This document summarizes a study on teaching "Smart Fashion" using electronic textiles within the design and technology (D&T) curriculum. The researchers conducted teacher interviews and analyzed teaching resources to understand opportunities and areas for improvement. They found opportunities to develop problem solving, understanding representations and materials, and teamwork. Experience with conductive thread and aesthetics needed more focus. The researchers will update resources on programming and further test them with teacher feedback to develop the curriculum.
This document discusses a study that evaluated teaching resources for "Smart Fashion" - electronic textiles - within a design and technology curriculum. The researchers interviewed teachers who used the resources to understand how well the resources supported key skills and concepts. They developed a conceptual framework of computational making factors and found that the resources provided good opportunities for abstract problem solving, developing understanding of materials, and construction skills. However, opportunities for creative expression and visualizing circuits were more limited. The researchers conclude that quality resources need to support these various skills and concepts to effectively teach Smart Fashion.
This document summarizes Sarah Davies' work teaching electronic wearables as part of a STEAM (Science, Technology, Engineering, Arts, Mathematics) approach in the Design and Technology curriculum. It describes resources created to engage students in multi-disciplinary learning, including circuits, switches and batteries made from soft materials. Teacher interviews provided feedback, finding the resources helped students develop skills like problem solving, understanding materials, and visualizing designs. While conductive thread was challenging, students benefited from teamwork, construction, and seeing their work come to life through light-up circuits. The resources provide opportunities to incorporate more aesthetics and free expression into future lessons.
This document summarizes a presentation about developing digital and information literacy skills in students to improve employability. It discusses how universities can help students transition from formal academic learning to informal workplace learning by supporting them in configuring digital habitats and information landscapes. The research examines online discussions between students collaborating on a design project. It finds that the students select information, validate each other's judgments, and steward their digital environment to meet learning needs, demonstrating skills relevant to employability. The research suggests universities should support student communities' negotiation of competencies rather than imposing rigid definitions of literacy.
This document summarizes a student's summer internship project exploring ways of interacting through electronics and textiles. The student conducted secondary research on the topic, sourced materials locally, and learned electronics basics through an Arduino kit and building simple circuits. The goal of the project was for the student to gain experience mixing technology and textiles since they have a non-technical background and want to create interactive prototypes in the future. Through experimentation, the student built small working projects and learned skills like reading circuit diagrams that will support their continued learning.
Construction of videogames for modeling learning by engineering studentsAngel Pretelín
Do you want to cite this work?
¿Quieres citar este trabajo?
Pretelín-Ricárdez, A., & Sacristán A. I., (2014). Construction of videogames for modeling learning by engineering students. In Oesterle, S., Nicol, C., Liljedahl, P., & Allan, D. (Eds.) Proceedings of the Joint Meeting of PME 38 and PME-NA 36,Vol. 6, p. 199. Vancouver, Canada: PME: ISBN: 978-0-86491-360-9. ISSN:0771-100X
You can find the full papers in:
Puedes encontrar los trabajos en extenso en:
https://www.researchgate.net/profile/Angel_Pretelin_Ricardez
https://ipn.academia.edu/AngelPretel%C3%ADnRic%C3%A1rdez
The document discusses integrating technology into classroom instruction through group activities and discussions. It will emphasize using technology to support higher-order thinking skills like complex problem solving and collaboration. The agenda includes topics like 21st century skills, project-based learning, and tools for collaboration and authentic learning experiences.
2013 ectelmeets-ecscw-v3isajahnke CSCL@Work Isa Jahnke
Employees use social media at work to solve problems collaboratively in hidden ways. This document discusses computer-supported collaborative learning (CSCL) at the workplace and proposes research questions to better understand the topic. It reviews cases of CSCL at work and suggests design criteria are needed to support collaborative learning across organizational boundaries using technology. The discussion aims to develop a shared understanding of CSCL at work across disciplines.
This document discusses a study that evaluated teaching resources for "Smart Fashion" - electronic textiles - within a design and technology curriculum. The researchers interviewed teachers who used the resources to understand how well the resources supported key skills and concepts. They developed a conceptual framework of computational making factors and found that the resources provided good opportunities for abstract problem solving, developing understanding of materials, and construction skills. However, opportunities for creative expression and visualizing circuits were more limited. The researchers conclude that quality resources need to support these various skills and concepts to effectively teach Smart Fashion.
This document summarizes Sarah Davies' work teaching electronic wearables as part of a STEAM (Science, Technology, Engineering, Arts, Mathematics) approach in the Design and Technology curriculum. It describes resources created to engage students in multi-disciplinary learning, including circuits, switches and batteries made from soft materials. Teacher interviews provided feedback, finding the resources helped students develop skills like problem solving, understanding materials, and visualizing designs. While conductive thread was challenging, students benefited from teamwork, construction, and seeing their work come to life through light-up circuits. The resources provide opportunities to incorporate more aesthetics and free expression into future lessons.
