How to become an effective knowledge managerAberdeen CES
This presentation asks what it takes to become an effective manager of knowledge beyond the individual, to the classroom, community and international scales. At these scales, might social learning provide a mechanism through which we can facilitate the spread of new ideas, and perhaps even attitudes and behaviours? The session will consider the possibilities, using case studies from the Sustainable Uplands project at the United Nations Convention to Combat Desertification, considering how we can each become more effective knowledge managers, and so affect change far beyond our immediate sphere of influence.
How to become an effective knowledge managerAberdeen CES
This presentation asks what it takes to become an effective manager of knowledge beyond the individual, to the classroom, community and international scales. At these scales, might social learning provide a mechanism through which we can facilitate the spread of new ideas, and perhaps even attitudes and behaviours? The session will consider the possibilities, using case studies from the Sustainable Uplands project at the United Nations Convention to Combat Desertification, considering how we can each become more effective knowledge managers, and so affect change far beyond our immediate sphere of influence.
Learning Design Implementations for Distance e-LearningM I Santally
This paper discusses how modern technologies are changing the teacher-student-content relationships from the conception to the delivery of so-called 'distance' education courses. The concept of Distance Education has greatly evolved in the digital era of 21st Century. With the widespread use and access to the Internet, exponential growth has been experienced in the field of multimedia and web technologies. These developments have greatly reduced the significance of the term 'distance' in Distance Education. Consequently, the term distance stands as a paradox in the globalised networked environments. As a result with new communication and collaboration tools, and possibilities to disseminate high quality audio, video and interactive materials over the information superhighway, the educational design process of distance education materials has new perspectives to explore in order to improve and even re-engineer the overall 'distance' teaching and learning concept.
Using innovative social networking tools to foster communities of practice eLearning Papers
Authors: Yvonne Diggins, Ann Marcus-Quinn, C Bruen
The National Digital Learning Resources Service (NDLR), funded by the HEA, is an open educational resource service, providing an open online repository and community portal, shared between the seven Universities and the fourteen Institutes of Technology in Ireland. The NDLR uses innovative technologies and social networking tools to foster over thirty active communities of practice.
Knowledge Management (KM) is a social activity. More and more organizations use social software as a tool to bridge the gap between technology- and human-oriented KM. In order to create interoperable, transferable solutions, it is necessary to utilize standards. In this paper, we analyze which standards can be applied and which gaps currently exist. We present the concept of knowledge bundles, capturing information on knowledge objects, activities and people as a prerequisite for social-focused KM. Based on our concept and examples, we derive the strong need for standardization in this domain. As a manifesto this paper tries to stimulate discussion and initiating a broad initiative working towards a common standard for the next generation of knowledge management systems. Our manifesto provides with eight recommendations how the KM community should act to address future challenges.
Learning Design Implementations for Distance e-LearningM I Santally
This paper discusses how modern technologies are changing the teacher-student-content relationships from the conception to the delivery of so-called 'distance' education courses. The concept of Distance Education has greatly evolved in the digital era of 21st Century. With the widespread use and access to the Internet, exponential growth has been experienced in the field of multimedia and web technologies. These developments have greatly reduced the significance of the term 'distance' in Distance Education. Consequently, the term distance stands as a paradox in the globalised networked environments. As a result with new communication and collaboration tools, and possibilities to disseminate high quality audio, video and interactive materials over the information superhighway, the educational design process of distance education materials has new perspectives to explore in order to improve and even re-engineer the overall 'distance' teaching and learning concept.
Using innovative social networking tools to foster communities of practice eLearning Papers
Authors: Yvonne Diggins, Ann Marcus-Quinn, C Bruen
The National Digital Learning Resources Service (NDLR), funded by the HEA, is an open educational resource service, providing an open online repository and community portal, shared between the seven Universities and the fourteen Institutes of Technology in Ireland. The NDLR uses innovative technologies and social networking tools to foster over thirty active communities of practice.
Knowledge Management (KM) is a social activity. More and more organizations use social software as a tool to bridge the gap between technology- and human-oriented KM. In order to create interoperable, transferable solutions, it is necessary to utilize standards. In this paper, we analyze which standards can be applied and which gaps currently exist. We present the concept of knowledge bundles, capturing information on knowledge objects, activities and people as a prerequisite for social-focused KM. Based on our concept and examples, we derive the strong need for standardization in this domain. As a manifesto this paper tries to stimulate discussion and initiating a broad initiative working towards a common standard for the next generation of knowledge management systems. Our manifesto provides with eight recommendations how the KM community should act to address future challenges.
