A document summarizes Brendan Tangney's presentation on mobile learning in secondary schools. The presentation discusses constructing learning through interactions with others using mobile technologies. It provides examples of early mobile learning applications that supported collaborative learning conversations and musical collaboration through a virtual drumming application.
The framework of viewing and representing skills for engagement with digital ...CITE
This document summarizes a research symposium presentation on viewing and representing skills for engaging with digital texts. The presentation defined five key skills developed from children's out-of-school digital practices: 1) recognizing and creating multi-modal elements, 2) applying modal affordances, 3) creating contextual links between elements, 4) navigating screens, and 5) assimilating digital functionality. Case studies of four children found they displayed these skills to varying degrees both in and out of school, but the school English curriculum focused more on linguistic skills and did not fully incorporate the children's digital literacy practices.
Mobile Learning Presentation from PurpleMediaPurpleMedia
The document discusses the shift to mobile learning and how it has changed the learning landscape from a "one to many" push model to a "many to many" pull model by giving learners access to learning content anywhere and anytime on their mobile devices. It outlines several benefits of mobile learning like immediacy of communication, contextualization, and bite-sized learning content. Considerations for developing mobile learning content like whether to use native apps, web apps, or HTML5 are also covered.
Applying Wireless Technology For Coordinating Collaboration In Distributed Un...Jari Laru
Laru, J., Järvelä, S. (2003). Applying Wireless Technology For Coordinating Collaboration In Distributed University Teachers’ Team. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments. Proceedings of the International Conference on Computer Support for Collaborative Learning (CSCL) 2003 (pp. 77-79. Dordrecht: Kluwer
The document discusses several frameworks for conceptualizing mobile learning, including:
1. Koole's FRAME model which considers the overlap between the learner, social, and device aspects of mobile learning.
2. Activity theory which views learning as situated within a social context and influenced by mediating tools/artifacts. Mobile devices can expand the tools available for learning activities.
3. The sociocultural theory of learning which emphasizes that learning occurs through communication and collaboration between learners, teachers, and experts. Mobile devices can facilitate these interactions.
The document analyzes how these frameworks apply to different contexts of mobile learning like museums, field studies, and problem-based learning.
1) The document discusses new concepts for 21st century classrooms, including classrooms that incorporate physical activity into lessons to combat childhood obesity. One example is a classroom developed by Mayo Clinic that includes standing desks, activity tracking earpieces, and other technologies.
2) It also discusses training teachers to use new technologies like digital whiteboards, cameras, and laptop carts to engage students and make learning relevant. Equipping a classroom with these technologies could cost around $35,000.
3) The debate around human intelligence theories is discussed, including criticisms of IQ tests and support for theories like multiple intelligences that recognize different types of intelligence.
This document discusses the potential of new open, social, and participatory media for learning, teaching, and research. It outlines how the characteristics of new media and a changing educational landscape require innovative approaches that harness these technologies' abilities to support distributed cognition across people and technologies. Examples of how technologies like social networking, blogging, and wikis can support personalized, situated, and collaborative learning are provided.
This document appears to be a set of slides for a session on the role of information and communication technology (ICT) in education. The session will be led by Dr. Palitha Edirisingha on November 14, 2011 from 10:00am to 12:00pm. The session aims to help students gain an understanding of ICT developments in different contexts and implications for teaching and learning. Key topics to be discussed include digital natives, the digital divide, digital literacy, and examples of internet access and use of ICT in schools internationally. Learning activities will include pre-session research and readings, group discussions, and a potential post-session assignment.
The framework of viewing and representing skills for engagement with digital ...CITE
This document summarizes a research symposium presentation on viewing and representing skills for engaging with digital texts. The presentation defined five key skills developed from children's out-of-school digital practices: 1) recognizing and creating multi-modal elements, 2) applying modal affordances, 3) creating contextual links between elements, 4) navigating screens, and 5) assimilating digital functionality. Case studies of four children found they displayed these skills to varying degrees both in and out of school, but the school English curriculum focused more on linguistic skills and did not fully incorporate the children's digital literacy practices.
Mobile Learning Presentation from PurpleMediaPurpleMedia
The document discusses the shift to mobile learning and how it has changed the learning landscape from a "one to many" push model to a "many to many" pull model by giving learners access to learning content anywhere and anytime on their mobile devices. It outlines several benefits of mobile learning like immediacy of communication, contextualization, and bite-sized learning content. Considerations for developing mobile learning content like whether to use native apps, web apps, or HTML5 are also covered.
Applying Wireless Technology For Coordinating Collaboration In Distributed Un...Jari Laru
Laru, J., Järvelä, S. (2003). Applying Wireless Technology For Coordinating Collaboration In Distributed University Teachers’ Team. In B. Wasson, S. Ludvigsen, & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments. Proceedings of the International Conference on Computer Support for Collaborative Learning (CSCL) 2003 (pp. 77-79. Dordrecht: Kluwer
The document discusses several frameworks for conceptualizing mobile learning, including:
1. Koole's FRAME model which considers the overlap between the learner, social, and device aspects of mobile learning.
2. Activity theory which views learning as situated within a social context and influenced by mediating tools/artifacts. Mobile devices can expand the tools available for learning activities.
3. The sociocultural theory of learning which emphasizes that learning occurs through communication and collaboration between learners, teachers, and experts. Mobile devices can facilitate these interactions.
The document analyzes how these frameworks apply to different contexts of mobile learning like museums, field studies, and problem-based learning.
1) The document discusses new concepts for 21st century classrooms, including classrooms that incorporate physical activity into lessons to combat childhood obesity. One example is a classroom developed by Mayo Clinic that includes standing desks, activity tracking earpieces, and other technologies.
2) It also discusses training teachers to use new technologies like digital whiteboards, cameras, and laptop carts to engage students and make learning relevant. Equipping a classroom with these technologies could cost around $35,000.
3) The debate around human intelligence theories is discussed, including criticisms of IQ tests and support for theories like multiple intelligences that recognize different types of intelligence.