This document summarizes a presentation about developing digital and information literacy skills in students to improve employability. It discusses how universities can help students transition from formal academic learning to informal workplace learning by supporting them in configuring digital habitats and information landscapes. The research examines online discussions between students collaborating on a design project. It finds that the students select information, validate each other's judgments, and steward their digital environment to meet learning needs, demonstrating skills relevant to employability. The research suggests universities should support student communities' negotiation of competencies rather than imposing rigid definitions of literacy.
This document summarizes a student's summer internship project exploring ways of interacting through electronics and textiles. The student conducted secondary research on the topic, sourced materials locally, and learned electronics basics through an Arduino kit and building simple circuits. The goal of the project was for the student to gain experience mixing technology and textiles since they have a non-technical background and want to create interactive prototypes in the future. Through experimentation, the student built small working projects and learned skills like reading circuit diagrams that will support their continued learning.
Construction of videogames for modeling learning by engineering studentsAngel Pretelín
Do you want to cite this work?
¿Quieres citar este trabajo?
Pretelín-Ricárdez, A., & Sacristán A. I., (2014). Construction of videogames for modeling learning by engineering students. In Oesterle, S., Nicol, C., Liljedahl, P., & Allan, D. (Eds.) Proceedings of the Joint Meeting of PME 38 and PME-NA 36,Vol. 6, p. 199. Vancouver, Canada: PME: ISBN: 978-0-86491-360-9. ISSN:0771-100X
You can find the full papers in:
Puedes encontrar los trabajos en extenso en:
https://www.researchgate.net/profile/Angel_Pretelin_Ricardez
https://ipn.academia.edu/AngelPretel%C3%ADnRic%C3%A1rdez
The document discusses integrating technology into classroom instruction through group activities and discussions. It will emphasize using technology to support higher-order thinking skills like complex problem solving and collaboration. The agenda includes topics like 21st century skills, project-based learning, and tools for collaboration and authentic learning experiences.
2013 ectelmeets-ecscw-v3isajahnke CSCL@Work Isa Jahnke
Employees use social media at work to solve problems collaboratively in hidden ways. This document discusses computer-supported collaborative learning (CSCL) at the workplace and proposes research questions to better understand the topic. It reviews cases of CSCL at work and suggests design criteria are needed to support collaborative learning across organizational boundaries using technology. The discussion aims to develop a shared understanding of CSCL at work across disciplines.
This document discusses the challenges of human-centered research in human-computer interaction (HCI). It notes that while humans are complicated and unpredictable, they are also interesting. It explores how HCI studies people, including through fieldwork and co-design. Challenges include sustaining participation over time and balancing stakeholder interests. While new technologies make interaction seamless, humans still matter and HCI must consider social consequences. The document calls for acknowledging pitfalls and bias, and critiquing views of AI as human-less.
The document summarizes Dr. Jan Devos' presentation on using bricolage to facilitate emergent collectives in small-to-medium enterprises (SMEs). It discusses emergent collectives and bricolage, presents Devos' research question on how bricolage can help adopt emergent collectives, and outlines the action research methodology used in a case study of a drop shipping company. The findings show how bricolage repertoire, dialogue, and outcomes exist in the company and support several of Ciborra's bricolage propositions. The conclusion is that bricolage helped adopt emergent technologies in a way that is more developed than traditional control-based thinking.
This document discusses the importance of integrating arts into STEM education to create STEAM. It provides examples of STEAM lesson plans combining subjects like writing and visual art, math and music, and STEM and visual art. The document also discusses how schools are incorporating more hands-on, creative learning through STEAM and the benefits this brings to student engagement, academic skills, and developing 21st century skills. It argues that education currently lacks creativity and that STEAM is needed to make learning more meaningful and help students be innovative thinkers.
Presentation given by Dr. Robert Root-Bernstein - Keynote Address @ AENJ Fall Conference 2011 The Hyatt Regency, New Brunswick, NJ
October 4, 2011
with permission of the author
- 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
Learning as construction of actionable concepts: A multimodal blending perspe...Lina Markauskaite
In mainstream cognitive research, ‘formal concepts’ usually serve as the main unit of analysis for investigating students’ conceptual learning. Accordingly, conceptual understanding is often seen as a capacity to take an already acquired formal concept and transfer it intact to a new situation, by recognising structural commonalities and using analogy. We use our research into how pre-service (student) teachers design lessons to show that their capacity to use concepts in real world professional work cannot be understood as a simple transfer of formal concepts to new situations. Rather, actionable conceptual understanding, or concepts that are used in action, involve a capacity to construct situated conceptualisations dynamically: by selecting, projecting, mapping and blending relevant conceptual features with material and symbolic affordances of the encountered situation into one emerging multimodal construct that becomes a part of an embodied action. Extending conceptual and material blending (Fauconnier & Turner, 1998; Hutchins, 2005), we show that construction of multimodal blends serves as a productive unit of analysis for investigating conceptual learning for professional action.