There's no denying that building web applications is non-stop glamor and excitement; nights filled with wild parties, surrounded by adoring fans and all the hot-pockets you can eat. But your application doesn't exist in a vacuum; there are a huge number of other technical bits that go into making a successful application - the scaffolding.
In this session, we'll talk about many of the most useful bits of scaffolding we can use to help us build stuff better, faster and more effectively. So that you can spend more time posting to hacker news about the awesome map-reduce framework you just wrote in erlang.
Paul Kirschner (Director of Research on Lifelong Learning in the Professions, Netherlands Laboratory for Lifelong Learning (NeLLL), Open University of Netherlands explains the social aspects of collaborative learning at Universitat Oberta de Catalunya (27/02709)
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with...Jari Laru
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with mobile tools in three everyday contexts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp.11-21). Tübingen: Knowledge Media Research Center.
Supporting integration through incidental learningAndrew Brasher
The Maseltov project (“Mobile Assistance for Social Inclusion and Empowerment of Immigrants with Persuasive Learning Technologies and Social Network Services”, http://www.maseltov.eu/ ) project recognises major risks for social exclusion of immigrants and identifies the potential of mobile services for promoting integration and cultural diversity in Europe.
The project intends to exploit the potential of mobile services for promoting integration and cultural diversity in Europe, and is focusing on support for immigrants with particular needs e.g. those who have not learned foreign languages, and who have a cultural background that contrasts with that of their host country.
We will present the first iteration of an incidental learning framework developed within the Maseltov project. This framework is intended to facilitate the coordination of existing technologies, content, pedagogies, processes and practices into learning services that can be used effectively by immigrants, their networks and mentors so as to increase immigrants’ ability to function in an unfamiliar society. When fully developed, the framework is intended to support the design of learning experiences which show
(i) how incremental, opportunistic, social and game-based learning can be applied to immigrants problems, (ii) which content areas can be offered and combined (from among language, culture, information access, mobility, health care, etc.), and (iii) which technologies are best suited for each type of content and interaction.
A full description of the Incidental Learning Framework is provided by Brasher et al (2012).
Brasher, Andrew; Dunwell, Ian; Akiki, Oula and Gaved, Mark (2012). MASELTOV Deliverable D7.1.1: Incidental Learning Framework. MASELTOV Consortium, Graz, Austria. http://oro.open.ac.uk/39524/1/MASELTOV_D7.1.1_2012-09-02_IncidentalLearningFramework_final.pdf
THE CASE FOR MIXED REALITY TO IMPROVEPERFORMANCEStuart W.docxmamanda2
THE CASE FOR MIXED REALITY TO IMPROVE
PERFORMANCE
Stuart W. Volkow Alex C. Howland, PhD
The world of work is rapidly changing. Now, more than ever, the need for continuous workforce training
is needed. While there are many benefits to social and experiential offerings of face-to-face training,
distance learning is typically more practical in today’s society. Unfortunately, current distance-learning
technologies lack the immersion necessary for learning 21st-century skills. Virtual reality and
augmented reality (i.e., mixed realities) can be more effective for training and learning than traditional
flat-screen media.
THE FUTURE OF WORK AND THE
OPPORTUNITY OF MIXED REALITIES TO
IMPROVE PERFORMANCE
Robots, automation, and artificial intelligence are rapidly
changing the face of the American workforce. As more
and more jobs are filled by machines, experts agree that
the education marketplace will need to change to keep up
with the growing and widespread need for worker retrain-
ing (Pew Research Center Internet & Technology, 2017).
While there are benefits to the social and experiential
learning experiences that can be offered in a face-to-face
setting, distance learning is often an affordable and flexible
way to provide that training.
Unfortunately, most eLearning and webinar platforms
only offer participants a passive experience (e.g., watch-
ing videos, listening to a lecture). With corporate edu-
cation, including employee orientation, onboarding, and
skill building, passive learning is the norm, consisting
largely of sitting down and consuming pre-packaged con-
tent in bulk that’s presented formally by an educator
(Hinchcliffe, 2017). Such offerings do not help develop the
vital skills needed in today’s increasingly global and dis-
tributed economy, such as teaming, communication, lead-
ership, and cultural intelligence. They also do not immerse
learners into the context of the learning and provide the
ability for learners to practice in a safe environment. As
a result, many learners develop feelings of isolation, dis-
connectedness, and frustration, often associated with poor
retention rates and low return on investment (Willging &
Johnson, 2009).