This document discusses the potential of new open, social, and participatory media for learning, teaching, and research. It outlines how the characteristics of new media and a changing educational landscape require innovative approaches that harness these technologies' abilities to support distributed cognition across people and technologies. Examples of how technologies like social networking, blogging, and wikis can support personalized, situated, and collaborative learning are provided.
This document appears to be a set of slides for a session on the role of information and communication technology (ICT) in education. The session will be led by Dr. Palitha Edirisingha on November 14, 2011 from 10:00am to 12:00pm. The session aims to help students gain an understanding of ICT developments in different contexts and implications for teaching and learning. Key topics to be discussed include digital natives, the digital divide, digital literacy, and examples of internet access and use of ICT in schools internationally. Learning activities will include pre-session research and readings, group discussions, and a potential post-session assignment.
Design Brief for a Virtual Learning Environment for Participatory FilmmakingAlison Mann
This document proposes designing a virtual learning environment to facilitate participatory filmmaking among IB Film Studies students globally. It identifies gaps in the current system where students cannot easily collaborate across borders. The proposed environment would use free Web 2.0 tools within a single site to connect students, house program documents, and support all stages of collaborative film production from concept to screening. Research supports how such an interactive online space could foster intercultural understanding through participatory media projects.
Invisible learning (engl.), John MoravecOtavan Opisto
1. The document discusses the concept of "invisible learning" which is described as a sociotechnological archetype for a new ecology of education that remixes formal, non-formal, and informal learning and suggests new applications for information and communication technologies.
2. It notes that invisible learning focuses on how to learn rather than what to learn and occurs through online learning, augmented reality, study abroad experiences, peer-based learning, creative uses of mobile technologies, and life-long learning rather than traditional formal education.
3. The document advocates for rethinking formal education institutions to be more open and embracing of technology to better support invisible learning that occurs everywhere through social and ubiquitous means.
This article discusses how diversity and collaboration were fostered through an educational game simulation project in Second Life. Researchers from Air University and students from Colorado Technical University worked together on designing and testing a multiplayer hostage rescue game. The project aims to encourage diverse perspectives and creativity from participants. By assessing players' behaviors, communication, adaptation, cooperation and leadership, the researchers hope to further develop effective educational game simulations. The collaboration allows participants to contribute their unique strengths and ideas to the growing library of virtual learning resources.
The project aimed to provide better education to rural students in Maharashtra, India through the development of an interactive classroom device called "Klassmate". The device was implemented in several small, rural schools and helped improve student academic results, engagement, and 21st century skills like collaboration. Through community fundraising and support, the project demonstrated how technology can enhance learning opportunities for students in under-resourced areas.
The document discusses how a school district in Plano, Texas used interactive projector technology from BenQ to enhance learning environments. The district piloted the BenQ MP780ST projectors in classrooms and found that students were more engaged with the interactive features. Based on the success of the pilot, the district plans to equip over 2,000 classrooms with these interactive projectors to improve the learning experience for students and teachers across the district.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
This document discusses the concept of "invisible learning" and its implications for rethinking education.
[1] Invisible learning refers to a sociotechnological framework for a new ecology of education that includes formal, non-formal, informal, and serendipitous learning.
[2] It suggests that remixing different types of learning and applying new technologies more creatively could lead to novel applications and opportunities for learning outside traditional schools.
[3] However, invisible learning is not presented as a single solution but rather a provocative perspective that encourages reimagining education in a more open and flexible manner attuned to changing times.
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
- NUTN Library
- NUTN CSIE Department
- NUTN Digital Art and Interactive Design Lab
- NUTN Student Affairs Office
- NUTN Career Planning and Counseling Center
- NUTN College of Liberal Arts
- NUTN College of Science and Engineering
- NUTN College of Management
- NUTN College of Electrical Engineering and Computer Science
- NUTN College of Human Ecology
- NUTN College of Arts
- NUTN College of Medicine
- NUTN College of Nursing
- NUTN College of Education
- NUTN College of Social Sciences
- NUTN College of Communication
- NUTN College of
This document discusses integrating instruction using Howard Gardner's theory of multiple intelligences and educational technology. It begins by outlining Gardner's eight intelligences and how technology can be used to support each type of learner. It then provides examples of lessons and tools that effectively blend each intelligence with technology to enhance student performance and differentiate instruction. The document concludes by emphasizing that technology alone does not improve learning; rather, effective instruction is needed to help students acquire 21st century skills and compete in an increasingly digital world.
The document discusses problems with traditional lectures, including drops in student attention after 10-15 minutes and failure of students to retain material compared to active learning classes. It also presents two systems - Classroom/Ubiquitous Presenter and PaperCP - that aim to address these problems by fostering active participation and engagement through technologies like digital pens, tablets, and public displays.
This document discusses new approaches to learning, including learning trajectories, e-pedagogies, mobile learning, inquiry-based learning, role play, learning spaces, digital literacies, the learner experience, teacher practices, open practices, MOOCs, open accreditation, open dialogue, open research, the future of learning, online communities, interactivity, and community indicators. It argues that new technologies are enabling more open, social, participatory, and connected approaches to teaching and learning.
Universal Design for Learning (UDL) was created to make curriculum accessible to all students by providing multiple means of representation, action and expression, and engagement. UDL principles encourage offering students various ways to acquire information and knowledge, to demonstrate what they know, and to stay motivated. When combined with technology, UDL can help customize learning and support diverse learners through flexible use of tools like video, audio, interactive models and online graphic organizers.
This document discusses the implications of neuroscience research on metaphor for e-learning. It finds that mirror neurons activate both motor and language areas of the brain, allowing metaphors to embody meaning through physical experience. Effective e-learning may incorporate movement, hands-on activities, and physical manipulation to more fully engage both brain hemispheres. Work-based learning is given as an example that mirrors the brain's use of metaphor through detailed projects and reflective thinking.
