This document discusses interactive digital stories (IDS) and their potential use in classrooms. IDS allow users to play a role in a digital narrative and make decisions that can impact the outcome. The document examines strategies for implementing IDS, including using pre-made software, having teachers or students create their own stories, and how IDS can benefit English language learners and engage students. It also describes an international program called PoliCultura that has students create multimedia narratives using authoring software. In general, the document advocates for making IDS software available to classrooms as they can increase engagement for students.
The Advent of Mobile Learning Technology offers enormous possibilities that can be leveraged for learning. Mobile Learning Technology is in user’s pockets. Leverage it now.
Charles la trobe_college_learning_without_limitsxband
Charles La Trobe College (CLTC) is a multi-campus school in Melbourne, Australia that focuses on personalized learning to help students realize their full potential. CLTC recognizes community engagement and diversity as important. Through a project called Classroom of the Future with Intel, CLTC aims to improve teaching practices and promote widespread technology use for learning.
This document provides an overview of mobile learning. It defines mobile learning as learning facilitated by mobile devices that allows learners to be physically mobile. It discusses the benefits of mobile learning including flexibility and accessibility. Examples of mobile learning applications are provided such as eBooks, job aids, and augmented reality. Planning considerations for mobile learning like device capabilities and limitations are outlined. Resources for researching mobile learning trends and the ADL mobile learning program are also summarized.
Mobile learning is becoming increasingly important in education. Some key points are:
1) Mobile devices are ubiquitous, with over 6 billion people having access to a connected mobile device. For many, a smartphone may become their primary computing device.
2) Studies show that mobile learning enhances learner engagement and interaction, and allows learning to take place anywhere and anytime in a convenient and flexible way.
3) When implemented effectively through tools like apps, mobile learning can improve learning outcomes for students and empower self-directed learning. However, ensuring appropriate teacher training and addressing distractions are challenges to address.
The document outlines 5 future network scenarios for education in Europe by 2025:
1. ENET is a centralized European education network managed by the EU Commission for teachers to share resources and connect.
2. MyNetwork allows teachers to manage multiple profiles and apps through a single login to better connect within privacy controls.
3. Intelligent agents assist isolated teachers through personalized avatars that search for resources, plan lessons, and find teacher connections.
4. Teaching careers diversify with options for in-person, virtual, and digital mentoring as students personalize their learning paths.
5. Some teachers prefer offline networking through rotating between schools for monthly collaboration events with other teachers and students.
This document discusses mobile learning and its uses in education. It begins with an introduction to mobile learning and its importance. It then reviews literature on using mobile technology for finding information, providing feedback, learning new concepts, taking notes, reading, calculating, communicating, planning and collaborating. Frameworks for mobile learning are also discussed. The document reviews concerns about and trends in mobile learning and concludes that mobile learning is most effective when integrated into the curriculum.
1) Current trends in K-12 assistive technology include the increased use of mobile devices, issues around funding assistive technology with sequestration cuts, and preparing for changes with the Common Core standards.
2) Key issues in assistive technology are convergence of technologies, customizability, research-based design, portability, and interoperability.
3) The future of assistive technology depends on collaboration, increasing awareness of devices and services, and sharing the goal of appropriate technology for students.
Guest Lecture: Restoring Context in Distance Learning with Artificial Intelli...Daniele Di Mitri
Presentation given on the February 1st, 2022 at the "Brown Bag" presentation series organised by the Faculty of NYU Educational Communication and Technology which is part of the Steinhardt School of Culture, Education, and Human Development.
https://www.ectstudent.info/news-events/brown-bag-dr-daniele-di-mitri
Presentation Abstract:
The COVID-19 pandemic forced more than 1.6 billion learners out of school, becoming the most challenging disruption ever endured by the global education systems. In many countries, education institutions decided to move their regular activities online, opting for remote teaching as an emergency solution to continue their education. Meanwhile, physical distancing and learning in isolation heavily challenge learners and hinder their study success. There is a compelling need to make education systems more resilient and less vulnerable to future disruptions in such a critical landscape. In particular, we have to reconsider how digital technologies can support online and hybrid teaching. If digital education technologies such as video conferencing tools and learning management systems have improved to make educational resources more available and education more flexible, the modes of interaction they implement remain essentially unnatural for the learner due to a substantial lack of context. Modern sensor-enabled computer systems allow extending the standard human-computer interfaces and facilitate richer multimodal interaction. Furthermore, advances in AI allow interpreting the data collected from multimodal and multi-sensor devices. These insights can be used to support online teaching and learning in isolation with personalised feedback and adaptation through Multimodal Learning Experiences (MLX). This guest lecture elaborates on existing approaches, architectures, and methodologies. I illustrate use cases that employ multimodal learning analytics applications that can shape the online teaching of the future.
The Advent of Mobile Learning Technology offers enormous possibilities that can be leveraged for learning. Mobile Learning Technology is in user’s pockets. Leverage it now.
Charles la trobe_college_learning_without_limitsxband
Charles La Trobe College (CLTC) is a multi-campus school in Melbourne, Australia that focuses on personalized learning to help students realize their full potential. CLTC recognizes community engagement and diversity as important. Through a project called Classroom of the Future with Intel, CLTC aims to improve teaching practices and promote widespread technology use for learning.
This document provides an overview of mobile learning. It defines mobile learning as learning facilitated by mobile devices that allows learners to be physically mobile. It discusses the benefits of mobile learning including flexibility and accessibility. Examples of mobile learning applications are provided such as eBooks, job aids, and augmented reality. Planning considerations for mobile learning like device capabilities and limitations are outlined. Resources for researching mobile learning trends and the ADL mobile learning program are also summarized.
Mobile learning is becoming increasingly important in education. Some key points are:
1) Mobile devices are ubiquitous, with over 6 billion people having access to a connected mobile device. For many, a smartphone may become their primary computing device.
2) Studies show that mobile learning enhances learner engagement and interaction, and allows learning to take place anywhere and anytime in a convenient and flexible way.
3) When implemented effectively through tools like apps, mobile learning can improve learning outcomes for students and empower self-directed learning. However, ensuring appropriate teacher training and addressing distractions are challenges to address.