Mixed-reality technologies (i.e., virtual reality and aug-
mented reality) provide solutions to these problems by
allowing people to come together in an active simulated
environment that allows them to see and interact with fel-
low participants and the simulated environment, regard-
less of geographic location. Such technologies have the po-
tential to dramatically transform education, training, and
human performance. The aim of this article is to provide
an overview of mixed realities (MR), to discuss theories as-
sociated with how the technologies can provide value for
performance, and to provide specific examples of effective
early-use cases.
Introduction to Mixed Realities
Well told, any story can be immersive. From spoken word
to literature, film, and television, imagination work.
The presentation shows 5 main trends for e-learning - it is a starting point for discussions, slides can be re-used for workshops on trend identification and roadmapping
Developing Computational Thinking Practises through Digital Fabrication Activ...Jari Laru
This paper presents a study of developing computational thinking (CT) practices through digital fabrication activities, such as creating tangible artefacts with digital tools. The aim of the study was to explore the potential of digital fabrication activities for developing CT practices. We investigated three cases of school visits where the students engaged in digital fabrication activities in Fab Lab Oulu, northern Finland. Based on the perspectives of the teachers who participated in the activities and facilitators who ran the activities, we identified that digital fabrication activities have the potential to develop CT practices, especially formulating problems in order to use a computer for assistance, thinking logically, and implementing possible solutions efficiently and effectively. The findings suggested that the nature of digital fabrication activities, such as frequent use of computers and complex problem-solving, encouraged development of CT practices. However, we also uncovered the possibility that CT is not being adequately defined by the teachers and facilitators.
Supporting Fab Lab facilitators to develop pedagogical practices to improve l...Jari Laru
Planning and facilitating digital fabrication activities, where students engage in creating tangible artefacts with digital technology, requires knowledge on both technology and pedagogy. Currently, most of the studies see facilitators of digital fabrication activities as technology experts and there are only few studies regarding them as educators. There is not much discussion from the learning sciences point of view, considering what are the requirements to enhance learning in the activities. To fill these research gaps, this paper aims to provide theoretically grounded practical suggestions of how the facilitators may contribute to improve students’ learning in digital fabrication activities based on learning science propostions. The aim of this study was to explore, how Fab Lab facilitators and school teachers can design digital fabrication activities to support students’ learning. We explored the current practices in Fab Lab Oulu from the two perspectives: considering novice students’ learning and scaffolding ill-structured problem-solving. We suggest that the facilitators may improve students’ learning by taking into account their background and current learning processes, applying instructional scaffolding, and supporting teachers involvement to take active role in the activities.
Are we currently moving from the age of mobolism to age of artificail intelli...Jari Laru
The 13th annual International Technology, Education and Development Conference, INTED2019,IValencia (Spain). 11th-13th of March, 2019. Special Learning Technology Accelerator (Lea) Horizon 2020 project session: Innovation procurement to steer user-driven innovations for digital learning.
Digitaalisen oppimisen välineitä yhdessä kehittämässä – varhainen omaksuja, u...Jari Laru
Esitykseni pääviesti on se, että jokaisessa organisaatiossa on varhaisia omaksujia myös tietohallinnon asiakkaina. Heidät tulisi ottaa mukaan yhteiskehittämiseen eli käyttää resurssina, eikä syyllistyä vastakkainasetteluun..
Korkeakoulujen IT-Päivät 6.11-7.11.2018 Oulu, Finland.
Miten opettajien uusi sukupolvi mullistaa opetuksen? Vai mullistaako sittenkään?Jari Laru
Puheenvuoro SETT2018 tapahtumassa 13.9.2018, Messukeskus, Helsinki.
Tarkastelen puheenvuorossa virassa olevien opettajien ja opettajaksi opiskelevien välisiä eroja ja yhtäläisyyksiä.
Puheenvuoro RAKLI:n vierailulla: Teknologiatuettu oppiminen ja oppimisen uude...Jari Laru
RAKLIn vierailu Oulun yliopistolle 11.6.2018. Puheenvuoro.
Jari Laru, KT, yliopistonlehtori, teknologiatuettu oppiminen ja opetus
Oulun yliopisto/KTK/Oppimisen ja koulutusteknologian tutkimusyksikkö
Mulla olis ny yksi hopea ja kuusi pronssia! osaamismerkit opetuksessa Jari Laru
ESITYS esitetty Interaktiivinen Tekniikka Koulutuksessa 2017 -tapahtumassa.
