and data analysis plan. The study aims to identify contributing factors, understand their relationship to motivation levels, and investigate how factors may lead to low intrinsic motivation. A quantitative questionnaire will be used to collect data on factors and their impacts, which will then be analyzed statistically.
The Shopping cart is mainly useful for who haven’t time to go to shopping, those are just entered into this website and bought what ever they want. Even it is night or morning they entered into this site, and chosen different items like fruits, books, toys etc.. ‘Customer is our god’ mainly this website is based on this formula. After chosen items he bought into Pay pal process like VISA or MASTER credit cards or any Debit cards are accepted in this website. Customer is happily shopping at his rest place.
2014-03-20 Fisser Strijker Muller SITE PLD3Petra Fisser
The opportunities for adaptive and personalized learning are promising. The project "Linked Data", which was carried out in 2013, combines the common core curriculum for several subjects, the items from the national final secondary school examinations and its test and item analysis (TIA), and the learning materials from several educational publishers and open educational resources. A web-based tool was developed in which the linked data can be shown graphically in relation to examination scores from students who practice their knowledge and skills on previous examinations. The study examines whether the web-based tool with the linked data results in a) a sufficient overview for the teachers and students of how the students scored, b) if this leads to actions by the teachers to give more personalized and adaptive guidance, and c) if this offers the students support to work independently on their personalized learning path.
Technology in Mathematics and Science IDT285psych369
Technology can enhance mathematics and science education in several ways. Spreadsheets, graphing calculators, and interactive geometry software give students hands-on experience solving problems. Reasoning and skill-building software help increase sub-skills while developing logic and comprehension. Digital tools like simulations and imaging allow experiments to be observed more easily. Communication between students and teachers is improved through tools like interactive whiteboards, class websites, and email. Various instructional software, simulations, and online resources provide interactive learning experiences across math and science topics.
H nathalie gettliffe_sig_eurocall2010lyon[1]nickyjohnson
The document describes a study that assessed the effectiveness of using reflective teaching methodology to train pre-service and in-service teachers for online tutoring tasks. The study involved teachers completing an online tutoring course where they designed and implemented online tutoring scenarios. The teachers then used reflective portfolios to evaluate their experiences based on student feedback and research. The analysis found that reflective teaching helped teachers identify areas for improvement like being more proactive, giving clearer feedback, and distributing roles, but that they still needed additional feedback to fully reflect on their practices.
This document discusses modernizing higher education curricula through a student-centered learning (SCL) approach. It defines SCL as promoting active student participation and transferable skills. Key aspects of SCL include innovative teaching methods, learning outcomes, and flexible curricula. Specific methods mentioned include group projects, presentations, and problem-based learning. Learning outcomes should specify the knowledge, skills, and abilities students will gain. Assessment should involve students and include various formative and summative methods. The document provides examples from the Technical University of Crete and KU Leuven on implementing aspects of SCL like multi-disciplinary projects and competency-based curricula.
Making a difference in the world.engineering 0huutrinh
The document summarizes a presentation about integrating engineering concepts into middle school math and science classrooms using examples from the Next Generation Science Standards (NGSS). It discusses how activities on topics like bridge building and biomedical imaging can teach engineering design processes while linking to science concepts. However, it notes that many common classroom activities do not fully capture engineering and may reinforce misconceptions.
- The document summarizes the initial findings of New Hampshire's 1:1 laptop program in its first 6 months. It found that both students and teachers substantially increased their use of technology in school across all subject areas. Students also reported using technology more at home. Teachers believed technology helped students develop deeper understandings and be more engaged. However, the long term impacts on student achievement still need to be measured, and 1:1 programs face challenges in demonstrating clear impacts on standardized test scores.
The document summarizes Matthew Watkins' PhD research into developing an approach for teaching social sustainability within UK and Irish product design university programs. It outlines the three stages of research: 1) investigating current practices, 2) interviewing academics for their perspectives, and 3) developing and testing workshops. Key findings from the interviews informed workshop content focusing on social issues. Workshops were trialled at five universities and data is being analyzed to evaluate their effectiveness in teaching social sustainability.
This summary provides the key details about a research article that studied the impact of using virtual reality with and without gaming attributes for academic achievement. The study compared the effects of a basic computer-assisted instruction program to a virtual reality gaming program on students' math and language arts test scores. It found that the basic instruction program improved math scores but neither program improved language arts scores. The gaming program did not further increase math scores above the basic program. The summary critically examines the study's small sample size and sampling method.
The document outlines a research project that will examine using student-generated webpages to improve math revision and development. It will include:
- Researching similar projects and effective revision/learning techniques using sources like blogs, wikis, and peer assessment.
- Designing a student webpage project and assessment rubric for a pilot Year 8 class. Test results will compare this class to a non-participant class.
- Drawing information from sources on the TPACK model, technology-enhanced learning, revision pedagogy, and the impact of peer review/feedback.
- Presenting findings and examples on a project webpage using text, images, links, video and audio. This open format can easily share results.