This document discusses the effectiveness of using multimedia in teaching. It notes that students learn in different ways and multimedia provides teachers varied formats to convey information through videos, CDs, simulations and other tools. However, multimedia resources can be limited by school budgets. Vision Learning provides integrated web-based tools to make developing multimedia presentations easy for teachers. An activity was also conducted with first standard students from private and government schools to assess the impact of multimedia on developing students' understanding and analytical skills.
The document outlines a proposed framework for implementing mobile learning for a middle school science curriculum. Key elements of the framework include:
1. Using a flipped classroom model where students learn science concepts through short video lessons on their mobile devices before and after class.
2. In-class time would be used for discussion, activities, and experiments to reinforce concepts. Formative assessments would track student understanding.
3. A business model is proposed where students purchase mobile devices for learning, the school negotiates affordable internet access, and students pay an annual fee for the mobile learning program content and platform.
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
The document summarizes a presentation on integrating 21st century learning in mathematics classrooms using the Bridge21 model. It discusses:
1) The Bridge21 model which uses group work, technology, and realistic contexts to teach mathematics through investigation and problem-solving.
2) Examples of activities developed by teachers following Bridge21 principles, such as using technology to measure heights or simulating betting odds.
3) Benefits reported by teachers including changing beliefs about their role and increased student engagement, as well as barriers like time constraints.
Design Brief for a Virtual Learning Environment for Participatory FilmmakingAlison Mann
This document proposes designing a virtual learning environment to facilitate participatory filmmaking among IB Film Studies students globally. It identifies gaps in the current system where students cannot easily collaborate across borders. The proposed environment would use free Web 2.0 tools within a single site to connect students, house program documents, and support all stages of collaborative film production from concept to screening. Research supports how such an interactive online space could foster intercultural understanding through participatory media projects.
Invisible learning (engl.), John MoravecOtavan Opisto
1. The document discusses the concept of "invisible learning" which is described as a sociotechnological archetype for a new ecology of education that remixes formal, non-formal, and informal learning and suggests new applications for information and communication technologies.
2. It notes that invisible learning focuses on how to learn rather than what to learn and occurs through online learning, augmented reality, study abroad experiences, peer-based learning, creative uses of mobile technologies, and life-long learning rather than traditional formal education.
3. The document advocates for rethinking formal education institutions to be more open and embracing of technology to better support invisible learning that occurs everywhere through social and ubiquitous means.
This article discusses how diversity and collaboration were fostered through an educational game simulation project in Second Life. Researchers from Air University and students from Colorado Technical University worked together on designing and testing a multiplayer hostage rescue game. The project aims to encourage diverse perspectives and creativity from participants. By assessing players' behaviors, communication, adaptation, cooperation and leadership, the researchers hope to further develop effective educational game simulations. The collaboration allows participants to contribute their unique strengths and ideas to the growing library of virtual learning resources.
The project aimed to provide better education to rural students in Maharashtra, India through the development of an interactive classroom device called "Klassmate". The device was implemented in several small, rural schools and helped improve student academic results, engagement, and 21st century skills like collaboration. Through community fundraising and support, the project demonstrated how technology can enhance learning opportunities for students in under-resourced areas.
The document discusses how a school district in Plano, Texas used interactive projector technology from BenQ to enhance learning environments. The district piloted the BenQ MP780ST projectors in classrooms and found that students were more engaged with the interactive features. Based on the success of the pilot, the district plans to equip over 2,000 classrooms with these interactive projectors to improve the learning experience for students and teachers across the district.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
This document discusses the concept of "invisible learning" and its implications for rethinking education.
[1] Invisible learning refers to a sociotechnological framework for a new ecology of education that includes formal, non-formal, informal, and serendipitous learning.
[2] It suggests that remixing different types of learning and applying new technologies more creatively could lead to novel applications and opportunities for learning outside traditional schools.
[3] However, invisible learning is not presented as a single solution but rather a provocative perspective that encourages reimagining education in a more open and flexible manner attuned to changing times.
Digital games in education. Our students' experiences of society and culture are
increasingly digital and their futures will involve digital
workplaces. Their everyday lives are characterised by digital
play and online interaction and their futures will involve digital
workplaces, regardless of the career paths they follow.
- NUTN Library
- NUTN CSIE Department
- NUTN Digital Art and Interactive Design Lab
- NUTN Student Affairs Office
- NUTN Career Planning and Counseling Center
- NUTN College of Liberal Arts
- NUTN College of Science and Engineering
- NUTN College of Management
- NUTN College of Electrical Engineering and Computer Science
- NUTN College of Human Ecology
- NUTN College of Arts
- NUTN College of Medicine
- NUTN College of Nursing
- NUTN College of Education
- NUTN College of Social Sciences
- NUTN College of Communication
- NUTN College of
This document discusses integrating instruction using Howard Gardner's theory of multiple intelligences and educational technology. It begins by outlining Gardner's eight intelligences and how technology can be used to support each type of learner. It then provides examples of lessons and tools that effectively blend each intelligence with technology to enhance student performance and differentiate instruction. The document concludes by emphasizing that technology alone does not improve learning; rather, effective instruction is needed to help students acquire 21st century skills and compete in an increasingly digital world.
The document discusses problems with traditional lectures, including drops in student attention after 10-15 minutes and failure of students to retain material compared to active learning classes. It also presents two systems - Classroom/Ubiquitous Presenter and PaperCP - that aim to address these problems by fostering active participation and engagement through technologies like digital pens, tablets, and public displays.
This document discusses new approaches to learning, including learning trajectories, e-pedagogies, mobile learning, inquiry-based learning, role play, learning spaces, digital literacies, the learner experience, teacher practices, open practices, MOOCs, open accreditation, open dialogue, open research, the future of learning, online communities, interactivity, and community indicators. It argues that new technologies are enabling more open, social, participatory, and connected approaches to teaching and learning.