The document outlines 5 future network scenarios for education in Europe by 2025:
1. ENET is a centralized European education network managed by the EU Commission for teachers to share resources and connect.
2. MyNetwork allows teachers to manage multiple profiles and apps through a single login to better connect within privacy controls.
3. Intelligent agents assist isolated teachers through personalized avatars that search for resources, plan lessons, and find teacher connections.
4. Teaching careers diversify with options for in-person, virtual, and digital mentoring as students personalize their learning paths.
5. Some teachers prefer offline networking through rotating between schools for monthly collaboration events with other teachers and students.
This document discusses mobile learning and its uses in education. It begins with an introduction to mobile learning and its importance. It then reviews literature on using mobile technology for finding information, providing feedback, learning new concepts, taking notes, reading, calculating, communicating, planning and collaborating. Frameworks for mobile learning are also discussed. The document reviews concerns about and trends in mobile learning and concludes that mobile learning is most effective when integrated into the curriculum.
1) Current trends in K-12 assistive technology include the increased use of mobile devices, issues around funding assistive technology with sequestration cuts, and preparing for changes with the Common Core standards.
2) Key issues in assistive technology are convergence of technologies, customizability, research-based design, portability, and interoperability.
3) The future of assistive technology depends on collaboration, increasing awareness of devices and services, and sharing the goal of appropriate technology for students.
Guest Lecture: Restoring Context in Distance Learning with Artificial Intelli...Daniele Di Mitri
Presentation given on the February 1st, 2022 at the "Brown Bag" presentation series organised by the Faculty of NYU Educational Communication and Technology which is part of the Steinhardt School of Culture, Education, and Human Development.
https://www.ectstudent.info/news-events/brown-bag-dr-daniele-di-mitri
Presentation Abstract:
The COVID-19 pandemic forced more than 1.6 billion learners out of school, becoming the most challenging disruption ever endured by the global education systems. In many countries, education institutions decided to move their regular activities online, opting for remote teaching as an emergency solution to continue their education. Meanwhile, physical distancing and learning in isolation heavily challenge learners and hinder their study success. There is a compelling need to make education systems more resilient and less vulnerable to future disruptions in such a critical landscape. In particular, we have to reconsider how digital technologies can support online and hybrid teaching. If digital education technologies such as video conferencing tools and learning management systems have improved to make educational resources more available and education more flexible, the modes of interaction they implement remain essentially unnatural for the learner due to a substantial lack of context. Modern sensor-enabled computer systems allow extending the standard human-computer interfaces and facilitate richer multimodal interaction. Furthermore, advances in AI allow interpreting the data collected from multimodal and multi-sensor devices. These insights can be used to support online teaching and learning in isolation with personalised feedback and adaptation through Multimodal Learning Experiences (MLX). This guest lecture elaborates on existing approaches, architectures, and methodologies. I illustrate use cases that employ multimodal learning analytics applications that can shape the online teaching of the future.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
Digital technology uses binary numbers (1s and 0s) to process information. There are several types of digital technology used in education, including productivity tools, instructional software, computer-based learning, general references, and research tools. Productivity tools help with tasks like photo editing and simulations. Instructional software provides lessons and assessments to students. Computer-based learning uses computers as the primary tool for instruction and can track student progress. General references include encyclopedias and dictionaries. Research tools allow students to search various sources online. Digital technology enhances education by creating new learning environments and allowing information manipulation and new teaching strategies.
2014 joint research project between Microsoft Australia, Victoria Department of Education and Training and Victoria University investigating the impact of digital stylus enabled devices on learners at multiple levels in K-12
The document discusses current and future trends in instructional technologies at KTTC. Currently, KTTC utilizes non-projected display boards, projection boards and equipment, real objects and specimens, reprographic equipment, print materials, audio-visuals, and ICT integration tools. Future technologies will focus on multiple means of presentation, action and expression, engagement, collaboration, and Web 2.0 tools. Some uncertainties around future technologies are also mentioned.
This document provides an introduction to BYOD (Bring Your Own Device) and describes MLP12C's journey with BYOD implementation. It discusses the context of digital learners today and how they are more technology-oriented. It then explains what BYOD is and provides two case studies on BYOD programs at schools in the US and Australia as examples. The document aims to outline considerations for adopting BYOD and how giving students access to their own mobile devices can help empower independent learning.
This document summarizes three articles about digital storytelling in education. All three articles advocate for the use of digital storytelling in classrooms and note its benefits. These benefits include incorporating writing, creative thinking, and design skills. The articles provide definitions of digital storytelling, examples of how to implement it, and free or low-cost software options. They emphasize planning the story before adding multimedia elements. In conclusion, the document argues digital storytelling is an engaging way to teach 21st century skills.
This presentation discusses how emerging technologies are transforming education and discusses ways that technologies can be leveraged to improve learning outcomes in K-12 education. Ten ways are proposed: 1) blended learning 2) simulation 3) one-to-one laptop projects 4) cloud-based learning 5) digital textbooks 6) remediation 7) location supported learning 8) problem-based learning 9) just-in-time learning and 10) support for students with special needs. Four examples are provided and barriers to change are noted including costs, equity of access, and slow adoption amongst teachers.
This document provides 50 resources related to mobile learning (mLearning). It lists websites, blogs, articles, papers and other sources of information on topics like mobile learning applications, research, best practices, tutorials, news, and more. Many of the resources listed also contain case studies, videos, and other educational materials about leveraging mobile devices for teaching and learning.
Present generation of learners, growing up in a digital age, expect a fully IT-infused curriculum as a minimum. So, the majority of non-digital-age maritime instructors have to strive hard to keep pace with these new-age students’ expectations. In this paper, we will share our experience at the Wavelink Maritime Institute (WMI), where we are busy in developing and delivering a 3-year pre-sea training programme for marine engineers. Integrating technology in curriculum led to seamless accessibility, reduction of drudgery of calculations in engineering problems, increase in conceptual understandings. This also enables trials of various what-if scenarios and simulations of more authentic engineering cases, which were sometimes arranged as team assignments to add teamwork and cooperation in learning. Starting with the description of the steps taken to develop a knowledge-based infrastructure for learning, the paper will share some specific applications of technology usage in many of the course subjects and also include our student feed back, which reflects some degree of success of our efforts.