Publishing on innovation and education research in chemistry and physics ViCE...clairemcdonnell5
This document provides an overview of publishing research in chemistry and physics education. It discusses publishing in journals focused on chemistry and physics education research, as well as more general science education and teaching journals. The document outlines typical components of chemistry and physics education research papers such as developing a research question, theoretical framework, methodology, results and implications. Publishing tips are provided for both academic and more general audience publications. Group activities are included to help participants think through components of publishing their own research.
Formal and Informal Collaborative Learning in 3D Virtual CampusesMikhail Fominykh
Presentation slides of the academic paper.
Mikhail Fominykh, Ekaterina Prasolova-Førland and Peter Leong: "Formal and Informal Collaborative Learning in 3D Virtual Campuses," in the 6th International Conference on Collaboration Technologies (CollabTech), Sapporo, Japan, August 27–29, 2012, Information Processing Society of Japan, ISBN: 978-4-915256-86-8 C3804, pp. 64–69.
The document proposes a "Common Cents" stimulus plan to combat challenges facing a grocery store chain called FoodMaxx, including decreased average ticket size and weekend traffic. The plan aims to motivate existing customers to spend more by creating a perception of in-store savings. It would do this by emphasizing items priced under $1 using signs, displays, and shelf tags marked with "c¢". The program would be introduced in phases, first testing it in a single market, then evaluating expansion opportunities after 8 weeks. The goal is to increase impulse purchases and cart size through a treasure hunt experience that reinforces FoodMaxx's low price image.
vAcademia – Educational Virtual World with 3D RecordingMikhail Fominykh
Mikhail Morozov, Alexey Gerasimov and Mikhail Fominykh: "vAcademia – Educational Virtual World with 3D Recording," in Arjan Kuijper and Alexei Sourin ed. the 12th International Conference on Cyberworlds (CW), Darmstadt, Germany, September 25–27, 2012, IEEE, ISBN: 978-0-7695-4814-2/12, pp. 199–206.
The document proposes a strategy to reassure shoppers at Lucky/Save Mart grocery stores that the stores are offering low prices and new ways to save money. The strategy involves making the stores feel constantly "on sale" through signage highlighting savings programs and frequent rotation of "new ways to save". New savings ideas will be promoted each week through various in-store communications to give shoppers a perception of ongoing discounted prices.
Learning Computer-Mediated Cooperation in 3D Visualization ProjectsMikhail Fominykh
The document discusses using 3D collaborative virtual environments (3D CVEs) as a platform for learning cooperation technology. An exploratory case study was conducted with 37 university students working in small groups to create 3D educational visualizations of course topics. Four modes of cooperation emerged: asynchronous group collaboration, synchronous group collaboration, synchronous community collaboration, and asynchronous community collaboration. Results showed student groups adopted different technology landscapes depending on the cooperation mode. The authors conclude that creating and presenting 3D visualizations facilitated in-depth learning while forcing students to intensify collaboration and explore cooperation tools and methods.
Collaborative Work on 3D Content in Virtual Environments: Methodology and Rec...Mikhail Fominykh
The document summarizes a study on collaborative work on 3D content in virtual environments. It discusses how a case study was conducted with 25 students working in groups to visualize research projects in a 3D environment. The case study analyzed the collaborative process, design choices, and how the 3D visualizations increased understanding of projects. It provides recommendations for supporting collaborative work on 3D educational content, including providing virtual exhibits, tutorials, and connecting communities.
Smart russia congress Creative collaboration with dedicated tools in a virtua...Mikhail Fominykh
Invited speech at Conference Smart Congress (in Russian), Moscow, Russia, April 24–25, 2014
Выступление на конференции СМАРТ Конгресс, Москва, Россия, 24–25 апреля 2014. ВШЭ
Virtual Reality Experience for Creating and Retrieving Fluid Knowledge Mikhail Fominykh
Blue Sky conference http://fet-eye.eu/bs-2014
Abstract: Virtual reality technologies are going beyond the desktop, allowing mixed-reality to be embedded in common spaces. The application of these technological advances to the creative collaborative processes, including learning, would not only allow spaces for conveying, understanding, expressing, sharing ideas, safe training and trials, but also preserving and retrieving these highly dynamic activities. This project aims at building a system for exploring, preserving and retrieving knowledge that resides in collaborative activities conducted in mixed reality settings. It is believed that such a system can represent the next step in virtual reality-based working and learning, giving access to the knowledge that is usually hidden and too fluid for being captured and re-experienced. The proposed system will be created as an online platform, based on cloud computing. It will use virtual reality in a new way to ensure high educational value for each unique learner, allowing the use of innovative methodologies based on learning by doing while keeping formation costs low.
This document provides an outline for a workshop on disseminating research online. The workshop covers developing an online dissemination strategy, choosing tools for content curation and sharing research, and integrating social networks. It includes discussions of developing goals and tactics, assessing strategies, and measuring digital impact. Hands-on activities allow participants to design dissemination plans and curate research topics. The document provides many links to additional resources on creating web and social media strategies, using specific tools, and monitoring online engagement.