Universal Design for Learning (UDL) was created to make curriculum accessible to all students by providing multiple means of representation, action and expression, and engagement. UDL principles encourage offering students various ways to acquire information and knowledge, to demonstrate what they know, and to stay motivated. When combined with technology, UDL can help customize learning and support diverse learners through flexible use of tools like video, audio, interactive models and online graphic organizers.
This document discusses the implications of neuroscience research on metaphor for e-learning. It finds that mirror neurons activate both motor and language areas of the brain, allowing metaphors to embody meaning through physical experience. Effective e-learning may incorporate movement, hands-on activities, and physical manipulation to more fully engage both brain hemispheres. Work-based learning is given as an example that mirrors the brain's use of metaphor through detailed projects and reflective thinking.
This document discusses the effectiveness of using multimedia in teaching. It notes that students learn in different ways and multimedia provides teachers varied formats to convey information through videos, CDs, simulations and other tools. However, multimedia resources can be limited by school budgets. Vision Learning provides integrated web-based tools to make developing multimedia presentations easy for teachers. An activity was also conducted with first standard students from private and government schools to assess the impact of multimedia on developing students' understanding and analytical skills.
The document outlines a proposed framework for implementing mobile learning for a middle school science curriculum. Key elements of the framework include:
1. Using a flipped classroom model where students learn science concepts through short video lessons on their mobile devices before and after class.
2. In-class time would be used for discussion, activities, and experiments to reinforce concepts. Formative assessments would track student understanding.
3. A business model is proposed where students purchase mobile devices for learning, the school negotiates affordable internet access, and students pay an annual fee for the mobile learning program content and platform.
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
The document summarizes a presentation on integrating 21st century learning in mathematics classrooms using the Bridge21 model. It discusses:
1) The Bridge21 model which uses group work, technology, and realistic contexts to teach mathematics through investigation and problem-solving.
2) Examples of activities developed by teachers following Bridge21 principles, such as using technology to measure heights or simulating betting odds.
3) Benefits reported by teachers including changing beliefs about their role and increased student engagement, as well as barriers like time constraints.
Constructivist Learning and Mantle of the Expert Pedagogy
A Case Study of an Authentic Learning Activity,
the “Brain Game”, to Develop 21St Century Skills in Context
Grace Lawlor & Brendan Tangney
CSEDU Conference 2016
The document summarizes a presentation given on the Bridge21 and CodePlus programs. The programs aim to:
1) Increase progression to higher education in STEM fields like computer science.
2) Integrate technology into teaching and learning using the Bridge21 model of collaborative, team-based learning.
3) Develop 21st century skills in students like problem solving, collaboration, and digital literacy.
The presentation discusses the challenges of teaching coding, increasing women in computer science, and research on the effectiveness of the programs in changing students' perceptions of computer science careers.
The document is a presentation about the Trinity Access 21 (TA21) educational transformation project. Some key points:
- TA21 aims to tackle low college and career aspirations in Irish low-income students through a coordinated approach between schools, universities, and community partners.
- It promotes a pragmatic model of 21st century teaching and learning called the Bridge21 model, which emphasizes skills like teamwork, problem-solving, and self-directed learning through project-based group work.
- Early results show this approach may help develop skills needed for college like academic capital, grit, leadership, and raised aspirations, while addressing barriers to higher education faced by students from disadvantaged backgrounds.
This document describes a study that evaluated a continuing professional development (CPD) programme for teachers on learning computer science using a 21st century teaching model called Bridge21. The study explored how effective the model was in helping teachers learn computing skills and knowledge, and teachers' attitudes towards using the model. Data was collected from teachers in the CPD programme through observations and questionnaires. Preliminary results found teachers reported learning skills and knowledge supported by peers, and some planned to use Bridge21 in their classrooms. Ongoing work includes further data collection to explore implementation and student learning outcomes.
This document summarizes a presentation mapping the Bridge21 model for innovative pedagogy using the IPTS framework. Bridge21 is a design-based research project that implements a team-based, technology-mediated learning model in Irish secondary schools. It operates at multiple levels, from individual lessons to nationwide impact through published research and partnerships. Analysis of Bridge21 using the IPTS framework shows it covers curriculum, skills development, teacher professional development, and the transition of responsibility from teacher-led to more student-directed learning.
This document discusses using smartphones to teach mathematics in a contextualized, collaborative, and constructivist manner. It presents issues with traditional math education and proposes using a new "Mobimath" smartphone toolkit to engage students in real-world math activities outside the classroom. An in-school trial with 20 students and 5 geometry-focused activities is described. Emerging themes from student feedback highlight improved problem-solving skills and attitudes towards math from using smartphones for collaborative, applied learning experiences.
This document provides an overview of the Bridge21 model for 21st century teaching and learning that has been implemented in Irish secondary schools. Some key points:
- Bridge21 is a pragmatic model that focuses on group-based, technology-mediated, project-oriented learning. It has been used in workshops with over 7,000 students between 2008-2011.
- More recently, Bridge21 has partnered with 11 disadvantaged schools and worked with over 2,000 students and 200 teachers in the 2014-2015 school year.
- The model aims to help schools reform curriculum and teaching practices to develop 21st century skills like problem solving, critical thinking and collaboration.
- Initial research on Bridge21 found it
Our media product uses unconventional filming techniques like spying shots and mid-shots to develop the thriller genre and challenge expectations. We show teenagers aren't always victims and create a new plot device to engage audiences. These techniques draw the audience into unraveling the mystery themselves and allow the story to unfold in a dream-like way.
This very short document does not contain enough substantive information to summarize in 3 sentences or less in a meaningful way. It appears to be the beginning of a question or thought but does not provide any context or content to understand its meaning or intent.
This document appears to be notes about target audience feedback or research conducted by Tiffany Colbert at a2media. It provides little context or details to summarize further in 3 sentences or less.
The video will be shot in various locations around Manchester city center to showcase the local Manchester band's heritage and connections to the area. Scenes will be filmed in a music store to represent Manchester's rich musical history, as well as well-known buildings and spots like the Printworks and Piccadilly Gardens. A statue of Queen Victoria will also be included in Piccadilly Gardens to represent British royal history, an important part of the band and filmmakers' identity as Mancunians. All locations were chosen to link to the music or culture and represent where the band drew their inspiration from.