Presentation by Tunde Varga-Atkins at the Methods@Manchester Methods Fair on Creativity in Social Science Research, recorded session available on YouTube (https://www.youtube.com/watch?v=E9tF0C-75A8)
Interdisciplinarity and Epistemic Fluency: What makes complex knowledge work ...Lina Markauskaite
Webinar 2 “Interdisciplinarity in Technology-Enhanced Learning”
The topic chosen for the second edition of the Webinar series is “Interdisciplinarity in TEL”. The TEL field is interdisciplinary by definition. This makes TEL an especially interesting research field. Yet, it also brings complexity at different levels. A challenge for TEL researchers is to properly understand what is interdisciplinarity in our field, its challenges and implications. In the first part of the dialog, Lina Markauskaite will elaborate on the concept of epistemic fluency as “the capacity to understand, switch between and combine different kinds of knowledge and different ways of knowing about the world” (Markauskaite & Goodyear, 2016)
This document outlines a project-based learning activity for primary school students to investigate the process of making paper and debate its pros and cons. Students will visit a textile museum, take notes on paper making using iPads, and collaborate to create an online wiki about an exhibition. The goals are for students to understand paper production and its environmental impact while practicing language and research skills across multiple subjects.
The document summarizes a presentation given by Musstanser Tinauli on their research activities and experiments. It discusses their goals of understanding how interactive environments can be measured and how tools influence user behavior. It describes ongoing case studies of games, e-learning platforms and digital pens. It outlines their methodological approach and provides results from studies on a digital pen and paper system, including lessons learned. Recent publications and collaborations are also mentioned.
This document summarizes the development of Analis@, a video learning analytics tool for the Present@ video platform. It discusses principles of multimedia learning and how existing solutions did not meet needs. The tool was created using Popcorn.js and other technologies to visualize collected data on student video interactions and correlate it to content and learning outcomes. The goal is to help identify efficient self-explainers and other insights, though the document notes learning analytics alone cannot solve all problems and not all meaningful data can be quantified. Present@ features using Analis@ are described to analyze student video watching patterns and behaviors.
Designing eLearning: Art Science or Witchcraft?Phylise Banner
This document discusses different perspectives on instructional design: art, science, or craft. It explores how instructional design draws from both the science of learning as well as the art of creativity and inspiration. The document suggests that what lies hidden in the mystery of the craft of instructional design is what can guide designers to an enhanced mindset. It then summarizes different roles in instructional design - the engineer, manufacturer, architect, and craftsperson - and reflects on the tools and mindsets associated with each role. Overall, the document examines how instructional design balances science, art, and craft to create effective learning experiences.
Understanding, reflecting, designing mobile learning spaces, the classroom of tomorrow - challenges in research and teaching -- a) Emerging problems in the Social Media World b) Yes, we need to educate the Homo Interneticus
This document discusses AeCTS, a methodology for teaching with technology that focuses on solving authentic problems. AeCTS stands for Authentic problem, Exit strategy, Clear outcome, Thinking skills, and Software skills. It provides examples of lessons planned according to the AeCTS framework, including developing a social service announcement video and creating a podcast about monuments. The document emphasizes that AeCTS lessons engage students by focusing on meaningful, real-world problems and using technology tools to develop higher-order thinking skills.
The document discusses using participatory design workshops to elicit patterns for open and online education. It proposes a "Participatory Pattern Elicitation" pattern to structure workshops where participants share case studies, discuss parallels, and work together to identify patterns in education technology. The workshops are intended to surface transferable best practices and leverage social learning to refine patterns identified by participants and facilitators.
1. The document discusses using a Hybrid Social Learning Network (HSLN) to explore concepts, practices, designs, and smart services for networked professional learning. A HSLN combines formal and informal social structures through a "50-50 partnership" between people and machines.
2. Examples of social machines discussed include a tweet that led to an open source virtual organism project, the Reading the Riots analysis of social media during the 2011 London riots, and the Zooniverse citizen science platform. Smart services like Confer and KnowBrian were co-designed with UK health sector workers to support their professional learning.
3. Future work involves evaluating the impact of tools like Confer on professional learning and generalizing design
This document discusses designing learning spaces both physically and virtually to better engage students. It outlines the need for flexible spaces that support learner-centered pedagogy and seamlessly integrate technology. User feedback found a need for comfortable individual and collaborative areas, along with improved access to computers and new technologies. The redesign targeted these areas, including flexible teaching spaces, collaborative areas, and embedding technologies. For virtual spaces, recommendations included co-design with users, prototyping, and continuous evaluation to create an accessible digital learning environment.
A learning scientist approach to modeling human cognition in individual and c...Margarida Romero
A learning scientist approach to modeling human cognition in individual and collaborative problem solving tasks. 12 février 2021. Mini-cours. NeuroMod Institute. Université Côte d'Azur.
Tel It to the People: Technology Enhanced Learning and the Making and Hacking...Brock Craft
This document discusses using small programmable technologies and robotics to support embodied and kinesthetic learning, especially in mathematics education. It describes a 2-month exploratory project that designed hardware and software prototypes involving virtual angles, spherical geometry, and maps/journeys. These were tested in classrooms to engage students physically with mathematical concepts like non-Euclidean geometry. The results suggest students and teachers were engaged and interested in hacking new learning designs using programmable objects.