Lecture by Mikhail Fominykh at Technology-Enhanced Learning 2 [advanced] course, University of Oulu, Finland: 3D virtual worlds and collaborative learning, March 14, 2013
Lecture by Mikhail Fominykh at Technology-Enhanced Learning 1 course, University of Oulu, Finland: Technological decisions in course design, March 14, 2013
Repositories of community memory as visualized activities in 3D virtual worldsMikhail Fominykh
Paper presentation: Mikhail Fominykh, Ekaterina Prasolova-Førland, Leif Martin Hokstad, and Mikhail Morozov: "Repositories of Community Memory as Visualized Activities in 3D Virtual Worlds," in the 47th Hawaii International Conference on System Sciences (HICSS), Waikoloa, HI, USA, January 6–9, 2014, IEEE, ISBN: 978-1-4799-2504-9/14, pp. 678–687. doi>10.1109/HICSS.2014.90
Jtelss2015 lecture ideas vs proposals for young researchersMikhail Fominykh
This document provides guidance for young researchers on developing research ideas and proposals. It compares research projects to PhD theses, noting their similarities in structure and required elements. Both require motivation, literature reviews, methodology, results, and implications. The document also directs researchers to Horizon 2020 funding opportunities from the European Commission, highlighting relevant calls and eligibility requirements. Key funding programs discussed include ERC Starting Grants, FET Open, and Marie Curie Actions. Overall, the document aims to help young researchers transition their ideas into competitive research proposals and funding applications.
Creative Collaboration on a Media Handbook for Educators: Design of a Joint E...Mikhail Fominykh
Mikhail Fominykh, Terje Valjataga, Venla Vallivaara and Monica Divitini; "Creative Collaboration on a Media Handbook for Educators: Design of a Joint European Course", in the Mobile Learning and Creativity Workshop (MLCW12), European Conference on Technology-Enhanced Learning (EC-TEL), Saarbrucken, Germany, September 19, 2012.
Working on Educational Content in 3D Collaborative Virtual Environments: Chal...Mikhail Fominykh
Collaborative construction and exploration of educational content is an important part of a learning process. In this paper, we focus on collaborative construction of educational visualizations in 3D Collaborative Virtual Environments (CVEs), analyzing results from our earlier case studies in Active Worlds and Second Life. We discuss various aspects of presenting educational content in a 3D environment, such as aesthetics, functionality and expressed meaning, various design solutions adopted by students in their constructions and the challenges they faced. Furthermore, we outline the implications for using 3D CVEs for working on educational content as a part of everyday classroom activities.
Visionaire project learning in 3D virtual worlds, enabling vacademia in caveMikhail Fominykh
My invited presentation "Learning in 3D Virtual Worlds, enabling vAcademia in CAVE" at the VISIONAIR General Assembly and Open Forum. VISIONAIR is an EU project that provides Trans National Access (TNA) to visualization and virtual reality facilities in European universities.
Wearable Experience: New Educational Media for Knowledge Intensive TrainingMikhail Fominykh
This slides were presented at the invited speech at the World Conference on Educational Media and Technology (EdMedia) which was held in Vancouver, BC, Canada on June 28-30, 2016.
Abstract: Wearable computing and augmented reality are disruptive technologies. They fundamentally change the way we educate and train people to a master level of performance. With advanced sensors we can capture experience as it emerges. For example, a trainee can receive live guidance in the form of semi-transparent 3D hands that appear at the right place spatially and operated by a remote expert using sensor data. Captured guidance provides reference to scale, allowing repeated access to the information asynchronously at the right time and in the right place where it is most urgently needed. Expert guidance can be captured with wearable sensors and later re-enacted by trainees with augmented reality creating a believable illusion of a master-apprentice knowledge sharing. The captured experience therefore represents a new type of educational media that has properties of carrying both explicit and tacit knowledge. This new media helps to convert experience to knowledge and enable learning by bringing closer the theoretical knowledge and immediate experience, which are traditionally separated. Tailored content of captured experience can be presented with augmented reality using intuitive and immersive user interfaces. This can have a positive impact on mental processing and memorization, not only adding scaffolds for high performance, but also acting as a safety net preventing potential problems sensed in the environment. Learning how to master a complex task usually involves reflecting on your own performance, looking back at your behavior and comparing it to that of others. The goal of this new training methodology is to enable the full cycle of immersive experience observing an expert, training with and without guidance, and observing own performance.
The document discusses representing modern research and development practices in school STEM curricula. It argues that science is not currently taught as it is practiced, with hypothesis, experimentation, observation, interpretation and debate. The ReMSTEP program aims to address this by having pre-service teachers experience contemporary science and math research and development practices. This includes opportunities for students to interact with scientists in research environments and for undergrad science students to engage with schools. The goal is to better equip teachers to integrate modern scientific practices into their classrooms. Challenges include aligning cutting-edge research with traditional curricula and getting busy researchers to represent their work for students.
