This document summarizes an article on the Block Magic system, which aims to enhance manipulative learning for children aged 3-10 using smart objects. The Block Magic system uses traditional logic blocks enhanced with RFID sensors and an interactive tablet. A trial of the system in schools found that it strongly motivated learning, was enjoyable for children, and effectively taught logical and mathematical skills. Teachers felt it could be integrated into classrooms. The results encouraged further exploration of the Block Magic system's potential.
THE IMPACT OF LEGO MINDSTORMS NXT ROBOT IN SCIENCE ON SIXTH GRADE STUDENTS IN...csandit
This research was conducted to gather information about the impact of usingLEGO
MINDSTORMS NXT ROBOT in science on sixth grade students in primary schools, the need
ofit in education, its advantages, disadvantages, hardware and software used to develop it andwhether it fits with the hysiological and cognitive developments characteristics of the students.The participants attended a LEGO robotic training programin three science experiments tostudy the motion, distance and speed principles. The researchers applied a science test, astudent's questionnaire, a teacher's interview and a teacher's interview scale to gather the
needed information. The results show that the LEGO robot is an efficient technology in teaching
science, increases the students' academic achievement as the science test results show and the
findings emphasize that this robot is a valuable technology in education and in primary schoolsas it develops the 21st century skills of the students.
THE IMPACT OF LEGO MINDSTORMS NXT ROBOT IN SCIENCE ON SIXTH GRADE STUDENTS IN...csandit
This research was conducted to gather information about the impact of usingLEGO
MINDSTORMS NXT ROBOT in science on sixth grade students in primary schools, the need
ofit in education, its advantages, disadvantages, hardware and software used to develop it andwhether it fits with the hysiological and cognitive developments characteristics of the students.The participants attended a LEGO robotic training programin three science experiments tostudy the motion, distance and speed principles. The researchers applied a science test, astudent's questionnaire, a teacher's interview and a teacher's interview scale to gather the
needed information. The results show that the LEGO robot is an efficient technology in teaching
science, increases the students' academic achievement as the science test results show and the
findings emphasize that this robot is a valuable technology in education and in primary schoolsas it develops the 21st century skills of the students.
As part of the presentation “Inclusive educative gaming: a holistic view”, ViPi was presented on Friday 13 at 15.15 to 16.30 in room G2 Cailliau in the session “Video Games for Learning” at the Media and Learning event.
The event took place at the Flemish Ministry of Education Headquarters (Hendrik Consciencegebouw, Koning Albert II-laan 15, 1210 Brussels).
The ViPi KA3 LLL project (511792-LLP-1-2010-1-GR-KA3-KA3NW) has been partially funded under the Lifelong Learning program, subprogramme KA3 ICT. This presentation reflects the views only of the author(s), and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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.
Event “Enhancing the skills of youth with learning disabilities” on 22 June 2...Karel Van Isacker
Event “Enhancing the skills of youth with learning disabilities” on 22 June 2018 – Brussels, Belgium
In the context of the “Intelligent Serious Games for Social and Cognitive Competence” project (ISG), we organised the event “Enhancing the skills of youth with learning disabilities” on 22 June 2018, in Brussels, Belgium.
The event highlighted a whole range of initiatives that have as common goal to enhance skills of youth with (learning) disabilities.
Target audience:
People with disabilities, and their families and friends
Teachers / Trainers / Tutors from inclusive and special education
Youth and disability organisations
Personal caregivers
ICT and AT experts
Program:
8.30-9.00: Registration and welcome
OPENING (9.00-9.30)
Opening + introduction to ISG – Karel Van Isacker (CEO, PhoenixKM)
SESSION 1 (9.30-10.30)
Increased independence for youth with learning disabilities
Chair: Jean-Marie Vanhove (inclusion expert)
9.30 – 10.00: More independence for youth with learning disabilities – EU context: Helga Stevens (N-VA), Member of the European Parliament, Vice-Chair ECR, Co-chair Disability Intergroup
10.00 – 10.20: Witness accounts of pilot participants
10.20 – 10.30: Discussion – questions
SESSION 2 (10.30 – 11.30)
Need for skills enhancements: A European perspective
Chair: Shervin Shirmohammadi, Sehir University, Turkey
10.30 – 10.50: EU Disability Policy: Inmaculada Placencia-Porrero (Deputy Head of Unit, for Rights of Persons with Disabilities within the Directorate General for Justice)
10.50 – 11.10: The need for skills training for people with disabilities: Mark Van Assche (TOLBO vzw)
11.10- 11.30: Discussion and questions
Break + exhibition (11.30 – 12.00)
SESSION 3: (12.00- 13.30)
Examples of how skills training is applied in various initiatives towards vulnerable groups
Chair: Petya Grudeva, MCA
12.00 – 12.20: Play2DO – MCA
12.20 – 12.40: Pathway+ and Speech pathology – Karel Van Isacker, PhoenixKM
12.40 – 13.00: Positive Leisure + Access Interact + ST4ALL – NARHU
13.00 – 13.30: Discussion and questions
Closing words by Jan Buysse, Managing Director vleva
Lunch (13.30 – 15.00)
Break and exhibition of wide range of inclusion oriented projects (13.30 – 15.00)
This project (2015-1-TR01-KA201-022247) has been funded with support from the European Commission (Erasmus+ Programme). This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
- To use the AduLeT platform (cop.adulet.eu) to collect information about technologies, methods and usage experience.