This document discusses the challenges of human-centered research in human-computer interaction (HCI). It notes that while humans are complicated and unpredictable, they are also interesting. It explores how HCI studies people, including through fieldwork and co-design. Challenges include sustaining participation over time and balancing stakeholder interests. While new technologies make interaction seamless, humans still matter and HCI must consider social consequences. The document calls for acknowledging pitfalls and bias, and critiquing views of AI as human-less.
The document summarizes Dr. Jan Devos' presentation on using bricolage to facilitate emergent collectives in small-to-medium enterprises (SMEs). It discusses emergent collectives and bricolage, presents Devos' research question on how bricolage can help adopt emergent collectives, and outlines the action research methodology used in a case study of a drop shipping company. The findings show how bricolage repertoire, dialogue, and outcomes exist in the company and support several of Ciborra's bricolage propositions. The conclusion is that bricolage helped adopt emergent technologies in a way that is more developed than traditional control-based thinking.
This document discusses the importance of integrating arts into STEM education to create STEAM. It provides examples of STEAM lesson plans combining subjects like writing and visual art, math and music, and STEM and visual art. The document also discusses how schools are incorporating more hands-on, creative learning through STEAM and the benefits this brings to student engagement, academic skills, and developing 21st century skills. It argues that education currently lacks creativity and that STEAM is needed to make learning more meaningful and help students be innovative thinkers.
Presentation given by Dr. Robert Root-Bernstein - Keynote Address @ AENJ Fall Conference 2011 The Hyatt Regency, New Brunswick, NJ
October 4, 2011
with permission of the author
- 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
Learning as construction of actionable concepts: A multimodal blending perspe...Lina Markauskaite
In mainstream cognitive research, ‘formal concepts’ usually serve as the main unit of analysis for investigating students’ conceptual learning. Accordingly, conceptual understanding is often seen as a capacity to take an already acquired formal concept and transfer it intact to a new situation, by recognising structural commonalities and using analogy. We use our research into how pre-service (student) teachers design lessons to show that their capacity to use concepts in real world professional work cannot be understood as a simple transfer of formal concepts to new situations. Rather, actionable conceptual understanding, or concepts that are used in action, involve a capacity to construct situated conceptualisations dynamically: by selecting, projecting, mapping and blending relevant conceptual features with material and symbolic affordances of the encountered situation into one emerging multimodal construct that becomes a part of an embodied action. Extending conceptual and material blending (Fauconnier & Turner, 1998; Hutchins, 2005), we show that construction of multimodal blends serves as a productive unit of analysis for investigating conceptual learning for professional action.
Presentation by Tunde Varga-Atkins at the Methods@Manchester Methods Fair on Creativity in Social Science Research, recorded session available on YouTube (https://www.youtube.com/watch?v=E9tF0C-75A8)
Interdisciplinarity and Epistemic Fluency: What makes complex knowledge work ...Lina Markauskaite
Webinar 2 “Interdisciplinarity in Technology-Enhanced Learning”
The topic chosen for the second edition of the Webinar series is “Interdisciplinarity in TEL”. The TEL field is interdisciplinary by definition. This makes TEL an especially interesting research field. Yet, it also brings complexity at different levels. A challenge for TEL researchers is to properly understand what is interdisciplinarity in our field, its challenges and implications. In the first part of the dialog, Lina Markauskaite will elaborate on the concept of epistemic fluency as “the capacity to understand, switch between and combine different kinds of knowledge and different ways of knowing about the world” (Markauskaite & Goodyear, 2016)
This document outlines a project-based learning activity for primary school students to investigate the process of making paper and debate its pros and cons. Students will visit a textile museum, take notes on paper making using iPads, and collaborate to create an online wiki about an exhibition. The goals are for students to understand paper production and its environmental impact while practicing language and research skills across multiple subjects.
The document summarizes a presentation given by Musstanser Tinauli on their research activities and experiments. It discusses their goals of understanding how interactive environments can be measured and how tools influence user behavior. It describes ongoing case studies of games, e-learning platforms and digital pens. It outlines their methodological approach and provides results from studies on a digital pen and paper system, including lessons learned. Recent publications and collaborations are also mentioned.
This document summarizes the development of Analis@, a video learning analytics tool for the Present@ video platform. It discusses principles of multimedia learning and how existing solutions did not meet needs. The tool was created using Popcorn.js and other technologies to visualize collected data on student video interactions and correlate it to content and learning outcomes. The goal is to help identify efficient self-explainers and other insights, though the document notes learning analytics alone cannot solve all problems and not all meaningful data can be quantified. Present@ features using Analis@ are described to analyze student video watching patterns and behaviors.
Designing eLearning: Art Science or Witchcraft?Phylise Banner
This document discusses different perspectives on instructional design: art, science, or craft. It explores how instructional design draws from both the science of learning as well as the art of creativity and inspiration. The document suggests that what lies hidden in the mystery of the craft of instructional design is what can guide designers to an enhanced mindset. It then summarizes different roles in instructional design - the engineer, manufacturer, architect, and craftsperson - and reflects on the tools and mindsets associated with each role. Overall, the document examines how instructional design balances science, art, and craft to create effective learning experiences.