The impact of digital technology: A review of the evidence of the impact of d...Paul Burgess
This document reviews evidence on the impact of digital technologies on formal education. It finds that digital technologies are positively impacting both behaviors and performance in schools. Regarding behaviors, technologies are improving readiness for learning by helping develop cognitive skills and facilitating greater integration for students with disabilities. Regarding performance, meta-analyses show moderate achievement gains from computer use, especially in math, and for lower-achieving students. Large-scale studies also find technologies associated with improved attainment at various school stages. Overall, the evidence demonstrates digital technologies can have meaningful, positive impacts when integrated effectively into education.
New Research: Digital Tools and Personalized Learning, Today and TomorrowDreamBox Learning
This web seminar provided an overview of digital tools and personalized learning. It discussed key findings from the Speak Up research project, including how students, teachers, and administrators are using technology to support learning. It also looked at trends in blended learning, online learning, mobile learning, and the use of digital games and adaptive software in K-12 classrooms. Examples were given of how different districts are implementing these tools to enhance instruction.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
The document discusses Bring Your Own Device (BYOD) programs in schools and 21st century learning. It describes today's digital native students and how they learn best through mobile, collaborative, connected, and multimedia experiences. BYOD allows personalized learning through student-owned devices and has benefits like engaged learning and cost effectiveness, but also challenges like different devices and platforms. The document provides examples of how teachers can implement BYOD and digital tools to support 21st century skills like critical thinking, collaboration, and communication.
Digital storytelling engages students in higher-order thinking skills by having them research topics and develop understanding to tell stories using dynamic media like video and images. It promotes 21st century skills like communication, collaboration, and problem-solving. Examples are provided of how digital stories can be created for various subjects and assessed using rubrics. Web 2.0 tools and free programs like Windows Movie Maker allow students to incorporate multimedia into their stories. Digital storytelling has benefits for language arts, integrating curriculums, and applying skills to real-world situations when guided by essential questions.
1) The document discusses trends in open educational resources (OER) including how they are shared materials used for learning, teaching, research and professional development.
2) It outlines benefits of OER for students, instructors and institutions such as lower costs, greater flexibility and access to high quality resources. Popular examples of OER programs and repositories are also given.
3) Issues with current feedback and assessment practices are raised, proposing the use of authentic feedback and peer review to enhance student work and motivation through ePortfolios and lifelong learning networks.
Digital Learning: A Birds eye view of web platform in Digital India for LearningShiba Bhue
This document discusses various digital learning platforms and resources available in India. It describes mobile apps from NCERT and MHRD that provide educational content from classes 1-12. Other resources mentioned include ePathshala, ePG Pathshala, Online Labs developed by Amrita University, Khan Academy, SWAYAM India's MOOC platform, NPTEL from IITs and IISc, Sakshat, Shodhganga, and Unacademy. The document concludes that while national e-libraries and MOOCs are in early stages, open educational resources are growing in India, and more digital learning options will emerge to meet needs through programs like Digital India.
This document provides a summary of 3 articles about using social networking and mobile technologies in K-12 classrooms. It discusses how principals believe schools should allow these technologies and provide examples of teachers using tools like Skype, Twitter and cloud-based applications for collaboration between students in different locations on joint projects. One teacher's connection through Twitter led to her class visiting and collaborating with a class in Sweden. The conclusion is that these kinds of technologies are the future of learning and engaging younger generations.
The document discusses marketing strategies for eStarbooks, a proposed self-publishing company brand under the Starbucks ePublishing Company. It would position itself as a community focused brand where authors can gather and share ideas. The target market includes ages 18 to 45, especially college students, housewives, singles, young professionals and married couples. It provides sales forecasts of 27,500 monthly and 330,000 annually with projected monthly revenue of $190,850 and annual revenue of $2,290,200. It allocates a $5 million promotions budget across 2,000 Starbucks locations over 2 months to promote the new brand.
1. The document describes the structural analysis and design of an elliptical composite spring for use in a novel Loop-Wheel suspension system for a Mars rover.
2. The objectives are to design a composite spring laminate that achieves desired mechanical properties while avoiding failure modes, propose a suitable spring geometry with good energy absorption, and design against microcracking and other failure modes under loading.
3. A unidirectional S-glass/epoxy laminate with a cross-ply construction and an ellipticity ratio of 0.82 is proposed to maximize energy absorption while preventing microcracking, delamination and other failures.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
Digital technology uses binary numbers (1s and 0s) to process information. There are several types of digital technology used in education, including productivity tools, instructional software, computer-based learning, general references, and research tools. Productivity tools help with tasks like photo editing and simulations. Instructional software provides lessons and assessments to students. Computer-based learning uses computers as the primary tool for instruction and can track student progress. General references include encyclopedias and dictionaries. Research tools allow students to search various sources online. Digital technology enhances education by creating new learning environments and allowing information manipulation and new teaching strategies.
2014 joint research project between Microsoft Australia, Victoria Department of Education and Training and Victoria University investigating the impact of digital stylus enabled devices on learners at multiple levels in K-12
The document discusses current and future trends in instructional technologies at KTTC. Currently, KTTC utilizes non-projected display boards, projection boards and equipment, real objects and specimens, reprographic equipment, print materials, audio-visuals, and ICT integration tools. Future technologies will focus on multiple means of presentation, action and expression, engagement, collaboration, and Web 2.0 tools. Some uncertainties around future technologies are also mentioned.
This document provides an introduction to BYOD (Bring Your Own Device) and describes MLP12C's journey with BYOD implementation. It discusses the context of digital learners today and how they are more technology-oriented. It then explains what BYOD is and provides two case studies on BYOD programs at schools in the US and Australia as examples. The document aims to outline considerations for adopting BYOD and how giving students access to their own mobile devices can help empower independent learning.
This document summarizes three articles about digital storytelling in education. All three articles advocate for the use of digital storytelling in classrooms and note its benefits. These benefits include incorporating writing, creative thinking, and design skills. The articles provide definitions of digital storytelling, examples of how to implement it, and free or low-cost software options. They emphasize planning the story before adding multimedia elements. In conclusion, the document argues digital storytelling is an engaging way to teach 21st century skills.