Pemerintah mengumumkan paket stimulus ekonomi baru untuk menyelamatkan bisnis dan pekerjaan. Stimulus ini meliputi insentif pajak, bantuan langsung untuk UMKM, serta subsidi upah bagi perusahaan yang menahan PHK. Langkah ini diharapkan dapat mendorong pertumbuhan kembali dan menekan angka pengangguran.
The media production will be a music video for the song "Balls Deep" by the band The Dress Down Kids, a local 5-piece rock/hip-hop band from Manchester. The band consists of Tristan on vocals, Fletch on lead guitar, Lee on rhythm guitar, Tom on bass guitar, and Ajay on drums. The song is a fast-tempo "Street Rock" track about partying and living in the moment, so the video will match the energy and flow of the song.
This document outlines the research design for a study investigating students' and teachers' digital intercultural networks. The study aims to [1] develop an understanding of how networking enhances pedagogical thinking and promotes collaboration and [2] explore how digital tools contribute to content creation and literacy development. Data will be collected from students and teachers in Finland, Greece, and the US through video recordings, interviews, and diaries to observe outcomes like problem solving, adoption of new technologies, and evidence of self-regulation and collaboration. The research uses qualitative methods and analyses to gain insight into literacy development and the impact of networking in different educational contexts.
This document discusses the implications of digital identities and learning in virtual worlds and future metaverses. It notes that over 700 educational institutions currently use Second Life for digital learning. Studies show that virtual world simulations can be as or more effective than traditional classrooms, as seen in Loyalist College's border security training simulation in Second Life. Virtual worlds allow for geographically dispersed students and faculty to collaborate synchronously from different locations. However, concerns about cyberdisinhibition effects and potential addiction are also discussed.
Ubiquitous Learning Ecosystem for Lifelong Learnersbtabuenca
Bernardo Tabuenca is pursuing a PhD at the Open University of the Netherlands to develop integrated personal learning ecologies to better support lifelong learners. Over three years, he aims to design smart learning objects and prototypes that allow learners to connect informal and formal learning across contexts using multiple devices. His work so far includes a framework for linking learning and context, as well as location-based response software and contributions to the ARLearn augmented reality platform. Upcoming work will involve prototyping a personal learning ecosystem for lifelong learners and evaluating how it can help them better manage learning activities.
This document discusses the need for changes in education to better prepare students for the future. It notes that traditional practices like worksheets and standardized testing are still common, despite limited use of technology. It outlines features of current educational systems that are reactive, rigid, and poorly aware of learning research findings. The document calls for a new culture of learning that leverages social and technical tools to develop skills like collaboration, problem solving, and innovation. It emphasizes learning throughout life in various contexts and cultures.
This document discusses how the SCALE-UP teaching environment has been used to explore new ways of learning in initial teacher education modules. It notes that studio/workshop classes have the potential to improve students' conceptual understanding. It also mentions that students have more complex technological experiences than simply being "digital natives". The document lists factors that students found helpful in the SCALE-UP environment like access to technology, modeling of technology use by lecturers, and constructive debates. However, it also notes that groups could have been mixed more and lectures should be made available earlier.
In the age of Web 2.0 and social media, a constantly ubiquitous online presence is available - the ubiquitous access to information is quickly and easily. The teachers present theories, models and results, and some students "google" at the same time whether that is true what is being said. For the"Homo Interneticus" it is normal to search for facts. Discussions and learning cultures are changing.
What are appropriate didactical teaching-learning scenarios nowadays?
To what extent can Educational Apps/Technology be integrated to strengthen active learning (student engagement) and collaborative learning?
((What are the right conditions?))
The talk gives answers in form of case studies and theses which illustrate changes towards digital didactical designs in universities and schools.
Digital media enable learning in unexpected places online through established boundaries. If this is the case, then we face the challenge to understand teaching, learning and didactics in a new way – instead of a ‘text book learning’ only, that represents receptive, consumer-oriented teaching, we need creativity-focused didactical designs to enhance a meaningful learning experience.
The document describes a blended learning project between 2007-2012 in a primary school class in Italy, where the teacher created an online learning environment using Moodle to extend classroom learning. The goals were to expand the times and spaces of learning, increase student collaboration and involvement, and allow sick students to still participate; feedback found sharing multimedia resources and experiences with classmates and parents to be most interesting and useful aspects.
Three generations of distance education pedagogiesakor0003
This document summarizes three generations of distance education pedagogies: cognitive-behaviorist, social constructivist, and connectivist. The cognitive-behaviorist model focuses on individual learning through structured instruction. The social constructivist model acknowledges the social nature of knowledge construction and emphasizes learner-centered collaboration. The connectivist model is suited for the digital age, assuming knowledge is abundant and learning involves connecting to information networks. Each generation is examined according to the cognitive, social, and teaching presences they facilitate.
Three generations of distance education pedagogiesakor0003
This document summarizes three generations of distance education pedagogies: cognitive-behaviorist, social constructivist, and connectivist. It examines how cognitive, social, and teaching presence evolved across the different models. The cognitive-behaviorist approach focused on individual learning and lacked social presence. Social constructivism emphasized social interaction and context. Connectivism is suited for a networked era, assuming knowledge is accessible online and learning involves building information networks.
Three generations of distance education pedagogiesakor0003
This document summarizes three generations of distance education pedagogies: cognitive-behaviorist, social constructivist, and connectivist. It examines how cognitive, social, and teaching presence evolved across the different models. The cognitive-behaviorist approach focused on individual learning and lacked social presence. Social constructivism emphasized social interaction and context. Connectivism is suited for a networked era, assuming knowledge is accessible online and learning involves building information networks.