Understanding, reflecting, designing mobile learning spaces, the classroom of tomorrow - challenges in research and teaching -- a) Emerging problems in the Social Media World b) Yes, we need to educate the Homo Interneticus
This document discusses AeCTS, a methodology for teaching with technology that focuses on solving authentic problems. AeCTS stands for Authentic problem, Exit strategy, Clear outcome, Thinking skills, and Software skills. It provides examples of lessons planned according to the AeCTS framework, including developing a social service announcement video and creating a podcast about monuments. The document emphasizes that AeCTS lessons engage students by focusing on meaningful, real-world problems and using technology tools to develop higher-order thinking skills.
The document discusses using participatory design workshops to elicit patterns for open and online education. It proposes a "Participatory Pattern Elicitation" pattern to structure workshops where participants share case studies, discuss parallels, and work together to identify patterns in education technology. The workshops are intended to surface transferable best practices and leverage social learning to refine patterns identified by participants and facilitators.
1. The document discusses using a Hybrid Social Learning Network (HSLN) to explore concepts, practices, designs, and smart services for networked professional learning. A HSLN combines formal and informal social structures through a "50-50 partnership" between people and machines.
2. Examples of social machines discussed include a tweet that led to an open source virtual organism project, the Reading the Riots analysis of social media during the 2011 London riots, and the Zooniverse citizen science platform. Smart services like Confer and KnowBrian were co-designed with UK health sector workers to support their professional learning.
3. Future work involves evaluating the impact of tools like Confer on professional learning and generalizing design
This document discusses designing learning spaces both physically and virtually to better engage students. It outlines the need for flexible spaces that support learner-centered pedagogy and seamlessly integrate technology. User feedback found a need for comfortable individual and collaborative areas, along with improved access to computers and new technologies. The redesign targeted these areas, including flexible teaching spaces, collaborative areas, and embedding technologies. For virtual spaces, recommendations included co-design with users, prototyping, and continuous evaluation to create an accessible digital learning environment.
A learning scientist approach to modeling human cognition in individual and c...Margarida Romero
A learning scientist approach to modeling human cognition in individual and collaborative problem solving tasks. 12 février 2021. Mini-cours. NeuroMod Institute. Université Côte d'Azur.
Tel It to the People: Technology Enhanced Learning and the Making and Hacking...Brock Craft
This document discusses using small programmable technologies and robotics to support embodied and kinesthetic learning, especially in mathematics education. It describes a 2-month exploratory project that designed hardware and software prototypes involving virtual angles, spherical geometry, and maps/journeys. These were tested in classrooms to engage students physically with mathematical concepts like non-Euclidean geometry. The results suggest students and teachers were engaged and interested in hacking new learning designs using programmable objects.
2nd International Conference on Geographies of Education 2012Andrea Wheeler
The document announces an upcoming conference on September 10-11, 2012 about sustainable schools and wellbeing, with a keynote speaker Andrea Wheeler who will discuss her research exploring how to design sustainable schools to encourage sustainable behavior through participatory design with children and examining concepts of agency, citizenship, and wellbeing.
Rethinking concepts in virtual worlds and education researchEduserv
A presentation by Diane Carr and Martin Oliver at the Where next for Virtual Worlds in UK higher and further education event held in London in January 2010.
Engineering active learning: LEGO robots & 3D virtual worldsMichael Vallance
Robot -mediated Interaction (RMI)
Research: Design an evidence-based framework of learning when undertaking tasks of measurable complexity in a 3D virtual world.
The students’ aim is to communicate solutions to problems which involve the programming of a robot to navigate specific circuits.
# Experiences lead to personal strategies for teamwork, planning, organizing, applying, analyzing, creating and reflection.
# Measured as Essential Skills for Wales Baccalaureate Qualification, UK.
Evidence required by UK Education Authority for post-16 qualification.
The document discusses integrating technology into classroom instruction to promote 21st century skills like higher-order thinking, collaboration, and communication. It covers topics like the characteristics of digital native students, using tools like visual ranking to develop critical thinking, differentiating instruction with technology, and incorporating authentic learning through primary sources and project-based learning.
The document outlines Benjamin Leduc-Mills' proposal for designing tangible input devices to facilitate 3D design and digital fabrication for children ages 11-14. The proposed work involves developing two tangible user interfaces called SnapCAD and PopCAD and evaluating them through user studies. SnapCAD is an updated version of the UCube device and allows multi-color 3D modeling. PopCAD is a smaller, portable, paper-based device. The goal is to draw on theories of embodied cognition and provide scaffolded learning experiences for 3D modeling and printing.
The document outlines a 4 step guide for addressing a problem that involves identifying the problem, considering who and where is affected, planning an argument, and declaring a stance. This process is repeated multiple times in the document with each step listed on its own line.
The document outlines a 4-step guide for addressing a problem that involves identifying the problem, considering who and where is affected, planning an argument, and declaring a stance. This process is repeated multiple times in the document.