This presentation discusses how emerging technologies are transforming education and discusses ways that technologies can be leveraged to improve learning outcomes in K-12 education. Ten ways are proposed: 1) blended learning 2) simulation 3) one-to-one laptop projects 4) cloud-based learning 5) digital textbooks 6) remediation 7) location supported learning 8) problem-based learning 9) just-in-time learning and 10) support for students with special needs. Four examples are provided and barriers to change are noted including costs, equity of access, and slow adoption amongst teachers.
This document provides 50 resources related to mobile learning (mLearning). It lists websites, blogs, articles, papers and other sources of information on topics like mobile learning applications, research, best practices, tutorials, news, and more. Many of the resources listed also contain case studies, videos, and other educational materials about leveraging mobile devices for teaching and learning.
Present generation of learners, growing up in a digital age, expect a fully IT-infused curriculum as a minimum. So, the majority of non-digital-age maritime instructors have to strive hard to keep pace with these new-age students’ expectations. In this paper, we will share our experience at the Wavelink Maritime Institute (WMI), where we are busy in developing and delivering a 3-year pre-sea training programme for marine engineers. Integrating technology in curriculum led to seamless accessibility, reduction of drudgery of calculations in engineering problems, increase in conceptual understandings. This also enables trials of various what-if scenarios and simulations of more authentic engineering cases, which were sometimes arranged as team assignments to add teamwork and cooperation in learning. Starting with the description of the steps taken to develop a knowledge-based infrastructure for learning, the paper will share some specific applications of technology usage in many of the course subjects and also include our student feed back, which reflects some degree of success of our efforts.
The impact of digital technology: A review of the evidence of the impact of d...Paul Burgess
This document reviews evidence on the impact of digital technologies on formal education. It finds that digital technologies are positively impacting both behaviors and performance in schools. Regarding behaviors, technologies are improving readiness for learning by helping develop cognitive skills and facilitating greater integration for students with disabilities. Regarding performance, meta-analyses show moderate achievement gains from computer use, especially in math, and for lower-achieving students. Large-scale studies also find technologies associated with improved attainment at various school stages. Overall, the evidence demonstrates digital technologies can have meaningful, positive impacts when integrated effectively into education.
New Research: Digital Tools and Personalized Learning, Today and TomorrowDreamBox Learning
This web seminar provided an overview of digital tools and personalized learning. It discussed key findings from the Speak Up research project, including how students, teachers, and administrators are using technology to support learning. It also looked at trends in blended learning, online learning, mobile learning, and the use of digital games and adaptive software in K-12 classrooms. Examples were given of how different districts are implementing these tools to enhance instruction.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
The document discusses Bring Your Own Device (BYOD) programs in schools and 21st century learning. It describes today's digital native students and how they learn best through mobile, collaborative, connected, and multimedia experiences. BYOD allows personalized learning through student-owned devices and has benefits like engaged learning and cost effectiveness, but also challenges like different devices and platforms. The document provides examples of how teachers can implement BYOD and digital tools to support 21st century skills like critical thinking, collaboration, and communication.
Digital storytelling engages students in higher-order thinking skills by having them research topics and develop understanding to tell stories using dynamic media like video and images. It promotes 21st century skills like communication, collaboration, and problem-solving. Examples are provided of how digital stories can be created for various subjects and assessed using rubrics. Web 2.0 tools and free programs like Windows Movie Maker allow students to incorporate multimedia into their stories. Digital storytelling has benefits for language arts, integrating curriculums, and applying skills to real-world situations when guided by essential questions.
1) The document discusses trends in open educational resources (OER) including how they are shared materials used for learning, teaching, research and professional development.
2) It outlines benefits of OER for students, instructors and institutions such as lower costs, greater flexibility and access to high quality resources. Popular examples of OER programs and repositories are also given.
3) Issues with current feedback and assessment practices are raised, proposing the use of authentic feedback and peer review to enhance student work and motivation through ePortfolios and lifelong learning networks.
Digital Learning: A Birds eye view of web platform in Digital India for LearningShiba Bhue
This document discusses various digital learning platforms and resources available in India. It describes mobile apps from NCERT and MHRD that provide educational content from classes 1-12. Other resources mentioned include ePathshala, ePG Pathshala, Online Labs developed by Amrita University, Khan Academy, SWAYAM India's MOOC platform, NPTEL from IITs and IISc, Sakshat, Shodhganga, and Unacademy. The document concludes that while national e-libraries and MOOCs are in early stages, open educational resources are growing in India, and more digital learning options will emerge to meet needs through programs like Digital India.
This document provides a summary of 3 articles about using social networking and mobile technologies in K-12 classrooms. It discusses how principals believe schools should allow these technologies and provide examples of teachers using tools like Skype, Twitter and cloud-based applications for collaboration between students in different locations on joint projects. One teacher's connection through Twitter led to her class visiting and collaborating with a class in Sweden. The conclusion is that these kinds of technologies are the future of learning and engaging younger generations.
The document discusses marketing strategies for eStarbooks, a proposed self-publishing company brand under the Starbucks ePublishing Company. It would position itself as a community focused brand where authors can gather and share ideas. The target market includes ages 18 to 45, especially college students, housewives, singles, young professionals and married couples. It provides sales forecasts of 27,500 monthly and 330,000 annually with projected monthly revenue of $190,850 and annual revenue of $2,290,200. It allocates a $5 million promotions budget across 2,000 Starbucks locations over 2 months to promote the new brand.
1. The document describes the structural analysis and design of an elliptical composite spring for use in a novel Loop-Wheel suspension system for a Mars rover.
2. The objectives are to design a composite spring laminate that achieves desired mechanical properties while avoiding failure modes, propose a suitable spring geometry with good energy absorption, and design against microcracking and other failure modes under loading.
3. A unidirectional S-glass/epoxy laminate with a cross-ply construction and an ellipticity ratio of 0.82 is proposed to maximize energy absorption while preventing microcracking, delamination and other failures.