Tässä foorumissa kerrotaan kokemuksia tieto- ja viestintätekniikan orientoivien opintojen (3+2 op) muuttamisesta osaamismerkkeihin perustuvaksi, opiskelijalähtöiseksi, pelillistetyksi ja ongelmalähtöiseksi kokonaisuudeksi. Nämä väline- ja sovellusopinnot ovat tiedekuntamme opiskelijoille usein ainoa katsaus teknologiatuetun oppimisen ja opettamisen maailmaan, joten niiden kehittämiseen on panostettu vuosien aikana paljon. Aiemmin on kokeiltu mm. pisteisiin perustuvaa pelillistämistä ja opetuksen tarinallistamista. Mielestäni perinteiset välineharjoitukset eivät ole enää paras tapa opiskella tieto- ja viestintätekniikan hyödyntämistä 2010-luvulla, vaan yhä enemmän on tarvetta opetella tutkia uusia tapoja toteuttaa välineisiin ja sovelluksiin tutustuminen.
Kurssiuudistuksen suunnittelun pohjaksi valittiin kolmeportainen vaikeustason nousu ja siihen liittyvä ongelmalähtöisyys, kontekstualisuus ja pelillistäminen. Pelillistämistä lukuun ottamatta ongelmalähtöisyys ja kontekstualisuus lisääntyvät korkeammalle tasolle pyrittäessä. Kurssien rakenne suunniteltiin sellaiseksi että opiskelijat saivat itse päättää kuinka he opintonsa toteuttavat kunhan he saavat tietyn määrän osaamismerkkejä tositteena osaamisestansa. Jokainen osaamismerkki toimi itsenäisenä oppimateriaalina jonka lisäksi opettaja tarjosi opiskelijoille räätälöityä työskentelyapua.
Osaamismerkkien matalin taso koostui lähinnä sovellusharjoitteista ja tutustumisesta erilaisiin verkostopalveluihin. Toisella tasolla osaamismerkin sai oman opiskelunsa suunnittelemisesta, sovellusharjoituksen suunnittelusta tai vaikkapa käytännön opetuskokeilusta. Korkein taso tarkoitti kurssin välitöntä läpäisyä - erityisen etevä opiskelija pystyi osoittamaan oman osaamisensa hakemalla välittömästi kultaista merkkiä jonka tositteena tarvittiin toteutuksen suunnitelma ja raportti sovellusesimerkkeineen.
Osaamismerkit toteutettiin Discendumin Badgefactory -palvelun avulla ja ne integroitiin osaksi Eliademy-ympäristössä toteutettua kurssia. Matalimman tason osaamismerkit myönnettiin automaattisesti siten, että opettaja teki niiden hakulomakkeisiin vain satunnaistarkastuksia kun taas kaksi korkeinta tasoa perustui opettajan tekemään tarkistukseen ja hyväksymiseen. Hyväksytyt merkit opiskelija tallensi omaan Openbadge Passport -lompakkoonsa ja julkiseen osaamisportfolioonsa.
Teknologiatuettu oppiminen ja opetus 4op - johdantoluento + digitalisaatioJari Laru
Oulun yliopiston Kasvatustieteiden tiedekunnan kurssin "teknologiatuettu oppiminen ja opetus" johdantoluento. Luennoitsija: Jari Laru, KT, yliopistonlehtori, teknologiatuettu oppiminen ja opetus
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Scaffolding learning activities in real life contexts with collaborative scripts and mobile computers
1. Scaffolding learning activities in real
life contexts with collaborative
scripts and mobile computers
Jari Laru,
University of Oulu
25.4.2012
2. Focus of the study
The general focus of this doctoral
thesis is to apply theoretical ideas of
distributed cognition and scaffolding
for mobile computer supported
collaborative learning in authentic
contexts
3. Ill-structured problems in this thesis
Ill-structured problem solving was a
core task in all experiments in this
doctoral thesis. According to Jonassen
(2002) problems can be either well-
structured, when there is one clear
solution and solution path, or ill-
structured, when there are unclear
problem elements and multiple
possible solutions and solution paths.
6. Distributed cognition (Hutchins, 1995;
Salomon, 1993) is is a view that cognition
does not reside only in person’s head,
but distributed among people, artifacts
and symbols during thinking, reflection
and learning (Salomon, 1993)
8. The concept of cognitive tools is used to refer to any tool that
can support aspects of learner’s cognitive processes (Lajoie,
1993). Jonassen and Reeves (1996) broadens Lajoie’s view of
the term, using it to refer to any tools “than enhance the
cognitive powers of human beings during thinking, problem
solving, and learning” (p.693).