This document outlines the education and research of science communication at CoSTEP, Hokkaido University. It discusses:
- What science communication is and why it is important given the complex relationship between science, technology, and society.
- What CoSTEP is, including its goal of educating science communicators, history, mission, and principles.
- CoSTEP's curriculum, which focuses on developing ways of thinking about science communication, analysis and planning skills, and practices. It includes 7 elements across 3 major components.
- The challenges of science communication including interdisciplinarity and complexity, and how CoSTEP addresses this through collaboration using a "Community of Practice" educational methodology.
A visit to local Math Museum: Using tablets creatively in classroomNikolaos Manaras
Tablets with their simple interface, portability, speed, affordability and their variety of apps are quickly moving into schools across Europe and a growing number of teachers are experimenting with tablets or are interested in doing so. In the context of monitoring the MOOC “Creative use of Tablets in Schools” provided by the European Schoolnet Academy, the final activity was to create a lesson or a project plan. To design the lesson plan we used a very nice tool called the “Learning
Designer” which was developed by the London Institute of Education. According the Scenario student will visit the local Math Museum during Mathematical Week and create Augmented Reality posters for the school. From the implementation of this scenario students will come in contact with the beauty of mathematics, its history and get to know great mathematicians and their works.
The document provides an overview of using an inquiry-based approach to learning in the 21st century classroom. It discusses how this approach is student-centered and focuses on problem-solving, collaboration, and using technology. The summary also outlines the main stages of implementing an inquiry project, including selecting a topic, planning learning experiences, facilitating the process, and using authentic assessment.
ABSTRACT
Many engineering subjects are highly mathematical, analytical and descriptive. To make students understand the basic concepts, theory, analysis, design and application, new teaching-learning systems need to be explored. One of these is the Start-Stop-Continue technique. From the present study, it is concluded that given an ambient environment, the learning process can be made very effective and all the course objectives can be achieved. Action research has helped in empowering the students in acquiring knowledge. With this approach, the students’ performance has improved from mediocre to very
good.
03_07_2018 Pedagogical aproaches and digital technologies to promote creativi...eMadrid network
1) The document discusses pedagogical approaches and technologies that can promote creativity, collaboration, and critical thinking among students and teachers.
2) It provides examples from projects at Linnaeus University, including the Geometry Mobile app for outdoor learning and the LETS GO tools for environmental science education.
3) The document concludes that changing learning conditions require new roles for educators and students, and that research is needed on designing, implementing and evaluating educational innovations to ensure their sustainability.
This document outlines a World History project that aims to increase student engagement through technology integration. The teacher will model various technology tools and activities for students to use, including online discussions, a webquest, and multimedia presentations. Students will collaborate online and in flexible groups to research historical topics and create projects showcasing their understanding. Assessment will involve rubrics to evaluate students' technology skills and performance on discussions, webquests, and multimedia projects. Initial surveys showed improved student engagement and attitudes by the end of the technology-focused project.
Designing and supporting use of emergent technology in teacher education. Cas...Jari Laru
Presentation in Invited EAPRIL Cloud Symposium. Cloud 1 – Demands of 21st century for Teacher Education and Teacher Educators. Eapril 2013. Biel-Bienne, Switzerland
This document discusses issues in mathematics education and provides potential research problems. It notes that engaging students in the new digital age through innovative teaching approaches and technologies is a critical issue. Specifically, how to appropriately integrate technology into mathematics curriculum and instruction while focusing on pedagogical aspects is challenging but important. A second issue discussed is addressing student diversity in multicultural classrooms, including language and cultural backgrounds, which requires teachers to be conscious of students' socio-cultural contexts. A third potential research problem presented is exploring the role of culture in mathematics and how it has been developed across different cultures worldwide.
This document discusses four IT-based projects that can be used to develop higher-level thinking skills among students: research-based projects, simple creations, guided hypermedia projects, and web-based projects. Research-based projects involve students finding information to answer a problem posed by the teacher. Simple creations focus on developing creativity through tasks like brainstorming, judging ideas, and adopting flexibility. Guided hypermedia projects can use tools like PowerPoint or multimedia presentations. Web-based projects involve students creating and posting web pages on a given topic, but this may be too sophisticated for most students.
Analyzing university students’ participation in the co-design of learning sce...musart
The document summarizes a research project that analyzes university students' participation in co-designing learning scenarios. The project aims to study developing more authentic and learner-focused scenarios through a collaborative design process between students and teachers. The research uses a design-based methodology involving multiple iterative design cycles. Preliminary results found that configuration of co-design groups, task structure, and balancing structure with emergence are important factors. Ensuring participant comfort with roles and confronting student-teacher perspectives also impacted the critical issues in the co-design process.
Arv2011 white paper_methodsandmodelsofnextgenerationtel_(006751v1)gbkaplan
The document summarizes a workshop on methods and models for next generation technology enhanced learning. It discusses four key themes: researching, designing, evaluating, and assessing next generation TEL. It provides an overview of presentations given on various methods within each theme. Emerging research questions focus on stimulating thinking around current and future TEL methods and supporting methodological innovation. A grand challenge problem addresses the need for effective assessment of learning in open, social TEL environments.