Sn 43369-benefits-gf-aa-to-icp-ms-sn43369-enWei Liu
1) ICP-MS offers several advantages over GF-AA such as faster multi-element analysis, lower detection limits, wider dynamic range, and the ability to analyze more elements.
2) While ICP-MS has a higher operating cost, it provides greater capabilities and more efficient analysis. The iCAP RQ ICP-MS has been designed for ease of use, simplified maintenance, and intuitive software.
3) The iCAP RQ ICP-MS can measure over 70 elements across a wide dynamic range using only a few mL of sample. Interferences are minimized through its QCell technology and optimized interface design.
The magazine represents British young adults aged similar to the target audience. Females are prominently featured on the cover and in images, challenging stereotypical objectification of women in magazines. The two females on the cover are dressed casually and have strong expressions, portraying them as subjects rather than objects. Throughout the magazine, eye-level shots are used that create direct address between the audience and artists, further representing the social groups as subjects.
Olivia Ryder has extensive experience in atmospheric chemistry. She received her Ph.D. in Chemistry from UC San Diego, where she studied the role of marine organics and inorganics in reactive nitrogen chemistry at atmospheric interfaces. She is currently a postdoctoral researcher at UC San Diego investigating the influence of marine enzymes on sea spray aerosol properties. Her work involves various techniques including microscopy, spectroscopy, and mass spectrometry.
Maximizing the power of virtual reality and introducing it into educational institutions, this proposal is from our end of the year project in technical writing. The proposal mainly focuses on the virtual automotive mechanic but it also mentions the other uses for virtual reality in educational institutions. For the virtual automotive mechanic just think about being able to complete a vehicle maintenance task in a virtual environment on a virtual vehicle first gaining knowledge and confident so you are able to preform that same vehicle maintenance task on your vehicle saving yourself time and money.
Sweating helps cool the body during exercise by evaporating sweat from the skin. If a person is not properly hydrated, their body cannot adequately cool down through sweating which can lead to overheating. Drinking water and sports drinks is important to stay hydrated during and after exercise since dehydration occurs when sweat loss exceeds fluid intake. It is recommended to drink 16 ounces of water 1-2 hours before exercise, then drink 8 ounces of water or sports drinks every 15-20 minutes during exercise lasting over an hour and for at least 24 ounces after exercise.
El documento describe la historia de los medios digitales en Venezuela y en el mundo. Explica que los primeros periódicos venezolanos en digitalizarse fueron El Nacional y El Universal en los años 1990s. También discute cómo la llegada de Internet a Venezuela llevó al surgimiento de varios medios noticiosos electrónicos. Finalmente, resume que los medios digitales han revolucionado la forma en que las personas se comunican y acceden a la información.
Este documento describe diferentes instrumentos de evaluación como guías de observación, registros anecdóticos, pruebas de localización e identificación y pruebas escritas. Explica los procedimientos para elaborar cada instrumento y sus objetivos y ventajas. También incluye las razones por las que la autora eligió estos instrumentos para evaluar sus actividades sobre figuras geométricas.
MECH461 Final Report REV 4_FOR LINKEDINStephen Roper
This document discusses the finite element analysis and design optimization of an electric bicycle structure using carbon fiber composites. The goal is to reduce mass by 31% while increasing stiffness by 4% over operating conditions. A literature review is presented on past research analyzing carbon fiber bicycle frames. The objectives are outlined as free size optimization to determine ideal ply orientations, dimension optimization to create manufacturable laminate thicknesses, and shuffle optimization to reorder plies for manufacturing. Finite element modeling is used to analyze different laminate designs and failure theories. The final design recommendation is a monocoque geometry with 31 plies of T300/976 carbon/epoxy optimized for improved structural performance.
El documento habla sobre el ciclo del azufre en la naturaleza. Explica que el azufre se encuentra principalmente en rocas y combustibles fósiles en la corteza terrestre. Luego, el azufre llega a la atmósfera por medio de la industria, vehículos o erupciones volcánicas. Una vez en la atmósfera, el azufre cae a la tierra con la lluvia y se combina con el vapor de agua para formar ácido sulfúrico. Los vegetales absorben el azufre del
Este documento presenta un capítulo de un libro sobre cuidados intensivos cardiológicos en pacientes obstétricas. El capítulo se enfoca en la fisiología y fisiopatología cardiovascular durante el embarazo, describiendo los cambios normales en hallazgos clínicos, electrocardiogramas y ecocardiogramas. También discute variaciones en la hemodinámica, volemia y metabolismo del agua y sodio asociadas con el embarazo.
Organisasi dan arsitektur komputer kelompok faviankelompok tkj1
Dokumen tersebut membahas tentang organisasi dan arsitektur komputer. Ia menjelaskan pengertian masing-masing, contoh arsitektur komputer seperti von Neumann, serta unit-unit fungsional dasar komputer seperti input, memori, ALU, kontrol, dan output.
Salesforce.com is a cloud-based CRM solution that allows users to track accounts, share updates and files through a social media-like platform called Chatter, and log sales and store visits. It improves communication across a company by linking employees and allowing instant feedback. Salesforce's features like tracking progress against quotas can increase motivation. Both the Sales Cloud for logging deals and accounts and Chatter for collaboration received positive feedback from users surveyed for their practicality and ease of use.
Program Start-Up Support Case Study - Healthcare Interprofessional Team (Home...Steve Grubich
Overview of comprehensive development support for the start-up of a medical + rehab medicine team working with complex Home Care clients with dementia.
-Part-time support decreased from 4 days/week to less than 1 day/week as the team became self-sufficient
Key Results: High functioning, self-improving team was established; End of Year 1 Evaluation - Success realized led to doubling team funding and target case load
Digital Competences for Creating, Collaborating, Respecting…Yannis Kotsanis
Can we cultivate initiative and self-motivation in children to encourage their cooperation and communication with “anything, from anywhere, in anytime, on any device, by anybody”, using appropriate applications and rules? Can we provide children with digital environments for "being active builders of knowledge" and of their digital artefacts? Can we encourage their active involvement and social participation in meaningful activities, being strategic, engaging in self-regulation, being reflective (namely "how children learn")?