Cognitive tool
9. Tools for living vs. tools for learning
Tools for Living Tools for Learning
Type Tools with first-order fingertip Tools with second-order Mindtools (Jonassen,
effect (Perkins, 1986) fingertip effect (Perkins, 1996)
186)
Definition tools that are used Tools that enhance Tools that engage and
spontaneously without higher-order skills facilitate critical
chancing basic aspirations, thinking and higher-
endeavors, or thinking habits order skills
of population
Aim Improve productivity and Change our goals and the To make effective use of
efficiency ways of thinking the mental efforts of
the learner
Examples Eyeglasses, feature phone Handheld calculators Productivity software,
expert systems,
computer conferences,
smartphones, digital
learning environments,
mobile applications
10. In order to fit world of
Person-solo distributed cognition where
Person+ we live and role of mobile
Framework devices and applications
within it appropriate
framework is needed. One
fitting approach for this
purpose is a distributed
view of thinking and
learning suggested
originally by D. Perkins
(1996).
11. Distributed cognitive system
Exexutive function F(x)
F(x) F(x)
F(x)
F(x)
F(x)
Higher-order F(x) Tools for living
knowledge
F(x) F(x) Tools for learning
Scaffolds F(x) Mindtools F(x)
F(x)
Access craharacteristics
Knowledge
Person-solo
Representations
Person+Artefact
Retrieval
Person+Surround
Construction
12. Executive function F(X)
F(x)
F(x)
F(x) A system can further be
characterized as dependent on
F(x)
which of its components has the
executive function with respect to
the task being accomplished.
F(x)
In the distributed cognition model
executive function is distributed by
F(x)
the nature – distributions happen
in our surround all the time
Person-solo (Perkins, 1993)
Person+Artefact
Person+Surround
15. Nature of the learning task is one
crucial determinant of successful
Ill-structured collaboration (Arvaja, Häkkinen,
problem solving Eteläpelto, & Rasku-Puttonen,
2000). One of the everlasting
was a core task in challenges for instructional
designers is to provide real group
all experiments in tasks and contexts that stimulate
this thesis. questioning, explaining and other
forms of knowledge articulation
(Järvelä, Häkkinen, Arvaja, &
Leinonen, 2003). Such challenge is
grounded to an idea that the
authenticity of the learning
situations and tasks is assumed to
be an important factor that can
facilitate higher order learning
(Brown, Collins, & Duguid, 1989).
16. Collaboratively usable vs. collaborative
…suggestion was made to divide tools into the collaboratively
usable technology (in which software alone does not scaffold
collaboration) and collaborative technology (in which software is
designed specifically to support collaborative knowledge
construction), based on the instructional and pedagogical
aspects of tools (Lipponen & Lallimo, 2004)
Cases Collaboratively usable technology Collaborative technology
Case 1: ViMa - FLE3mobile
Case 2: Flyer Flyers -
Case 3: Edufeed Shozu, Flickr, Wordpress, Google Wikispaces
Reader
18. The world is entering into the Age
of Mobilism (Norris & Soloway,
2011). New technology tools fit
more readily and naturally our
lives; increasingly broad,
inexpensive, and easy access to
Internet wireless devices, and a
variety of Web-based personal
publishing and social software
tools are making computing truly a
ubiquitous and “continuous” part
of our lives (Roush, 2005, p.49).
19. Furthermore many researchers have argued
that educational use of emergent mobile
devices have technological attributes, which
provide unique technological, social and
Affordances
pedagogical affordances
Type of affordance Roschelle & Pea (2002) Klopfer & Squire (2008) Kiinalainen..
Technological · leverage topological · Connectivity
(or physical) space · Portability
· augment physical · Context sensitivity
space with the
information exchange
Social · aggregate individual’s · Social interactivity
participation into ·
group reflection
opportunities
Pedagogical · Situate teacher as · Individuality (provide
conductor of activity unique scaffolding)
· use students’ actions
as artifacts for
discussion
20. Evolution of the research on ”mobile
learning”
Mobility & PDA(s) Wild(s) Social mobile media Ubiquitous tomorrow
Years 1996- 2002- 2009-
Type of devices Personal Digital Feature phone, Smartphones Smartphones,
Assistant, PocketPC Smartphone Internet tablets,
phidgets, tangibles
Main type of Infrared Wifi, 2G cellular 3G cellular data 4G -->
connectivity data
Type of tools Mobile versions of Mobile Mobile clients and Multiple apps
desktop software applications internet based cloud
services
In this thesis Case I Case II Case III -
22. The fact that students nowadays
make use of different electronic
devices, which are available
ubiquitously and they are called
digital natives doesn’t make them
good users of the media they have
their disposal.