Development of a collaborative learning with creative problem solving process...Panita Wannapiroon Kmutnb
Sitthichai Laisema and Panita Wannapiroon, " Development of a Collaborative Learning with Creative Problem-Solving Process Model in Ubiquitous Learning Environment," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 102-106, 2013.
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.
The keynote presentation discusses a framework for guiding digital transformation at institutions. It explores case studies in learning, teaching, and capability development. The first case study examines how professional development for faculty positively impacts classroom pedagogy and student learning. The second case study looks at "education focused" academics and their purpose of delivering educational excellence while raising the status of teaching. It also notes risks like these roles becoming a casual "teaching-only" position. The third case study explores moving exams online (OLX) and the opportunities it provides for flexible exam sittings and accessibility, while also addressing challenges of academic integrity and technical issues.
Moderator: Antonella Poce, Network of Academics and Professionals (NAP) Steering Committee member and Associate Professor in Experimental Pedagogy at the University Roma Tre – Department of Education
Date: 7 December 2016
Recording of the webinar: https://eden-online.adobeconnect.com/p4hcaplald5/
1. The document discusses the need for a new interdisciplinary design science of learning to address challenges in transforming education through technology.
2. It proposes a socio-cognitive engineering approach using design-based research to iteratively develop and evaluate technology-enabled learning systems.
3. Two examples are described: Group Scribbles/SceDer, which supports 1:1 classroom learning; and Personal Inquiry/nQuire, which enables science inquiry learning within and beyond the classroom.
project based learning(architecture)
Learning by doing
Application
Examples
Architectural projects lend themselves well to projectbased
learning
Conclusion: The tension of design and learning
Summary
This document provides an overview of week 1 in an educational technology course. It discusses the history of educational technology and how it has evolved from a focus on devices to applying tools for educational purposes. It also summarizes key learning theories that support two instructional models: directed instruction, which emphasizes skills building; and constructivism, which focuses on problem solving and authentic tasks. The document outlines guidelines and theorists for each model to help teachers design effective technology-integrated instruction.
Technology and curriculum issues day 4 vikki bridgewater nrvpriddle
The document discusses issues related to technology integration and curriculum. It addresses several myths about how technology will impact society and learning. While technology provides opportunities to support differentiated instruction, it is important to consider how to quality integrate it and address student safety issues online. The teacher remains the most important factor for motivating students and facilitating their work together.
Similar to Eu project co creat collaborative-space_3_handbook_for_educators_by_fominykh (20)
Teaching Augmented Reality to Computer Science students under lockdownMikhail Fominykh
The slides were used in a presentation at a webinar "How can digital tools and new teaching methods improve students learning?" http://epic.agu.edu.tr/events/webinar-how-can-digital-tools-and-new-teaching-methods-improve-students-learning/
The webinar was held on 25 June 2020
Empowering Young Job Seekers with Virtual RealityMikhail Fominykh
"Empowering Young Job Seekers with Virtual Reality" has been presented at IEEE VR 2019, the 26th IEEE Conference on Virtual Reality and 3D User Interfaces will be held from March 23rd through March 27th, 2019 at the Osaka International Convention Center in Osaka, Japan. http://www.ieeevr.org/2019/
Abstract: This paper presents the results of the Virtual Internship project that aims to help young job seekers get insights of different workplaces via immersive and interactive experiences. We designed a concept of ‘Immersive Job Taste’ that provides a rich presentation of occupations with elements of workplace training, targeting a specific group of young job seekers, including high-school students and unemployed. We developed several scenarios and applied different virtual and augmented reality concepts to build prototypes for different types of devices. The intermediary and the final versions of the prototypes were evaluated by several groups of primary users and experts, including over 70 young job seekers and high school students and over 45 various professionals and experts. The data were collected using questionnaires and interviews. The results indicate a generally very positive attitude towards the concept of immersive job taste, although with significant differences between job seekers and experts. The prototype developed for room-scale virtual reality with controllers was generally evaluated better than those including cardboard with 360 videos or with animated 3D graphics and augmented reality glasses. In the paper, we discuss several aspects, such as the potential of immersive technologies for career guidance, fighting youth unemployment by better informing the young job seekers, and various practical and technology considerations.