Yannis Kotsanis, 9/12/2018
Head of R&D Dept. Doukas School
R&D in Education Specialist, Member of the SEE Board
Post Published for:
SoFIA Education Experts
Elevation of Teaching and Learning Pedagogy through the use of ICT at Seminar...IJSRED
1. The document discusses the use of information and communication technologies (ICT) to improve teaching and learning at the seminary level.
2. It argues that integrating technologies like digital class websites, interactive whiteboards, and digital learning portals can make learning more engaging for students and help teachers impart lessons more interactively.
3. The document reviews several perspectives from education experts on how technologies can develop students' learning abilities, prepare them for the future, and bring innovative changes to the classroom.
UDL originated from universal design in architecture which aimed to make buildings accessible to all. This concept transferred to education to make learning accessible to diverse learners. CAST developed UDL to provide multiple means of representation, engagement, and action/expression through flexible instruction. While technology is not required for UDL, it can enhance learning when used to provide varied representations, engagement options, and assessments through tools like videos, interactive programs, and individualized feedback. UDL addresses the varied needs of learners as revealed by brain research on recognition, strategic, and affective learning networks.
The document discusses Universal Design for Learning (UDL), which aims to provide multiple means of representation, expression, and engagement to reach more learners through flexible instructional methods and technologies. It explains the three principles of UDL and provides examples of how teachers can implement each principle using various instructional strategies and technologies. The goal of UDL is to increase student motivation and engagement by offering diverse learners more choices that capitalize on their strengths.
UDL is a framework that aims to remove barriers to learning by providing multiple means of representation, expression, and engagement. It involves making the physical environment accessible and using technology to present information in different ways to meet diverse learning styles. The three principles of UDL are providing multiple means of representation, expression, and engagement. UDL builds flexibility into the curriculum and gives students choice to increase motivation and learning.
The TESI project aims to create adaptive and affordable software to help people with verbal communication disabilities socialize and integrate into society. The software will provide personalized tools and learning models on mobile devices. An international team of researchers from several universities developed the TESI system and conducted a pilot study with students, parents, and teachers to evaluate its effectiveness in improving social skills for learners with communication disabilities. The results showed that the software improved academic achievement and provided an accessible tool to support communication skills.
UDL is a framework to make learning accessible to all students by removing barriers. It provides multiple means of representation, expression, and engagement based on three principles. UDL and universal design aim to make the physical environment and learning accessible to people of all abilities. Technology plays a central role in UDL by allowing flexible presentation of information and meeting different learning styles. UDL helps remove barriers so all students can learn, build flexibility, and give students motivation to learn.
UDL grew out of universal access in architecture and aims to provide access to learning for all students by considering varied learning needs in instructional design. The UDL framework is based on recent brain research showing three networks process information differently. UDL principles call for multiple means of representation, expression, and engagement using various media types to accommodate diverse learners. Technology plays a central role in UDL by allowing multiple representations and expressions of content and ideas.
This document provides an overview of adapting digital storytelling in Moroccan classrooms. It begins with definitions of digital storytelling and discusses why it is being incorporated into education. Digital storytelling takes a constructivist approach to learning by encouraging collaboration, problem solving, and deep learning. The document outlines the seven elements of digital storytelling and how it can be used as an effective instructional tool for teachers and learning tool for students. It discusses 21st century skills developed through digital storytelling and provides suggestions for how to implement it in the classroom.
This article proposes applying universal instructional design principles to mobile learning and distance education. It outlines eight UID principles for equitable and flexible instructional content and delivery across different mobile technologies. The principles aim to maximize learning for all students through accessible design of materials, delivery methods, and assessments. The article recommends implementing the principles through chunking content, simplifying code, and encouraging communication and support between learners. However, it lacks clear examples and could be strengthened by additional research on applying the principles in practice.
Universal Design for Learning (UDL) is a framework for designing instruction that provides multiple means of engagement, representation, and action and expression to reduce barriers to learning. UDL is based on principles from brain research showing learning involves recognition, strategic, and affective networks. UDL incorporates flexible tools like technology and digital media to meet diverse student needs. When implemented, UDL allows for better differentiated instruction, reduces barriers to learning, and maximizes student learning by reaching all three brain networks.
UDL is a framework to make learning accessible to all students by removing barriers. It provides multiple means of representation, expression, and engagement through choices in content, tools, and rewards. The three principles of UDL are providing multiple means of representation through varied formats like print, audio, and visual, multiple means of expression through different modes of communication and expression, and multiple means of engagement by offering choice and adjusting challenge levels. Technology allows for flexible presentation of content and meeting different learning styles.
Educational technology is the use of technology to improve academic performance and facilitate learning. It involves using computer hardware, software, and educational theories in teaching. Educational technology helps improve learning through multisensory delivery, cooperative learning opportunities, and providing a diversity of information to students. It also helps prepare students for the future by developing their digital literacy skills and ability to use changing technologies. The roles of educational technology include motivating students, enabling unique instructional capabilities through visualization, and supporting new approaches to teaching like problem-solving and cooperative learning. Overall, educational technology enhances the learning process and helps realize the four pillars of education which are learning to know, learning to do, learning to live together, and learning to be.
Modelling 100+ Applications for Learning ActivitiesYannis Kotsanis
Several attempts have been made and approaches have been developed to relate traditional classroom practices and actions with the continuously evolving technology. One of the most known, is based in the Revised Bloom Taxonomy (by Anderson and Krathwohl), and has spread, among others, as Digital Taxonomies, and are now referred to as Digital Competences. Some of these approaches or models involve a hierarchy of cognitive levels, and try to relate action verbs, with educational activities and corresponding applications. Different implementations of the aforementioned models and frameworks exist. We choose to present two approaches, based on models, that contain 100+ apps usable and suitable for education and every-day school activities.
Yannis Kotsanis, 20/05/2019
Head of R&D Dept. Doukas School
R&D in Education Specialist, Member of the SEE Board
Post Published for: SoFIA Education Experts
Community event edu 620 final_assignmenthchristianie
This document discusses a final project for a community event on universal design for learning (UDL) and technology integration. It includes sections on UDL principles, differentiation and interaction, demonstrating the importance of UDL, course and program offerings, 21st century skills, and using technology. The goal is to create student success through using technology to meet diverse learner needs, engage students, and prepare them for future careers. Stations include information on UDL, technology and UDL, and 21st century skill acquisition.