Three generations of distance education pedagogiesakor0003
This document summarizes three generations of distance education pedagogies: cognitive-behaviorist, social constructivist, and connectivist. It examines how cognitive, social, and teaching presence evolved across the different models. The cognitive-behaviorist approach focused on individual learning and lacked social presence. Social constructivism emphasized social interaction and context. Connectivism is suited for a networked era, assuming knowledge is accessible online and learning involves building information networks.
This document discusses identities and implications for existence in online spaces and virtual worlds. It explores how digital learning is being used by over 700 educational institutions in virtual worlds like Second Life. Case studies show benefits like allowing geographically dispersed students and faculty to meet and learn together. However, it also notes potential issues like cyberdisinhibition, addiction, and differing types of online identities and levels of immersion versus augmentation.
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
Taking control of your digital learning environmentFiona Jostsons
This presentation was completed as part of a unit at CSU ETL523 Leading for Digital Citizenship. I am completing this unit as part of my Masters of Knowledge Networking and Digital Integration.
This document discusses the potential of interactive digital narratives for media education and their pedagogical uses. It outlines some challenges in contemporary education like changing media environments and digital divides. Interactive digital narratives, as "digital born" electronic media, offer procedural, participatory, encyclopedic and spatial affordances. They could enable guided exploratory learning, scaffolded reading, and agency/imagination. However, there are open questions around the limitations of existing "digital born" educational media and contextual factors that may restrict their use in educational spaces.
Where Is The M In Interactivity, Collaboration, and Feedback?Michael Coghlan
Presentation for the Wireless Ready Event on March 29th, 2008. Audio accompanying approximately the first half of these slides at http://michaelc.podomatic.com/entry/2008-03-29T07_39_46-07_00
The document discusses engaging digital natives and future teachers in learning. It proposes blended learning environments that combine physical, virtual, social, mobile, and mental spaces. Knowledge practices like multi-tasking and social media use come naturally to digital natives. The document advocates transforming knowledge practices with technology and assessing changes in interest, reflection, and engagement. It describes using apps and collaborative tools to measure motivation and foster epistemic agency among students.
The document discusses how digital technologies are changing the way we learn and interact. It argues that classrooms need to shift from passive learning to active, collaborative learning where students play, connect, create and engage using technology. Key points include: students are already using technology in their personal lives and it needs to be incorporated into classrooms; teaching must change to develop skills like digital literacy, collective intelligence, and learning across media; the future of learning will emphasize discovery, meaning-making and creativity over memorization of facts.
Designing for personalization and contextualizationTISLID14
Here are some suggestions based on your current context:
- Look up nearby restaurants on Yelp and suggest having lunch. You could discuss the types of cuisine available.
- Check Foursquare or another location-based social network to see if any friends are in the area and suggest meeting up.
- Search for points of interest like museums, parks or landmarks near your current location. You could provide information about these places and suggest visiting one.
- Check the local news or event calendars and discuss any upcoming activities or events that may be of interest.
- Search social media like Instagram for recent photos tagged at your location for additional context clues.
- Look up the local weather and tailor the conversation topics
Designing for personalization and contextualization
Mlearn 2012 Keynote
1. 17/10/2012
MLEARN 2012
Mobile Learning in Secondary School
The Case for Educational
Transformation?
Brendan Tangney
Centre for Research in IT in Education
School of Education and School of Computer Science & Statistics
Trinity College Dublin
tangney@tcd.ie
www.slideshare.net/tangney
Bibliography
All videos available on https://vimeo.com/user10137243
Bruner, J. S. (1961). "The act of discovery". Harvard Educational Review 31 (1): 21–32
Dror, Itiel E. 2008. Technology enhanced learning: The good, the bad, and the ugly. Pragmatics & Cognition 16:2 215–223.
Galton, M., L. Hargreaves, and T. Pell, Group work and whole‐class teaching with 11‐ to 14‐year‐olds compared. Cambridge
Journal of Education, 2009. 39(1): p. 119-140.
Jonassen, D., C. Carr, and H.-P. Yueh, Computers as mindtools for engaging learners in critical thinking. TechTrends, 1998.
43(2): p. 24-32.
Jonassen, D., Mayes, T., & McAleese, R. (1993). A manifesto for a constructivist approach to uses of technology in higher
education. In T.M. Duffy, J. Lowyck, & D.H. Jonassen (Eds.), Designing environments for constructive learning (pp. 231–247).
Heidelberg: Springer-Verlag.
Papert, S. & Harel, I. (eds). (1991) Constructionism: research reports and essays 1985 - 1990 by the Epistemology and
Learning Research Group, the Media Lab, Massachusetts Institute of Technology, Ablex Pub. Corp, Norwood, NJ
Piaget, Jean. (1950). The Psychology of Intelligence. New York: Routledge.
Ruben R. Puentedura. Transformation, Technology, and Education. (2006) http://hippasus.com/resources/tte/
Soloway, E., et al., Log on education: Handheld devices are ready-at-hand. Communications of the ACM, 2001. 44(6): p. 15-
20.
Voogt & Pelgrum, Pedagogy in a knowledge-based society, Human Technology : 2005, Volume 1, Number 2 [9]
Vygotskii, L.S. (1978). Mind in society: The development of higher mental processes. Cambridge, MA: Harvard University
Press
1
2. 17/10/2012
Acknowledgements
• Byrne P. , Tangney B., Animation on Mobile Phones, IADIS International Conference on Mobile Learning, July 2006,
pp365 – 369
• Conneely, C., Lawlor, J., Tangney, B., Technology, Teamwork and 21st Century Skills in the Irish Classroom in,
editor(s)Marshall, K., Shaping our Future: How the lessons of the past can shape educational transformation, Liffey
Press, to appear 2013
• Johnston K., Murchan D., Conneely C., Tangney B. Enacting Key Skills-based Curricula in Secondary Education:
Lessons from a Technology-mediated, Group-based Learning Initiative. European Conference on Educational
Research, 2012.
• Lawlor J., Conneely C., and Tangney B., Towards a pragmatic model for group-based, technology-mediated, project-
oriented learning – an overview of the B2C model, in Proceedings of the TechEduca Conference 2010, pp. 602-609.