Immersive Job Taste: a Concept of Demonstrating Workplaces with Virtual RealityMikhail Fominykh
"Immersive Job Taste: a Concept of Demonstrating Workplaces with Virtual Reality" has been presented at 2019 IEEE VR Fourth Workshop on K-12+ Embodied Learning through Virtual & Augmented Reality (KELVAR) on March 23, 2019.
https://sites.google.com/site/vrkelvar/
ABSTRACT
This paper presents a new concept of ‘Immersive Job Taste’ – interactive virtual reality demonstration of a workplace that aims to give a feeling of going through an average workday of a professional with elements of basic training. The main target audiences of Job Taste simulations are young job seekers who can be aided in selecting a career path at school or a welfare center, choosing the first or a new occupation, often after a period of being unemployed. The design methodology behind the Immersive Job Taste concept includes presentation of a workplace, typical tasks, feedback on performance, and advice on applying for jobs in the specific industry. We developed several scenarios and applied different virtual and augmented reality concepts to build prototypes for different types of devices. The prototypes were evaluated by several groups of primary users and experts. The results indicate a generally very positive attitude towards the concept. In this paper, we discuss the potential impact of applying the concept and directions for future work.
Workplace training 4.0 for Industry 4.0 Experience Capturing and Re-enactment...Mikhail Fominykh
Invited speech at IMTEL Innovation Day at the Norwegian University of Science and Technology on November 20, 2018.
The WEKIT training methodology and the technological platform allow creating educational experience efficiently using the time of the expert, aimed for the areas where expertise is rare and experts are scarce.
This approach is based on the idea of using wearable sensors to capture performance of an expert and then making it available for trainees using Augmented Reality.
Virtuelle arbeidsplasser – karriereveiledning i fremtidens NAV-kontor?Mikhail Fominykh
Slides til presentasjon på konferanse "Unge i arbeidslivet"
Tid: onsdag 24. og torsdag 25. oktober 2018
Sted: Scandic Holmenkollen Park, Oslo
Virtuelle arbeidsplasser – karriereveiledning i fremtidens NAV-kontor? Et utviklingsprosjekt med bruk av spillteknologi i et samarbeid med Norges teknisk-naturvitenskapelige universitet (NTNU), NAV Trøndelag og Brukerrådet for ungdom i Trøndelag (BRU).
Mikhail Fominykh, forsker, NTNU, Heidi Fossen, koordinator for forskning og utdanning, NAV Trøndelag og Hans Kristian Lilleberg brukerrepresentant ungdom, BRU
Industrial Training and Workplace Experience with Augmented and Virtual RealityMikhail Fominykh
Slides form the keynote at the Simposio Internacional de Informática Educativa (SIIE 2018)
http://siie2018.uca.es/index.php/en/keynotes-en/
Abstract: In the context of the 4th industrial revolution and a globalized world, there is a pressing need for continuous acquisition and update of skills to maintain efficiency and to ensure inclusion and participation of all citizens in the globalized workplace. At the highly automated and rapidly updated workplaces, the need for expertise and effective training is growing. In the EU-funded research-and-innovation project WEKIT, we address these challenges by developing a new approach to industrial training. This approach is based on the idea of using wearable sensors to capture expert performance and then making it available for trainees using Augmented Reality. The WEKIT training methodology and the technological platform allow creating effective educational experience efficiently using the time of the expert involved in content creation. The idea of capturing workplace experience finds another application area in the research project Virtual Internship, funded by the Norwegian welfare authority. In this project, we use augmented and virtual reality to increase awareness of schoolchildren about various professions and improve motivation of young unemployed to search for a new job. We aim to find out if immersive and interactive experiences of exploring workplaces and trying typical tasks can help in mitigating the youth unemployment.
EATEL Summer School on Technology Enhanced learning Jtelss18Mikhail Fominykh
Opening and closing slides from the 14th EATEL Summer School on Technology Enhanced learning JTELSS18, held in Durres, Albania on May 14-18 2018.
http://ea-tel.eu/jtelss/jtelss2018/
Active learning modules for multi professional emergency management training ...Mikhail Fominykh
These are the slides of the paper by: Ekaterina Prasolova-Førland, Judith Molka-Danielsen, Mikhail Fominykh, and Katherine Lamb: "Active Learning Modules for Multi-Professional Emergency Management Training in Virtual Reality". The paper has been presented at the International Conference on Teaching, Assessment and Learning for Engineering (TALE), Tai Po, Honk Kong, December 12–14, 2017, IEEE.
http://tale-conference.org/tale2017/
Wekit - performance augmentation in industrial training - technology enhanced...Mikhail Fominykh
Invited speech at the Symposium on eInfrastructures and Discruptive Technologies in eAssessment at the Technology-Enhanced Assessment conference TEA 2017
Technology acceptance of augmented reality and wearable technologies ilrn 201...Mikhail Fominykh
"Technology Acceptance of Augmented Reality and Wearable Technologies" #TAM at #iLRN2017
by Fridolin Wild, Roland Klemke, Paul Lefrere, Mikhail Fominykh and Timo Kuula
Paper presented at the 3rd Immersive Learning Research Network Conference in Coimbra, Portugal on 28 June 2017
Publication: https://link.springer.com/chapter/10.1007/978-3-319-60633-0_11
Role playing and experiential learning in a professional counseling distance ...Mikhail Fominykh
Presentation given at the 29th EdMedia conference, Washington DC.