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.
This document summarizes the benefits of professional development resources provided by ISTE for educators. It discusses how ISTE connects teachers through communities and provides current resources to help implement technology standards. Journals, blogs, and podcasts introduce trends and creative uses of technology. The ISTE conference provides collaborative learning opportunities through presentations on topics like using games in the classroom and integrating tools like Microsoft Teams. Overall, involvement in these ISTE resources helps new teachers like the author gain skills and ideas for incorporating technology into lessons to benefit all students.
1. Myles
Wolfe/LIBR
501/Apr.
1,
2015
1
RE:
Delta
School
District
Technology
Department
Interactive
Digital
Stories
(IDS)
What
are
Interactive
Digital
Stories
(IDS)
Interactive
Digital
Stories
can
be
understood
as
a
narrative
that
exists
in
the
digital
realm
but
provides
opportunities
for
the
user
to
play
a
role
in
the
narrative.
In
some
cases,
the
user
might
even
have
the
ability
to
make
decisions
that
might
affect
the
outcome
of
the
narrative.
(Miller
3)
IDS
technology
will
create
an
environment
that
provides
“engagement
and
immersion…[for
the
user]…in
its
highest
forms”.
(Weif
and
Miller
324)
IDS
technology
might
also
add
another
level
of
engagement
and
immersion
in
allowing
for
the
user
to
author
their
own
stories.
This
potential
for
engagement
and
immersion
should
be
a
very
exciting
prospect
for
primary
and
secondary
schools.
Based
on
several
short
term
and
long-‐term
studies
it
is
clear
that
Interactive
Digital
Storytelling
Software
should
be
made
available
for
utilization
in
classrooms
around
the
Delta
School
District.
2. Myles
Wolfe/LIBR
501/Apr.
1,
2015
2
Strategies
for
Implementing
Interactive
Digital
Storytelling
Pre-made
Premade
education
is
a
common
form
of
IDS
software.
This
is
software
made
by
companies
for
commercial
reasons.
This
premade
software
might
be
easier
for
teachers
to
use
because
it
provides
a
pre-‐made
lesson
plan
that
allows
for
easy
integration
into
a
classroom
environment.
The
problem
with
this
type
of
pre-‐made
lesson
plan
is
that
it
cannot
be
altered
or
personalized
to
specific
classroom
environments.
The
solution
to
this
issue
is
making
the
usability
of
future
IDS
software
a
priority.
If
these
authoring
tools
were
made
easier
to
use
by
non-‐experts
it
might
facilitate
the
expansion
and
wider
use
of
the
technology.
(Weif
and
Miller
327)
Teacher-made
It
is
important
for
teachers
using
IDS
technology
to
have
a
proficient
understanding
of
how
to
use
the
pre-‐
made
IDS
software.
However,
an
even
more
affective
way
to
utilize
IDS
software
would
be
for
teachers
to
use
IDS
authoring
tools
that
allow
the
customization
and
personalization
of
IDS
lesson/game/story
to
their
specific
classroom
environment.
“[E]ducators
and
teachers
need
to
be
enabled
to
express
their
ideas
of
interactive
learning
stories
and
game-based
learning
contents.”
(Weif
and
Miller
327)
Student-made
The
most
affective
use
of
IDS
software
in
classrooms
would
involve
authoring
tools
that
allow
students
to
become
authors
of
their
own
stories
and
games.
(Weiff
and
Miller
327)
IDS’s
authored
by
students
themselves
are
very
complimentary
to
the
Constructivist
pedagogie.
Allowing
students
the
opportunity
to
engage
with
the
IDS
software
gives
the
student
the
creative
agency
in
their
learning,
moving
the
teacher’s
role
to
that
of
a
“facilitator”
(Antonloll,
Blake
and
Sparks
98).
It
would
also
allow
for
collaboration
among
students
and
provide
an
opportunity
to
play
different
roles
and
reflect
on
multiple
perspectives.
(Weiff
and
Miller
327)
IDS
also
creates
an
environment
that
is
potentially
beneficial
for
students
who
do
not
find
success
in
the
traditional
classroom
environment.
3. Myles
Wolfe/LIBR
501/Apr.
1,
2015
3
Interactive
Digital
Technology
In
the
Classroom
Helpful
for
ESL
Students
Interactive
Digital
Storytelling
has
been
shown
to
also
help
ESL
students
learning
English.
Although
the
study
being
referenced
here
was
conducted
specifically
on
a
strictly
refugee
population,
the
benefits
learning
English
with
the
help
of
IDS
technology
can
still
be
directly
applied
to
the
general
ESL
student.
As
stated
in
Emert,
“the
emphasis
on
visual
language
in
the
form
of
structured
sequential
images
offers
speakers
learning
English
a
mode
for
sharing
personal
narratives
that
feels
engaging
and
‘taps
skills
and
talents’”
that
previously
might
have
been
under-‐
developed
or
unknown
to
the
student.
(Emert
402)
IDS
also
creates
advantages
for
students
which
include,
“engagement
with
academic
projects,
thoughtful
self-‐expression,
increased
creativity,
awareness
of
audience,
meaning
making,
and
technological
competence.”
(Emert
404)
Educational
activities
like
IDS
could
also
potentially
be
helpful
to
“the
disenfranchised”
because
it
provided
the
opportunity
for
“students
to
become
heros
of
their
own
learning
adventures.”
(Emert
404)
It
personalizes
the
learning
activity
and
places
the
students
own
ideas
experiences
as
paramount
importance
to
the
success
of
the
activity.
The
PoliCultura
Project
Started
in
2006,
the
PoliCultura
Project
has
become
quite
a
massive
international
competition.
As
of
this
year
1400
classrooms
of
all
levels
from
around
the
world
have
participated
in
this
program.
The
program
requires
participating
classes
to
submit
a
“’multimedia
narrative’
of
different
subjects
either
proposed
by
organizers
or
freely
selected
by
participants.”