This document discusses the growth of technology in education over the past decade and its impact. It explores how technology can be implemented in educational practices through interactive, real-world, and simulated lessons as well as discussion, group work, coaching, and assessment. The document also addresses perspectives on technological determinism and how teachers' personal education philosophies may influence their adoption of technology in the classroom.
The document outlines steps for an independent study project which include keeping a reflective journal to record ideas and questions, conducting a literature review to inform the creation of classroom interventions to implement and evaluate through action research, and analyzing findings to bring about improvements in teaching practice. Example project topics mentioned are student demonstrations, exploring food origins, designing hands-on activities, and fostering student creativity and questioning.
This document outlines a presentation on designing spaces for further and higher education learners. It discusses the needs of adult learners and how space can promote inclusion. Traditional higher education design is examined versus more modern approaches. The intended learning outcomes are to understand learner needs, how space influences inclusion, and how learner needs can be addressed through space design. Examples of existing spaces are to be examined along with peer feedback on how spaces support learning.
- The document outlines a session on learning spaces, with intended learning outcomes for participants to understand key terminology, concepts, and historical developments related to learning space design.
- It introduces terminology like designers/procurers/users of space, and concepts like space settings and form/function/significance of furniture.
- The session will include describing images of furniture, interpreting spaces, and field trips to exemplar learning environments like schools, universities and businesses to analyze space design.
This document discusses different approaches to learning including behaviorism, cognitivism, humanism, and social/situational learning. It addresses how learning happens in schools, higher education institutions, the workplace, and other settings. It also discusses how spaces can accommodate different models of learning and lists theories of learning that teachers could explain to help facilitate different approaches.
This document provides an overview and guidance for a module called "Designing Spaces for Learning". The module will involve note taking, reading, experimentation, and reflection on theories of teaching and learning and how they relate to the design of learning spaces. Students will appraise existing learning spaces, redesign three spaces while considering educational needs, and present their findings visually along with notes. The presentation will include an introduction, appraisal of three existing spaces, descriptions of three redesigns, and a reflection on the redesigns and vision for inclusive future learning spaces. Overall, the module aims to help students explore how space design impacts learning and pedagogy.
This document discusses using video technology to enhance student teacher observations at NTU. It outlines the current observation process which involves mentors observing trainees and providing feedback. However, some argue this approach focuses too much on individual practice and power dynamics between mentors and trainees. The document thus considers alternatives like using video to foster collaborative reflection between mentors and trainees. It recommends exploring how video and a shared ownership approach to professional development can promote reflexivity and stronger relationships during observations.
This document provides an overview of an introduction session for a module on innovation in teaching and learning. It outlines the aims and learning outcomes of the module, which include critically evaluating curriculum models, synthesizing knowledge on teaching styles, and communicating conclusions. The assessment requirements are also summarized, including a 3500-word literature review and 1500-word presentation arguing for an educational innovation. The session schedule and topics are presented, along with guidance on the literature review and presentation assessments.
This document provides information and guidance for teachers on planning teaching sessions and applying principles of sustainable development. It includes learning outcomes, examples of elements to consider in session planning like learning theories and constructive alignment, guidance on assessment and feedback, and how to incorporate sustainable development goals. Teachers engage in group activities to discuss learning theories and evaluate their current planning practices. The document emphasizes applying theory to planning, considering all aspects of the learning process, and developing more sustainable academic practices.
This document summarizes a session on formative assessment, feedback, and feedforward. The session aimed to introduce these principles and practices, and help participants evaluate and develop their current use of formative assessment and feedback to support student progress. Participants engaged in activities to share their current practices, identify strengths and areas for development, and consider challenges to evidencing their teaching practices. The document provides guidance on a summative assessment task requiring participants to critically evaluate examples of their teaching and assessment methods with reference to literature, and identifies learning outcomes of understanding formative assessment and engaging learners more effectively with feedback.
The document outlines an agenda for an active learning session. It includes:
- Welcoming participants and sharing learning aims
- Recalling prior knowledge
- Presenting active learning strategies
- Two activities for participants to design new teaching experiences
- Peer feedback on the activities
- Connecting the session to an assignment
The tutor's session plan will be shared at the end to exemplify constructive alignment.
The document outlines an agenda for an active learning session. It will include activities to review current needs, design new teaching experiences, and get peer feedback. It also discusses different active learning strategies like cooperative learning and problem-based learning that promote analysis, synthesis and evaluation. The session aims to connect the content to assignments. A copy of the session plan will be shared to exemplify constructive alignment.
This document outlines the steps for an ISM assignment to bring about positive change in teaching practice and student learning. It involves brainstorming a topic and working title, developing provisional research questions, and drafting a research proposal to guide decisions and review of relevant literature.
The document discusses four potential scenarios for how digital technology could impact and change society by the year 2025: 1) A world where big data and algorithms optimize lives, 2) Ubiquitous computing and ambient intelligence are everywhere, 3) People enhance themselves with body sensors and implants, 4) Society struggles with the effects of digital addiction and surveillance.