Abstract: In this paper, we explore role-playing and experiential learning approaches applied in an immersive virtual environment for a professional counseling distance course. Training professional counselors requires practice and therefore possesses a challenge for the distant education. Although both counseling professionals’ codes of ethics provide guidance for the ethical practice in difficult situations, the prevailing response among many of these professionals tends to be ambivalent. We explored conditions that influenced knowledge acquisition of graduate rehabilitation counseling students who role-played two challenging scenarios and then had a possibility to review the performance. The data were collected using questionnaires and interviews. The potential of the teaching method and the supporting technology are discussed. The findings indicate that role-playing and experiential learning are valued by the participants as a teaching method in a distance course.
Conceptual framework for therapeutic training Fominykh EdMedia 2017Mikhail Fominykh
Presentation given at the 29th EdMedia conference, Washington DC.
Abstract: This paper presents a concept for designing low-cost therapeutic training with biofeedback and virtual reality. We completed the first evaluation of a prototype - a mobile learning application for relaxation training, primarily for adolescents suffering from tension-type headaches. The system delivers visual experience on a head-mounted display. A wirelessly connected wristband is used to measure user’s pulse and adjust the training scenario based on the heart rate data. Repeating the exercise can make the user able to go through the scenario without using the app, learn how to relax, and ultimately combat tension-type headache. The prototype has been evaluated with 25 participants. The results demonstrate that the application provides a relaxing experience and the implementation of biofeedback is useful for therapeutic training. The results are discussed to evaluate the technological, therapeutic and educational potential of the prototype and to improve the conceptual framework.
The document discusses the WEKIT project, which aims to develop a wearable experience training methodology. This methodology involves capturing an expert's experience, enabling trainees to re-enact it wearing augmented reality devices, and then evaluating the training. The WEKIT platform and prototype use various sensors and AR tools to match trainee performance to expert data. The project is evaluating the approach in industrial settings like aircraft maintenance and healthcare imaging. The goal is to provide innovative learning that transfers experts' tacit knowledge through immersive experience sharing.
Cognitive behavior training with virtual reality and wearable technology @ we...Mikhail Fominykh
The slides were used for a presentation of the prototype on CBT with VR and WT at the WELL workshop (Wearable enhanced learning). The prototype is being designed for training relaxation techniques. Technologically is it aimed to be mobile, so that patients can practice at any time and at any place.
Wearable Experience for Knowledge-Intensive Training WEKIT lectureMikhail Fominykh
This lecture gives an overview of Augmented Reality and Wearable Technology and their use in workplace learning. It explains the basic concepts related the relevant pedagogies
(learning by doing, experiential learning, tacit and explicit knowledge) and some technological details (state of the art and devices).The lecture introduces experience capturing and experience reenactment both as a training approach and from the technical point of view. The lecture also contains a brief introduction of the WEKIT EU project.
This document discusses using virtual reality for emergency management training. It describes several virtual reality projects for training nurses, medical students, and first responders. These include virtual hospitals, operating rooms, emergency rooms, and disaster scenarios. The goal is to create an active learning module using virtual reality that will be implemented in emergency management courses. Relevant frameworks mentioned include naturalistic decision making, experiential learning, and cognitive load theory. The presentation provides information on the theoretical approaches and software that will be used to develop virtual reality training simulations.
Wekit Horizon2020 project partner presentation by Europlan UK ltdMikhail Fominykh
Europlan will play several roles in the WEKIT project including being a visionary for the WEKIT Framework, quality control, and leading exploitation and community building efforts. Europlan people will contribute to quality control, exploitation, public awareness, and the Framework. Mikhail Fominykh will specifically contribute to the Framework, quality control, exploitation, and public awareness.
An introductory lecture to Virtual Reality. This version of the lecture was presented at an open lecture at Aksaray University in Turkey for computer science and engineering students.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Eu project co creat collaborative-space_3_handbook_for_educators_by_fominykh
1. Collaborative Space 3
Handbook for Educators
Mikhail Fominykh and Monica Divitini
Norwegian University of Science and Technology
2. Part I. Description of CS 3
University students in UO, TU and NTNU are writing
collaboratively a book chapter into electronic publication.
In the publication, students are handling current topics in
the field of educational technology. Students are working
both f2f in their home universities and virtually in social
media environments. Writing-process is supported with
mobile-phones. The working process is based on adaptive
problem solving process and the ideas of playful learning.
These pedagogical approaches enhances creative thinking
and fosters students to critically consider used ways of
thinking and acting.
3. Description of CS 3: Settings
University students in UO, TU and NTNU are writing
collaboratively a book chapter into electronic publication.
In the publication, students are handling current topics in
the field of educational technology. Students are working
both f2f in their home universities and virtually in social
media environments. Writing-process is supported with
mobile-phones. The working process is based on adaptive
problem solving process and the ideas of playful learning.
These pedagogical approaches enhances creative thinking
and fosters students to critically consider used ways of
thinking and acting.
4. Description of CS 3: Technology
University students in UO, TU and NTNU are writing
collaboratively a book chapter into electronic publication.