• McCarthy, C., Bligh, J., Jennings, K., Tangney, B., Virtual Collaborative Learning Environments for Music: Networked
Drumsteps, Computers & Education, 44, (2), 2005, p173 - 195
• Patten B., A C4 Toolkit for the Teaching and Learning of Concurrency, M.Sc. Thesis, TCD, 2007
• Patten, B., Arnedillo Sánchez I., Tangney B., Designing collaborative, constructionist and contextual applications for
handheld devices. Computers & Education, 2006. 46(3): p. 294-308.
• Reardon S. and Tangney B., Studio-Based Learning with Smartphones for Novice Programmers, in Proceedings of
the 10th World Conference on Mobile and Contextual Learning2011: Beijing. p. 32-39.
• Tangney B., Oldham E., Conneely C., Barrett S., Lawlor J., Pedagogy and Processes for a Computer Programming
Outreach Workshop—The Bridge to College Model. IEEE Transactions on Education, 2010. 53(1): p. 53-60.
• Tangney B., Weber S. , O'Hanlon P., Knowles D., Munnelly J., Salkham A., Watson R., Jennings K, MobiMaths: An
approach to utilising smartphones in teaching mathematics, Proceeding of the 9th world conference on mobile
and contextual learning, 2010, pp9 – 15
4
2
3. 17/10/2012
1 My Philosophical Outlook
A Self Confessed Techno-Sceptic
This technology “is destined to revolutionize
our educational system and ... in a few years
it will supplant largely, if not entirely, the use
of textbooks".
– 1922 - Thomas Edison on motion pictures.
“Taking full advantage of the benefits of
ICT in teaching and learning will
encourage and enable all students to
become self-assured and self-directed
learners.”
2011 (Smart Schools = Smart Economy,
Irish government policy document)
3
4. 17/10/2012
2 Philosophers, 1 Poet
& 2 Researchers
Aristotle
"For the things we have
to learn before we can do
them, we learn by doing
them.“
Ethics Book II
4
5. 17/10/2012
Kahlil Gibran
“If he (the teacher) is indeed wise
he does not bid you enter the
house of his wisdom, but rather
leads you to the threshold of
your own mind.”
From The Prophet, Kahil Gibran
Socrates
“Can it be, Ischomachus,
that asking questions is
teaching?”
Socrates, quoted in
Xenophon's "Economics"
5
6. 17/10/2012
Papert and Jonassen
• Learning as “hard fun”.
• “...technologies should not
support learning by attempting
to instruct the learners, but
rather should be used as
knowledge construction tools
that students learn with, not
from.”
(Jonassen, D., C. Carr, and H.-P. Yueh, 1998)
Some Mobile Learning
2
Applications
6
7. 17/10/2012
The type of learning experiences we
wish to create
“…when learners are active and motivated,
when they are involved, participating, engaged,
and interacting with the material, then learning
is maximised.”
(Dror E. 2008)
Constructivist learning
An environment which is rich in information
Learners performing authentic tasks in ill-
structured domains
Learning & problem solving in real-life contexts
Learning through interactions with others
An emphasis on learning rather than solutions
An emphasis on reflective learning
A cognitive apprenticeship teaching model
Bruner, J. S. (1961; Jonassen, D., Mayes, T., & McAleese, R. (1993); Papert, S. & Harel, I. (eds). (1991) ; Piaget, Jean. (1950);
Vygotskii, L.S. (1978).
7
8. 17/10/2012
A Seminal Example
Cooties • Soloway, E., et al.,
2001.
1st Attempt at supporting
Learning Conversations
Patten B., A C4 Toolkit for the Teaching and Learning of Concurrency, M.Sc. Thesis, TCD, 2007
L3: Give me the Fork [to L4]
L4: Fork is gone
L3: GIMME!
L4: Sorry buddy.
L3: put down your damn fork. [to L5]
[L2 and L7 start to communicate]
L3: No, your fork has gone [to L2]
L2: I’m just telling him to wait
L3: Can you tell me to wait? [to L4]
[L3 and L4 point PDAs at each other]
L3: [reading from screen] ‘Fork is already being
used’
L4: I’m just sending you a message.
L3: [shouting] Conor [L5] relinquish the fork, I’m
starving here!
(Patten B., 2007)
8
9. 17/10/2012
Other Early Ones
DRUMSTEPS
(McCarthy, C., Bligh, J., Jennings,
K., Tangney, B., 2005)
Virtual Graffiti
David O’Loghlin - www.vgraffiti.com
SMART - (Byrne P. , Tangney B., 2006)
Learner Created (AR) Mobile
Applications Using App Inventor
http://appinventor.mit.edu/
9
10. 17/10/2012
Two Player PONG
(Sergey Slashchev, Vicki Wisuri, Jiachuan Wang)
PONG Video Clip
10
12. 17/10/2012
Set Up I
Player’s current
location
Player’s piece
Set Up II – Walk to the correct location
Player’s current
location
Player’s piece
12
13. 17/10/2012
How to move
Turn taking is controlled by the players
themselves talking to each other
– not the application!
When a team agrees which of its pieces
to move the appropriate player walks
to their new location and selects
“Choose to Move” which updates the
location of the piece on the board.
How to move - II
Piece has followed player to new
location and the screens of all
other players are updated.
13
14. 17/10/2012
Game in action!
The Verdict on App Inventor
Q. Can non techies create interesting
mobile (AR) learning apps using App
Inventor?
A. Not there yet but getting close………
14
15. 17/10/2012
Designing 21C “classroom”
3
learning experiences.