In other words, Perkins (1993) and
Salomon (1993) argue that learners
do not automatically know how to
take appropriate and measured
advantage of computer tools when
involved in cognitive activities with
them.
23. Interlearn (2005)
Scaffolding 1/2
• The concept of scaffolding was first introduced by
Wood, Bruner & Ross (1976) in order to define what kind of
instructional processes enables novices to carry out tasks that
are beyond their unassisted efforts, thus helping them
achieve independent task competence.
• The theoretical foundation of scaffolding comes from ideas
concerning the zone of proximal development (ZPD) and
sociocultural perspective (Vygotsky, 1986; Wertch, 1998).
• Scaffolding techniques have been used successfully in a
number of desktop tools
(Quintana, Reiser, Davis, Krajcik, Fretz, Duncan, Kyza, Edelson,
Soloway, 2004)
jari.laru@oulu.fi 23
24. Interlearn (2005)
(distributed) Scaffolding 2/2
• Puntembekar & Kolodner (1998) have argud that models of
individual scaffolding are not necessarily applicaple to
educational settings in which a group of learners is pursuing a
common goal.
• Other up-to-date notions on scaffolding emphasize that it can
take a variety of forms - it can be extended to cover physical
artifacts and representations, which can serve as cognitive
tools that mediate action (Palincsar, 1998; Wertch, 1998), but
also to consider peers and social roles as scaffolding agents
(Tabak, 2004; Puntembakar & Kolodner, 1998).
=>Puntembekar & Kolodnner (1998) have coined the term
distributed scaffolding to refer to such instructional designs
that sequence and integrate a variety of social and material
supports.
jari.laru@oulu.fi 24
25. Collaborative scripts
• With respect to challenges in collaborative
learning, Kollar, Fischer & Hesse (2006) have
distinguished two classes of scaffolds:
A) scaffolds that provide support on a conceptual level
(microscript)
B) scaffolds that provide support concerning interactive
processes between the collaborators (macroscript)
• Especially in CSCL such scaffolds have been called
collaboration scripts (Fischer et. al, 2007; MOSIL, 2004)
27. Concept of fading reveals to be
problematic!
• Pea (2004) suggested that scaffolds that do
not incorporate fading are actually a part of
distributed cognition, or the division of an
overall cognitive task into subtasks that can be
completed by different people or tools
(Hutchins, 1995).
• Fading is not possible at all with it’s original
meaning in computer mediated contexts
(Belland, 2011)
28. Scaffolds as a part of distributed
cognition
Scripts can be examined through the metaphor
of distributed cognition which have been argued
to appropriately to apply computer-based
scaffolding: ”because the latter do no not
simply, but fundamentally change the nature of
cognition (Kollar, Fischer & Hesse, 2006; Belland,
2011)
29. Distributed Scaffolding
cognition Distributed scaffolding
Scaffolding in the context of
Distributed cognitive system
Microscripts Macroscripts
Integrated learning scripts
Collaborative learning activities
31. Distributed cognitive system
Exexutive function F(x)
F(x) F(x)
F(x)
F(x)
F(x)
Higher-order F(x) Tools for living Controlling agent
knowledge (in this case it’s
external CL script)
F(x) F(x) Tools for learning
Scaffolds F(X) F(x) Mindtools F(x) Removal
Internal CL script ag
F(x)
Access craharacteristics
Knowledge
Person-solo
Representations
Person+Artefact
Retrieval
Person+Surround
Construction
32. External script
Emergent interaction pattern(s)
Team+
External script Task(s)
Degree of congruency
C
A
Integrated learning script (macroscript)
B
Group members
Microscript Microscript Microscript
Person+ Person+ Person+
Internal script
Internal script
Internal script
Person-solo Person-solo Person-solo
A B C
33. Script as method
• In this thesis script is considered as method to be
used during activities in different case studies,
not as a pedagogical objective, with goal to be
internalized for the future
• However, when script is a method, the internal
script is instrumental to play well the external
script (each students construct some internal
script that will – to some – extent be different
from the external script) (Dillenbourg & Jermann,
2006
34. Didactic envelope
(macroscripting)
In MOSIL project dillenbourg et. Al (2004) expanded the scope of
collaboration scripts presented by Dillebourg (2002) to encompass
more than just small group interaction by introducing concept of
didactic envelope: “we discriminate the core script from its
didactic envelope, i.e. a set of pre- and post-structuring activities”
(p.13). Such structuring activities (e.g. introducing the
topic, reflecting on what what was discussed, etc.) allow triggering
the core mechanisms and enable scripts to be optimally integrated
into the lesson plan and are an essential part of macroscripting
(Dillenbourg & Jermann, 2006; Dillenbourg & Tchounikine, 2005).