The document discusses reforming design and technology (D&T) education from separate applied disciplines like computer-aided manufacture and engineering to an interdisciplinary approach with a shared understanding of subject matter and practices. It notes the current separate disciplines in D&T education and proposes a reformed, more integrated D&T model with a focus on both designing and making through e-portfolios and minimum competencies.
This document outlines different creative thinking and problem solving techniques that can be used in tutoring sessions. It discusses having students solve abstract problems using objects to represent concepts, developing online instructions for an electronic fashion project, building students' self-efficacy to increase what they think they are capable of, open-ended questioning to challenge preconceptions and think non-linearly, and generating many ideas without criticism to encourage creative idea generation. The overall aim is to use these techniques to help students develop creative and critical thinking skills in an interactive way.
The document discusses four potential scenarios for how digital technology could impact and change society by the year 2025. The scenarios include a world of ubiquitous connectivity and smart cities, a world where AI and robots are common, a world where people have greater control over and ownership of their data, and a world where the digital divide has grown substantially.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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3. what do others say about teaching
electronics?
involves recognising the elements that structure a system, and, more important, the
ways that those elements interconnect to impact each other and the overall function of
a system.
Peppler et al, (2013, p. 21)
Constructionism
‘Objects-to-think-with’
Papert and Harel (1991)
Kit of no parts
Perner-Wilson and Buecheley (2013)
LITERATURE 3
6. what data did we use?
oteaching handouts and kit components – documentary analysis
ostimulated recall transcripts - interview
METHOD 6
7. Rode et al (2015) framework.
Aesthetics
young people desire to make aesthetically pleasing artefacts, however, these complex decisions can
hinder a participant’s creativity; sometimes aesthetic choices override decisions about the right solution ;
these aesthetic choices give young people “design agency”
Creativity
creativity can be a factor in problem solving within e-textiles – ‘an abstract problem solving mechanism’
and/or creativity can support free expression within e-textiles – ‘concrete and tangible skill building’
Constructing
young people need the skills to be able to produce tangible objects this includes physical skills:
- sewing,
- soldering,
- using pliers,
- wire strippers and other hand-tools.
acquisition of skills, impact on the young person’s realisation of artefacts from preparation to final
outcome weak execution of stitching can lead to short circuits
Visualising Multiple
Representatives
visualising 2D designs into 3D objects can be a challenge
there is a need for young people to understand why they have to follow the 2D representations into real
world 3D representations
Understanding Materials
young people need to understand how different materials operate that objects, for example crocodile
clips, have the same properties as conductive thread issues associated with short circuiting
CONCEPTUAL FRAMEWORK 7
9. Opportunities: teacher interviews
Understanding Materials
They talked about how the coin cell differed from their tradition counterpart (pen cell) ; positive side
“curled around the edge” (Teacher A Line 180)
Creativity - abstract problem solving
working in teams was good for “sharing ideas and working together as a team” (Line 169) to solve
abstract problems.
early sequence of activity “built my confidence up straight away”
Visualising multiple representations
The teachers talk about “undoing” (Teacher C, line 69) and re-doing the circuit through the clipping and “quick
to unclip” nature of the crocodile clips (Teacher E, line 31).
Teacher A discusses how the LED gives her instant feedback when she says that “it is easy to see if you are
doing it right or wrong because the end objective, the goal, to get the LED to light up isn’t working” (Line 168).
FINDINGS 9
10. Constructing
helpful for developing the construction skills (required to make Smart Fashion)
thread was “not easy to work with” (Teacher D Line 231).
Aesthetic
“it’s always nice, isn’t it, to have something physical especially when you have done it yourself” (Line
240).
FINDINGS AND ANALYSIS 10
11. what have we found out?
Opportunities for:
• Problem solving – creativity
• 2D/3D – visualising multi representations
• conductive/non-conductive properties - material (and component) understanding,
• Team working
Need to build on:
• experiences with conductive thread (hand and machine) - constructing
• Aesthetics
• Free expression – creativity
CONCLUSION 11
12. what will we do next?
Develop next iteration of the resources
- develop Smart Fashion teaching resources - programming
test the remaining resources with teachers
follow up interviews with teachers about use in classroom
12
13. thank you for listening
Sarah Davies
Nottingham Trent University
Burton Street
Nottingham
NG1 4HH
+44 (0)115 8482644
Sarah.davies@ntu.ac.uk
twitter: @sdsdavies
Alison Hardy
Nottingham Trent University
Burton Street
Nottingham
NG1 4HH
+44 (0)115 848 2198
Alsion.Hardy@ntu.ac.uk
twitter: @hardy_alison
13
14. further reading
Buechley, L. (2006). A construction kit for electronic textiles. Wearable Computers, 2006 10th IEEE International Symposium on, 83-90.
Davies, S., & Rutland, M. (2013). Did the UK digital design and technology (DD&T) programme lead to innovative curriculum change within secondary schools? Technology Education for the
Future: A Play on Sustainability, Christchurch, New Zealand, 2-6 December. The Technology Environmental Science and Mathematics Education Research Centre, University of Waikato., pp. 115-
121.