Collaboration
“Stationary desks
and chairs are proof
that the principle of
slavery still informs
the school”
- Montessori (1912)
2009
1890
15
16. 17/10/2012
Aspect Pedagogy in an industrial Pedagogy in the information
society society
Active learners Whole class instruction Small groups
Collaborative Individual Working in teams
Homogeneous groups Heterogeneous groups
Everyone for him/herself Supporting each other
Creative Reproductive learning Productive learning
Integrative Discipline based Thematic
Individual teachers Teams of Teachers
The SAMR Model for
Technology Adoption
(Puentedura R., 2006)
16
17. 17/10/2012
A Model of Team Based, Technology
Mediated, Project Oriented Learning
- Outside the Classroom
(Lawlor J., Conneely C., and Tangney B., 2010. ; Tangney B., Oldham E., Conneely C., Barrett S., Lawlor J., 2010; Conneely, C., Lawlor,
J., Tangney, B., 2013)
Technology
-mediated
Project-
Reflection
based
Facilitator
Learning
and/or
Space
Mentor(s)
Learning Model
Social
Team
Learning
work
Protocols
Skills-
focussed
17
18. 17/10/2012
Experience to date
• Since Nov 2007 working in partnership with an
NGO (SUAS Educational Development)
• ~3,500 participants in out of school workshops of
1-3.5 days.
• Most from disadvantaged backgrounds.
• Most participants ~16 years but also Primary,
year 1 secondary, Masters, learners with
intellectual disability.
• Topics covered: MM production; Programming;
Learning core curriculum without a teacher
(Mitra like).
Bridge 21 Video (bridge21.ie)
18
19. 17/10/2012
Themes emerging from “I can do
things I
research
didn’t think I
could”
1. Students developed a personal responsibility “You’re
for learning responsible for
yourself & for
2. Teamwork is a positive contributor to the your own
learning experience work”
3. Evidence of development of meta-cognition
“I learned how to
& higher order learning interact with other
4. Results resonate with the SPRinG project people & work
together to build
5. Skills students developed during programme anything”
carried back to school
“I like working in
a team rather
than by myself”
(Lawlor J., Conneely C., and Tangney B., 2010. ; Tangney B., Oldham E., Conneely C., Barrett S., Lawlor J., 2010;)
Systemic Change
in Irish Secondary Schools?
19
20. 17/10/2012
Systemic Change in Irish Schools
(12-16 age range)
Being creative Working with others Managing information and thinking
Imagining Relating effectively and resolving Being curious
conflict
Exploring options and alternatives Gathering, recording, organising, and
Co-operating evaluating information
Implementing ideas and taking action
Respecting difference Using information to solve problems
Changing and taking risks and create new ideas
Contributing
Learning creatively Thinking creatively and critically
Learning with others
Being creative through ICT Reflecting on and evaluating my
Using ICT to work with others learning
Using ICT to access, manage and
share knowledge
Key Skills
Can we adapt the Bridge21 Model
for use in formal schooling?
20
21. 17/10/2012
Challanges
Assimilating
content/curriculum for
Embedding key skills
Assessment of student-led learning Classroom &
within subject content
learning & school design
achievement
Teacher &
The role of the student
teacher development &
training needs
B21 Learning Bridge21 School
Model Transformation
Programme
A 21st Century
School
Worked with 8 schools in 2011-12
Impact on Key Skills (n=134)
Mean
Key Skill Sub-Skill Difference SD t Alpha Effect Size
Being Creative Exploring options & alternatives .27 .87 3.4 .001 .32
Implementing ideas & taking action .14 .56 2.9 .005 .26
Learning creatively -.06 .48 -1.43 .154 .13
Working with Others Co-operating .22 1.10 2.16 .03 .23
Contributing .04 .58 .67 .51 .06
Learning with others .12 .93 1.4 .17 .15
Using ICT to work with others .34 1.32 2.6 .01 .31
Managing information Gathering, recording, organising and evaluating .12 .82 1.68 .10 .17
and thinking information
Using information to solve problems and create .11 .61 2.02 .05 .21
new ideas
Thinking creatively and critically .12 .51 2.63 .01 .24
Reflecting on and evaluating my learning .00 .57 .67 .94 .02
Johnston K., Murchan D., Conneely C., Tangney B. 2012
19/9/2012 42
21
22. 17/10/2012
Key Skills
Being creative Working with others Managing information and thinking
Imagining Relating effectively and resolving Being curious
conflict
Exploring options and alternatives Gathering, recording, organising, and
Co-operating evaluating information
Implementing ideas and taking action
Respecting difference Using information to solve problems
Changing and taking risks and create new ideas
Contributing
Learning creatively Thinking creatively and critically
Learning with others
Being creative through ICT Reflecting on and evaluating my
Using ICT to work with others learning
Using ICT to access, manage and
share knowledge
Modest evidence of gain
No evidence of gain
19/9/2012 43
4
22
23. 17/10/2012
The MobiMath
Toolkit
(Tangney B., Weber S. , O'Hanlon P., Knowles D., Munnelly J., Salkham A., Watson R.,
Jennings K, 2010)
The Pond Example
Exploring: problem solving; estimation;
measurement; geometry & volume
Students in year 1 secondary school
~ 12-13 years old
23
24. 17/10/2012
How long would it take you to fill the pond in the local park with
water using only buckets filled from the tap in the school yard?
School Pond
Very nice pond!
Irregular in shape and has little islands in it.
24
25. 17/10/2012
Video Clip
The Bridge 21 model and (mobile) technology
can help us create learning experiences which
are...
An environment which is rich
in information
Performing authentic tasks in
ill-structured domains
Learning & problem solving in
real-life contexts
Learning through interactions Problem based
with others
An emphasis on learning
Open ended
rather than solutions
An emphasis on reflective
learning Contextualised
Team based
25
26. 17/10/2012
Going forward
• Working with 12 schools in 2012-13
– Working with 3 schools opening in 2014.
• Training for pupils
• CPD for teachers
• Co-operative planning with schools
• Research Instruments
– Case studies of different schools
– Skills instrument
– Standardised tests
In Conclusion
(Mobile) Technology Enhanced
Learning in Secondary Schools?
• “The task is not to
understand the
world but to change it.”
Karl Marx
• We wish to help transform
the Irish Secondary School
system.
26