35. Disturbing collaboration: ”swish”
Dillenbourg & Hong (2008) have termed their approach for
disturbing collaboration as “Split Where Interaction Should
Happen” (SWISH). They summarize it by using three axioms:
1. Learning is result from interactions in which learners have
to engage in order to compensate split introduced by
macroscript, i.e constructing shared solution based on
materials gained during individual reflections (case study
III in this thesis).
2. The nature of “split” thus determines the nature of
interactions. Interactions are mechanisms for overcoming
task splits
3. The splits can therefore – in reverse engineering- be
designed to trigger the very interactions that the designer
wants to foster
38. Aims of the study I/II
The general focus of this doctoral
thesis is to apply theoretical ideas of
distributed cognition and scaffolding
for mobile computer supported
collaborative learning in authentic
contexts
39. Aims of the study II/II
• The first aim was to analyze the nature of collaboration
in the mobile technology supported settings of
collaborative learning (papers I and III-IV) and work
(paper II)
• The second aim was to experiment the kind of
scaffolding of mobile computer supported
collaboration that can enrich collaborative learning
(papers I,III-IV) and work (paper II)
• The third aim was to discuss the methodological issues
for studying social interactions and collaborative
learning in mobile computer supported activities (I-IV)
40. Research design
The research design combines
chracteristics from the design
based research (DBR), Case-
study approach (Yin, 2003) and
situated approach (Greeno,
2006)
41. Theory
Inquiry learning Case III
Argumentative learning
Paper III
Instructional design
Case II Instructional design Core activity
2nd analysis
Main methods Core activity Blended learning EI
Results & findings
1st analysis Argumentative inquiry
Mann Whitney U-test Script
learning
Data Script Integrated learning script
Qualitative content
analysis Flyers, audio
recordings, mindmaps Integrated learning script
Context
Context Macro: Storyboard + tutors
Mobile tool Higher Education
Flyers
Fieldtrip (K12) Micro: Sentence openers
Data
Tools
Log
Mobile tool data, recordings, knowledge
test, wiki history, content
Case I Media uploader
2nd analysis Paper II Results & findings Google Reader
Main methods 1st analysis
Social software (students)
Social network analysis 1st analysis
Instructional design Media sharing
Data 2nd analysis
Weblog
Qualitative content Logs, interviews, Core activity Wiki
analysis questionnaires RSS Reader
Knowledge building Paper IV
Context Social software (class)
Mobile tool Script
Virtual master’s Course blog Main methods
FLE3mobile Macro: Free collaboration Course wiki
programme
Micro: sentence openers RSS aggregats Qualitative content
analysis (mixed)
Theory Bayesian modeling
FLE3 Tiernajack
Progressive inquiry learning
Flyers SmartLibrary Knowledge building
Preliminary Theory
Paper I analysis Theory (analytical lens)
Foundations Community of Practise
42. Laru, J. & Järvelä, S. (2008). Social patterns in mobile
technology mediated collaboration among members of the
professional distance education community. Educational
Media International Journal, 45(1),17-3.
44. Overall, the analyses revealed nonparticipative behaviour within the online
community.
The social network analysis revealed structural holes and sparse collaboration
among participants in the offline community. It was found that due to their
separated practices in the offline community, they didn’t have a need for mobile
collaboration tools in their practices.
45. STUDY 2: FLYERS
Laru, J. & Järvelä, S. (2008). Social patterns in mobile
technology mediated collaboration among members of the
professional distance education community. Educational Media
International Journal, 45(1),17-3.
47. Although the results revealed several shortcomings in the types of
argumentation...
….In general, the use of the mobile tool likely promoted important
interaction during inquiry learning, but led to superficial
epistemological quality in the knowledge claim messages.