In the publication, students are handling current topics in
the field of educational technology. Students are working
both f2f in their home universities and virtually in social
media environments. Writing-process is supported with
mobile-phones. The working process is based on adaptive
problem solving process and the ideas of playful learning.
These pedagogical approaches enhances creative thinking
and fosters students to critically consider used ways of
thinking and acting.
5. Description of CS 3: Theory
University students in UO, TU and NTNU are writing
collaboratively a book chapter into electronic publication.
In the publication, students are handling current topics in
the field of educational technology. Students are working
both f2f in their home universities and virtually in social
media environments. Writing-process is supported with
mobile-phones. The working process is based on adaptive
problem solving process and the ideas of playful learning.
These pedagogical approaches enhances creative thinking
and fosters students to critically consider used ways of
thinking and acting.
6. Description of CS 3: Creativity
University students in UO, TU and NTNU are writing
collaboratively a book chapter into electronic publication.
In the publication, students are handling current topics in
the field of educational technology. Students are working
both f2f in their home universities and virtually in social
media environments. Writing-process is supported with
mobile-phones. The working process is based on adaptive
problem solving process and the ideas of playful learning.
These pedagogical approaches enhances creative thinking
and fosters students to critically consider used ways of
thinking and acting.
7. Part II. What we did in CS 3
Settings–Technology–Theory–Creativity–Process–Outcome
Designing of seven TEL challenges
Bringing 68 students (OU, NTNU, and TU)
Timeline of five weeks
Three expert and one peer-review
A tutor for each international group
2
International group 1
Local group OU
…
Local group NTNU
…
Local group TU
…
3
4
5
6
7
8. Part II. What we did in CS 3
Settings–Technology–Theory–Creativity–Process–Outcome
Adobe Connect, PurotWiki, and Prezi
Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7
Doodle
email
Facebook
Google
Drive&Docs
Skype
- No use of mobile phones
9. Part II. What we did in CS 3
Settings–Technology–Theory–Creativity–Process–Outcome
Creativity (problem solving, as proposed)
• Process – problem definition and idea generation
and evaluation (Lubart, 1999; Hilliges et al., 2007)
• Product – a response to the problem (Amabile, 1996)
Learning (not very Playful learning)
• Constructivist approaches
• Problem-based learning
• Project-based learning
• Reflective learning
10. Part II. What we did in CS 3
Settings–Technology–Theory–Creativity–Process–Outcome
Perceptions of Creativity
• In the product
• In the process
• Limited or inhibited
Technology as a means to support Creativity
• Technological challenges – efforts to resolve problems
• Building trust and atmosphere by synchronous
communication as close to f2f as possible
11. Part II. What we did in CS 3
Settings–Technology–Theory–Creativity–Process–Outcome
Questionnaire
Planning in Tallinn
Workshop
paper @
EC-TEL
24.05.12
Introduction
General expert
Theory expert
Peer-review
Tech. expert + presentations
Implementation
18.09.12 15.10.12
15.10.12
Evaluation in Trondheim
Interviews
Reflection
Notes @
NTNU
Nov.12
Full paper
draft
Data analysis
Dec.12 Jan.13
Aug.13
12. Week 34
Week 35
Week 36
Week 37
Week 38
Week 39
Week 40
Week 41
Week 42
Week 43
Week 44
Week 45
Week 46
Week 47
What we did in CS 3: Process
Task 1 “Cooperation Technology overview”
Task
announce
Presentation
s of the
group
projects
Group
formation
,
Assemble
list of
tools
Task 2 “Mobile learning in the city”
Task
announce
Report
delivery
Task 3 “International project work”
Teams’
starting
meetings
Monday
15th and
Tuesday
16th of
October
(in AC)
The teams
will be
encouraged
to meet
regularly on
AC or some
other place…
Peer-review
on other
team’s
book
chapter
Joint ending
meeting
Thursday
15th of
November
Task 4 “Individual essay”
Announce of
the topics for
discussion
Virtual seminars
Virtual
seminar 1
“Webconferenc
es” AC
Virtual
lecture on
Virtual
Worlds
“Second Life”
and
“vAcademia?
Virtual
seminar 3
Presentation
of annotated
classification
of CSCW in
“vAcademia”
Essay
submissio
n
13. Part II. What we did in CS 3
Settings–Technology–Theory–Creativity–Process–Outcome
Media Handbook for Educators = seven chapters
produced by seven student groups
http://cocreat.purot.net/
•
•
•
•
Students learning
International cooperation and coordination (process)
International collaborative project work (product)
Cooperation and media technology (New tools)
Technology-Enhanced Learning (New domain)
15. Thank you!
Presented by Mikhail Fominykh
mikhail.fominykh@ntnu.no
http://www.idi.ntnu.no/~fominykh/
For more information visit
http://cocreat.wordpress.com/
The CoCreat Project has been funded with support from the European
Commission. This publication reflects the views only of the authors, and the
Commission cannot be held responsible for any use which may be made of
the information contained.
511733-LLP1-2010-1-FI-KA3MP