To test game-based or similar interactive learning technologies.
To register the tools and experiences of using these technologies on the AduLeT platform.
To produce learning objects in 4 technologies for 4 sessions of a discipline.
To do a case study and register the experiences of using these technologies on the AduLeT platform.
To map and verify the applicability of these tools in this COVID-19 Pandemic scenario.
Development of interactive instructional model using augmented reality based ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
(2The ten experts have evaluated the model and commented that the developed model showed high
suitability.
DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MODEL USING AUGMENTED REALITY BASED ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
2 ( The ten experts have evaluated the model and commented that the developed model showed high
suitability
DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MODEL USING AUGMENTED REALITY BASED ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
2 ( The ten experts have evaluated the model and commented that the developed model showed high
suitability.
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.
Gamified mobile/online learning for personal care givers for people with disa...Karel Van Isacker
Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourlas, Stavroula Papavasiliou, Karel Van Isacker and Katerina Sotirakou)
Interactive Technologies and Games (ITAG) Conference 2015
Health, Disability and EducationDates: Thursday 22 October 2015 - Friday 23 October 2015 Location: The Council House, NG1 2DT
Lagarto, J. (2012). User Generated Content - a path or a resource for learning?. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2019-2024). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/41024.
As part of the presentation “Inclusive educative gaming: a holistic view”, ViPi was presented on Friday 13 at 15.15 to 16.30 in room G2 Cailliau in the session “Video Games for Learning” at the Media and Learning event.
The event took place at the Flemish Ministry of Education Headquarters (Hendrik Consciencegebouw, Koning Albert II-laan 15, 1210 Brussels).
The ViPi KA3 LLL project (511792-LLP-1-2010-1-GR-KA3-KA3NW) has been partially funded under the Lifelong Learning program, subprogramme KA3 ICT. This presentation reflects the views only of the author(s), and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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.
Event “Enhancing the skills of youth with learning disabilities” on 22 June 2...Karel Van Isacker
Event “Enhancing the skills of youth with learning disabilities” on 22 June 2018 – Brussels, Belgium
In the context of the “Intelligent Serious Games for Social and Cognitive Competence” project (ISG), we organised the event “Enhancing the skills of youth with learning disabilities” on 22 June 2018, in Brussels, Belgium.
The event highlighted a whole range of initiatives that have as common goal to enhance skills of youth with (learning) disabilities.