(Blas
15)
The
program
uses
an
authoring
software
called
“1001[voices]”.
(Blas
15)
A
three
year
study
conducted
during
the
PoliCultura
Project
found
that:
-‐The
motivation
and
engagement
of
students
in
the
activity
was
greater
when
working
collaboratively
in
a
large
group.
(Blas
17)
-‐The
best
kind
of
“storytelling
tool”
is
both
“easy
to
use”
but
does
“not
hinder
the
[students]
creativity.”
(Blas
18)
-‐The
overall
educational
impact
of
the
project
on
students
was
evaluated
to
be
“optimal”
by
77.6%
of
participant
teachers
and
“good”
by
22.2%.
(Blas
21)
-‐77.6%
of
participant
teachers
believed
that
participation
in
the
PoliCultura
Project
engaged
their
students
“significantly
more
then
normal
school
activities”.
(Blas
21)
-‐Collaborative
class
activities
helped
to
involve
students
with
mental
and
physical
disabilities
and
those
who
tended
to
be
“isolated”.
(Blas
21)
4. Myles
Wolfe/LIBR
501/Apr.
1,
2015
4
Common
Problems
Faced
When
Using
IDS
Software
in
the
Classroom
Interactive
Digital
Storytelling
Software
Façade
–
Pre-‐made.
http://www.interactivestory.net/#facade
Looking
Glass
–
Student/Teacher
made.
http://lookingglass.wustl.edu/
Scenejo
–
Pre/Student/Teacher
made.
http://scenejo.interactivestorytelling.de/index.html
Story
Tec
–
Student/Teacher
made.
http://www.storytec.de/index.php?id=2&L=1
1001voices
–
Student/Teacher
made.
http://www.storiesforlearning.eu/?page_id=39&lang=en.
Weif
and
Miller’s
Five
Principles
of
Interactive
Digital
Stories
(324)
1.
“Characters
and
Story
World”
2.
“Hook”
3.
“Agency”
4.
“Dramatic
Arcs”
5.
“Usability”
Balancing
Learning
and
Gaming
A
major
problem
with
current
IDS
technology
is
that
most
of
the
“commercial
learning
games”
cannot
effectively
find
a
middle
ground
where
the
learning
aspects
and
the
gaming
aspects
are
equally
balanced.
They
tend
“to
fall
into
two
classes:
those
stressing
leaning,
and
those
putting
the
focus
on
the
game
idea.”
(Weif
and
Miller
323)
More
learning
focused
IDS
software
tends
to
place
more
emphasis
on
the
quality
of
the
“simulation”,
presenting
the
user
with
“real
‘choices’”,
the
outcomes
of
which,
can
be
easily
observed
by
the
user,
“thus…develop[ing]
other
levels
of
understanding.”
(Weif
and
Miller
323)
Teacher’s
Level
of
Knowledge
and
Commitment
Another
major
problem
is
related
to
teachers.
Teachers
are
crucial
to
the
success
of
integrating
IDS
software
into
the
classroom
environment.
It
is
important
for
teachers
to
be
well
versed
to
any
IDS
software
they
have
decided
to
use.
They
must
also
be
committed
to
the
project
and
organize
it
affectively
to
fit
in
with
regular
curriculum.
(Blas
17)
One
of
the
main
reasons
for
classes
dropping
out
of
the
PoliCultura
Project
was
the
teacher’s
“underestimation”
of
the
work
and
time
required
to
integrate
IDS
activities.
(Blas
17)
5. Myles
Wolfe/LIBR
501/Apr.
1,
2015
5
Reference
Sources
Antonloll,
Misty,
Blake,
Corinne,
and
Sparks,
Kelly.
“Augmented
Reality
Applications
in
Education.”
The
Journal
of
Technology
Studies
40.2
(2002)
96-‐107.
Digital.
Feb.
24,
2015.
Blas, Nicoletta, [et al.]. “Digital Storytelling as a Whole-Class Learning Activity: Lessons from a
Three-Years Project.” Interactive Storytelling: Second Joint International Conference on
Interactive Digital Storytelling, ICIDS 2009 Guimaraes, Portugal, December 9-11, 2009
Proceedings, Ed. David Hutchison, Takeo Kanade and Josef Kittler. Verlag, Germany: Springer,
2009. 14-25. Digital. Feb. 6, 2015.
Emert, Toby. “Interactive Digital Storytelling with Refugee Children.” Language Arts 91.6
(2014) 401-415. Digital. Mar. 24, 2015.
“Façade:
A
One
Act
Interactive
Drama.”
Interactive
Story.
Procedural
Arts.
2005.
Web.
Mar.
25,
2015.
http://www.interactivestory.net/#facade.
Glassner, Andrew. Interactive Storytelling: Techniques for the 21st
Century. Natick,
Massachusetts: Coyote Wind, 2004. Print.
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Digital. Feb. 6, 2015.
Miller, Carolyn, Handler. Digital Storytelling: A Creators Guide to Interactive Entertainment. 2nd
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“PoliCultura
–
Expo.”
Progettoscoula.
Expo
Milano
2015.
Web.
Mar.
25,
2015.
http://www.progettoscuola.expo2015.org/en/competitions/policultura-‐expo.
Scenejo
Interactive
Storytelling.
Scenejo.
Web.
Mar.
25,
2015.
http://scenejo.interactive-‐
storytelling.de/index.html.
Storytec.
Web.
Mar.
25,
2015.
http://www.storytec.de/index.php?id=2&L=1.
“Walden_computer”.
Photograph.
Bartmoni.
Retrieved
on
Mar.
24,
2015
from:
http://commons.wikimedia.org/wiki/File:Walden_computer.JPG.
[Creative
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Licensed]
Weif, Sebastien, A. and Miller, Wolfgang. “Learning with Interactive Stories.” Learning To Live
In The Knowledge Society, Ed. Michael Kendall and Brian Samways, New York, New York:
Springer, 2008. 321-329. Digital. Feb. 5, 2015.
“1001voices.”
Tales:
Stories
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Learning.
Lifelong
Learning
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25,
2015.
http://www.storiesforlearning.eu/?page_id=39&lang=en.