48. Course blog and wiki
Mobile applications
Course level tools
D. Reflect & E. Review &
B.Reflect F. Co-construct
Phase: A.Ground C.Conceptualize elaborate evaluate
knowledge Course feed
Group level tools
Software:
Collaborative Solo Collaborative
Activity:
Lecture Discussion Phototaking Blogging Discussion Wikiwork
Multiple feeds
Merged feeds
Monitoring tools
G.Monitor Tools used to merge multiple RSS feeds
Figure 4. Socio-technological design of the course. The idea of making use of each others’
knowledge was operationalized in socio-technical design. It consisted of recurrent individual and collective phases in which students
used multiple Web 2.0 tools and mobile phones in concert to perform designed tasks. Retrieved from: Jari Laru, Piia Näykki, Sanna
Järvelä, Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context, The Internet and
Higher Education, Available online 28 August 2011, ISSN 1096-7516, 10.1016/j.iheduc.2011.08.004.
49. Figure 5. Pedagogical design of the course. Groups were required to complete a wiki project
by the end of the semester. In order to complete the wiki project, students needed to
participate in recurrent solo and collective phases mediated by the use of social software
tools and face-to-face discussions in their respective phases. Jari Laru, Piia Näykki, Sanna
Järvelä, Supporting small-group learning using multiple Web 2.0 tools: A case study in the
higher education context, The Internet and Higher Education, Available online 28 August
2011, ISSN 1096-7516, 10.1016/j.iheduc.2011.08.004.
50. Conceptual Conceptual
knowledge post- knowledge post-
test test
Knowledge
test analysis Results
Paired samples
t-test
Normalized Bayesian dependency & classification
learning gain modeling
Descriptive analysis
Analysis of Wiki
history
Analysis of the On task analysis
engagement
Discussions Shozu Flickr Wordpress Wikispaces Google Reader
51. In our case, we found that using social software tools together to perform multiple
tasks likely increased individual knowledge acquisition during the course.
Bayesian classification analysis revealed that the best predictors of good learning
outcomes were wiki-related activities.
53. Overall, the analyses revealed nonparticipative behaviour within the online
community.
The social network analysis revealed structural holes and sparse collaboration
among participants in the offline community. It was found that due to their
separated practices in the offline community, they didn’t have a need for mobile
collaboration tools in their practices.
54. Single task, free collaboration
Existing master’s programs
New master’s program
Knowledge building activity
Microscript
Collective task
55. Internal script External script Internal script(s)
Activity: Collaborative knowledge
building (progressive inquiry learning)
Nonparticipative
behavior
Co-operative learning Microscript: Knowledge building Self-study
ag
Activity: Argumentative knowledge
construction
- Integrated learning script - Emergent interaction
pattern(s)
prestructuring
Core activity
Post structuring
ag
Activities: Conceptualizations,
reflections, elaborations, knowledge
construction
CSCL Integrated learning script CSCL Emergent interaction
pattern(s)
ag
prestructuring
SWISH Core activity
ag Post structuring
ag
56. Although the results revealed several shortcomings in the types of
argumentation...
….In general, the use of the mobile tool likely promoted important
interaction during inquiry learning, but led to superficial
epistemological quality in the knowledge claim messages.
58. Internal script External script Internal script(s)
Activity: Collaborative knowledge
building (progressive inquiry learning)
Nonparticipative
behavior
Co-operative learning Microscript: Knowledge building Self-study
ag
Activity: Argumentative knowledge
construction
- Integrated learning script - Emergent interaction
pattern(s)
prestructuring
Core activity
Post structuring
ag
Activities: Conceptualizations,
reflections, elaborations, knowledge
construction
CSCL Integrated learning script CSCL Emergent interaction
pattern(s)
ag
prestructuring
SWISH Core activity
ag Post structuring
ag
59. In our case, we found that using social software tools together to perform multiple
tasks likely increased individual knowledge acquisition during the course.
Bayesian classification analysis revealed that the best predictors of good learning
outcomes were wiki-related activities.
65. • Kussakin osatutkimuksessa käytettiin
”parhaita menetelmiä” –
• Design tutkimus vs. Case study.. =>
• Menetelmät kehittyivät monipuolisemmiksi ja
tarkemmiksi.. Voisikos niitä selittää ilmiön
kehittymisellä, menetelmien kehittymisellä..
• Kontekstien muuttuessa kollaboraatio voi
muuttua.. Oletko ottanut huomioon..