Target audience:
People with disabilities, and their families and friends
Teachers / Trainers / Tutors from inclusive and special education
Youth and disability organisations
Personal caregivers
ICT and AT experts
Program:
8.30-9.00: Registration and welcome
OPENING (9.00-9.30)
Opening + introduction to ISG – Karel Van Isacker (CEO, PhoenixKM)
SESSION 1 (9.30-10.30)
Increased independence for youth with learning disabilities
Chair: Jean-Marie Vanhove (inclusion expert)
9.30 – 10.00: More independence for youth with learning disabilities – EU context: Helga Stevens (N-VA), Member of the European Parliament, Vice-Chair ECR, Co-chair Disability Intergroup
10.00 – 10.20: Witness accounts of pilot participants
10.20 – 10.30: Discussion – questions
SESSION 2 (10.30 – 11.30)
Need for skills enhancements: A European perspective
Chair: Shervin Shirmohammadi, Sehir University, Turkey
10.30 – 10.50: EU Disability Policy: Inmaculada Placencia-Porrero (Deputy Head of Unit, for Rights of Persons with Disabilities within the Directorate General for Justice)
10.50 – 11.10: The need for skills training for people with disabilities: Mark Van Assche (TOLBO vzw)
11.10- 11.30: Discussion and questions
Break + exhibition (11.30 – 12.00)
SESSION 3: (12.00- 13.30)
Examples of how skills training is applied in various initiatives towards vulnerable groups
Chair: Petya Grudeva, MCA
12.00 – 12.20: Play2DO – MCA
12.20 – 12.40: Pathway+ and Speech pathology – Karel Van Isacker, PhoenixKM
12.40 – 13.00: Positive Leisure + Access Interact + ST4ALL – NARHU
13.00 – 13.30: Discussion and questions
Closing words by Jan Buysse, Managing Director vleva
Lunch (13.30 – 15.00)
Break and exhibition of wide range of inclusion oriented projects (13.30 – 15.00)
This project (2015-1-TR01-KA201-022247) has been funded with support from the European Commission (Erasmus+ Programme). This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
- To use the AduLeT platform (cop.adulet.eu) to collect information about technologies, methods and usage experience.
To test game-based or similar interactive learning technologies.
To register the tools and experiences of using these technologies on the AduLeT platform.
To produce learning objects in 4 technologies for 4 sessions of a discipline.
To do a case study and register the experiences of using these technologies on the AduLeT platform.
To map and verify the applicability of these tools in this COVID-19 Pandemic scenario.
Development of interactive instructional model using augmented reality based ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
(2The ten experts have evaluated the model and commented that the developed model showed high
suitability.
DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MODEL USING AUGMENTED REALITY BASED ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
2 ( The ten experts have evaluated the model and commented that the developed model showed high
suitability
DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MODEL USING AUGMENTED REALITY BASED ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
2 ( The ten experts have evaluated the model and commented that the developed model showed high
suitability.
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.
Gamified mobile/online learning for personal care givers for people with disa...Karel Van Isacker
Gamified mobile/online learning for personal care givers for people with disabilities and older people (Constantinos Mourlas, Stavroula Papavasiliou, Karel Van Isacker and Katerina Sotirakou)
Interactive Technologies and Games (ITAG) Conference 2015
Health, Disability and EducationDates: Thursday 22 October 2015 - Friday 23 October 2015 Location: The Council House, NG1 2DT
Lagarto, J. (2012). User Generated Content - a path or a resource for learning?. In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2019-2024). Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/41024.
Similar to Linq 2013 session_red_2_miglino_fuccio (20)
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
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The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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1. Enhancing Manipulative Learning
with Smart Objects:
The Block Magic Experience
O. Miglino, R. Di Fuccio,
M. Barajas, M. Belafi, C. Partrizia, D.
Dimitrakopoulou, C.Ricci, A. Trifonova, A. Zoakou
22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Disclaimer note: This project has been funded with support from the European Commission. This publication reflects the views only of
the author, and the Commission. cannot be held responsible for any use which may be made of the information contained therein.
2. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Methodology
Trial
Results
Overview Article on Block Magic - BM
3. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
During the cognitive development and learning processes the
"concrete" manipulative acts are gradually embedded and
represented in our neurocognitive structures where they are
performed as "simulated" actions (symbolic acts) in a virtual
(mind)
The theoretical approach of the “Embodiment Cognition” has
organized a relevant corpus of experiments, clinical observations,
empirical studies, computational modeling in order to
demonstrate how knowledge is captured in our neurocognitive
structures as an holistic space-based sensory-motor
representation
4. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
The way to understand how the world “works”
Internet of Things & Smart Object
5. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
New Interfaces
Internet of Things & Smart Object
6. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
7. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
Subjects
• Mathematics
• Geometry
• Languages
• Geography
Abilities (Soft skills)
• Problem Solving
• Creative thinking
• Cooperative behavior
Manipululative learning environments designed to teach
for children between 3 to 10 years old (also with special needs)
8. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
Strong constrain for a massive utilization
This type of material could be used individually or
in small groups of students (3-4 children maximum)
and requires a constant supervision by an adult
(teacher, parent, educator, etc.)
9. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
10. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
integrates
Embodiment Cognition theoretical perspective
Traditional psycho-pedagogical practices (i.e. logical
blocks, teaching tiles, handwriting);
Smart Technologies (i.e. RFID/NFC sensors, augmented
reality systems, intelligent interfaces, etc.);
Adaptive Tutoring Systems in order to support learners
and teachers (or parents) actions.
11. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
Traditional logic blocks enhanced technologically with RFID sensors
4 categories:
a. Color - red, yellow, blue;
b. Shape - square, circle, triangle, rectangle;
c. Thickness - thick, thin
d. Size - small, big.
Wireless sensible board (MagicTablet)
Block Magic software engine.
The “intelligent” software engine receives input from the tablet and
generates an "action". The software is able to personalize the
formative path of the learner based on usage data collected during
exercises, and a usage manual which specifies learning activities and
educational scenarios to be used by the teachers.
12. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
Quick Demonstration
13. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
The goal of Block Magic is to develop:
A new teaching methodology and technology targeting young children
between the ages of 2.5 and 7 who are attending pre-school or the
early years of primary school
An help for young learners to learn autonomously
An learning support for children with special need
An attractive and highly motivating approach to teaching
skills which will be important for learners in later life
An explorative learning, group communication and
group problem solving
14. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
The methodology of Block Magic is based on:
Allowing concrete manipulation;
Causing a cognitive “advancement" by putting the old
knowledge in crisis, something new will be discovered;
Placing a proper distance, i.e. the new knowledge/discovery
should be neither too close nor too far from what is known;
Providing metaphorical meanings, i.e. it should allow
varying and diverse experiences;
Stimulating the relationship between student and the
knowledge.
15. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
The training methodology developed for the project
defines two usage scenarios:
Individual
Game Scenario
Social
Game Scenario
16. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
Teacher Role
in the Individual Scenario
Definition of educational objectives to
be achieved
Preparation of room and setting
Observation of activities and support
17. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
Teacher Role
in the Social Scenario
Definition of educational objectives to be achieved
Preparation of room and setting
Observation of activities and support
Active role: creating obstacle, stimulating, modeating
the session
18. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
The methods, exercises and technologies
developed in this work were tested in a small scale
with selected children and teachers in 4 countries
19. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
The trial
involved
7 different schools,
12 teachers
59 students including
4 children with special needs.
The
researchers
supervised
84 observations
Three main
aspects
analyzed:
usefulness
satisfaction
accessibility
20. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
The trials were made in a room, separate from the classroom where normally the
school activities are performed.
The room provided a large table where the Block Magic kit could be freely placed
and manipulated.
Children and teachers could sit or stand around the table and the observers could
move freely around.
All sessions were attended by a teacher, who was already familiar to the Block
Magic system
Evaluation sessions with children continued between 30 min and 1 hour.
The number of exercises played was also not set in advance.
After the classroom-test, the researchers performed interviews the teachers in
order to figure out the benefits, the problems and the limitations of Magic Block.
21. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
Usefulness The observations showed the motivation to
learn with the teaching tool was strongly
stimulated
The children were excited and learned with fun
using the learning tool.
Difficulty for 3 and 4 years old children play
autonomously because they need further hints
and support by the teacher
The majority of teacher considers that Block
Magic can stimulate especially the logical and
mathematical skills.
22. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
Satisfaction Almost all children liked to learn / play with Block Magic and after the
end of the session they would like to use the teaching tool again
The children were excited and learned with fun using the learning tool.
In the opinion of the teachers they benefit from the integration of Block
Magic into your classroom routines, especially within the individual
training.
Accessibility The results already show the teaching kit is in generally appropriate for
all age-groups of the target groups of children.
23. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
Special
needs
(blindness,
high
mental
diseases)
The children responded very positivly and they
were highly motivated
The teachers recommend substituting the actual
voices with voices of parents of children
Within the tests a first learning curve of the
children solving exercises appeared
24. 22/05/2013 LINQ 2013 - Rome BLOCK MAGIC TEAM
Intro
BM
System
BM
Meth.
Trial
Results
These results achieved in the trial encouraged to
explore the further potentialities of Block Magic in
the next phases.
25. 22/05/2013 LINQ 2013 BLOCK MAGIC TEAM
For contacts:
www.blockmagic.eu
Prof. Orazio Miglino (Scientific Coordinator) : orazio.miglino@unina.it
Ing. Raffaele Di Fuccio (Project Manager): raffaele.difuccio@istc.cnr.it
The Block Magic project (517936-LLP-1-IT-COMENIUS-CMP) has been funded with support from the European
Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for
any use which may be made of the information contained therein.