Kafai, Y. B., Fields, D. A., & Searle, K. A. (2014). Electronic textiles as disruptive designs: Supporting and challenging maker activities in schools. Harvard Educational Review, 84(4), 532-556.
Kettley, S. (2016). Designing with smart textiles. London: Fairchild Books.
Ngai, G., Chan, S. C. F., Cheung, J. C. Y., & Lau, W. W. Y. (2010). Deploying a wearable computing platform for computer education. IEEE Transactions in Learning Technologies, 3(1), 45-55.
Papert, S., & Harel, I. (1991). Situating constructionism. In S. Papert, & I. Harel (Eds.), Constructionism (pp. 1-11) Ablex Publishing Corporation.
Peppler, K., Gresalfi, M., Tekinbas, K. S., & Santo, R. (2014). Soft circuits: Crafting E-fashion with DIY electronics MIT Press.
Perner-Wilson, H., & Buechley, L. (2013). Handcrafting textile sensors. In L. Buechley, K. Peppler, M. Eisenberg & Y. Kafai (Eds.), Textile messages: Dispatches from the world of e-textiles and
education (pp. 55-65). Oxford: Peter Lang Publishing Incorporated.
Pulé, S., & McCardle, J. (2010). Developing novel explanatory models for electronics education. Design and Technology Education: An International Journal, 15(2)
Resnick, M., & Rosenbaum, E. (2013). Designing for tinkerability. Design, make, Play: Growing the Next Generation of STEM Innovators, 163-181.
Rode, J. A., Weibert, A., Marshall, A., Aal, K., von Rekowski, T., el Mimoni, H., & Booker, J. (2015). From computational thinking to computational making. Proceedings of the 2015 ACM
International Joint Conference on Pervasive and Ubiquitous Computing, 239-250.
Seymour, S. (2008). Fashionable technology. DE: Springer Verlag.
Wilkinson, K., & Petrich, M. (2013). The art of tinkering: Meet 150 makers working at the intersection of art, science & technology
REFERENCES 14
Editor's Notes
Hello and welcome to our presentation.
We are going to use the next 20 minutes to talk to you about a study into teaching Smart Fashion – or interactive product design.
So first off: why did we do this?
Well we work in England and as you may or may not be aware, the curriculum has been reformed with a goal of modernisation and a move for teachers to teach as multi-material specialists.
Smart fashion is about the integration of electronics and computation within a garment that can be worn on the body – meaning different functionality to traditional electronics taught in school e.g. it needs to be flexible and more technologies used which include flexible conductive fabrics, thread, small component parts.
So the question, how is this type of curriculum being taught in school?
Well we can see that textiles teachers are promoting the convergence of electronics and textiles, however, we feel that this is limited to expensive electronic kits combined with existing textile projects e.g. lighting the eyes on an ugly doll.
In conversation with one of the team from the Subject Association recently, we sensed a feeling that e-textiles undermined dominating electronics but the nature is subtler in that the electronics dominates the textiles because the concept of flexible computation is not being exploited. So we manged to get some ERDF funding to team up with a local electronic component manufacturer to design resources to improve current e-textile teaching. It is important that any resources we create have integrity and promote the concept of electronic systems within the context of fashion.
This presentation is about the evaluation we undertook to test our resources quality.
So, first we needed to identify the best way to learn the components of Smart fashion, which straight away means learning about electronic systems and how the structure of the system is dependent on the components. …..
Now this type of learning is said to be complex/abstract and difficult. This might be why our textile teachers prefer the pre-made kits option?
So, we looked at the stuff Seymore Papert has written about learning computation. Constructionism and the idea of using objects to make abstract knowledge concrete.
We also came across research carried out at MIT into the creation of soft components. Perner-Wilson and Buecheley (2013) refer to these as ‘a kit of no parts’ encouraging adult and teenage makers to construct switches and battery holders that expose the functionality of the materials – striping it back, so to say. This type of technology ‘laid bare’ enables learners to see what might be inside the black box, giving textile electronics an edge over traditional components.
So from this research we created a set of resources:
a simple circuit tinkering kit
a multimetre activity
a soft switch kit
a battery holder kit
a set of exemplar Smart Fashion products
We then trialled these resources with a group of six teachers, through a professional development workshop held in April 2015
We set up a flexible design to collect the data for this part of the bigger case study.
Qualitative data was collected from three of the teaching resources
and
interview transcripts created during a stimulated recall session set up at the end of the work shop
We wanted to build on existing research in order to give our evaluation rigor. So we looked at Jenny Rode working out of
So looking at the resources and so in order to make this rigorous we For the deductive analysis used an emerging framework from Rhodes et al. In the framework they identified five factors in successful computational making teaching with teenagers in the States:
aesthetics
creativity
constructing
visualising multiple representations and
understanding materials
we used the factors as codes for our analysis, recording when instances of the framework occurred and interpreting this data against the descriptions.
We recorded instances of themes within each resource and then compared these to the teacher interviews to see how the teachers had responded to the activity.
We are aware that our sample is small and so far we have only tested with teachers and not the pupils.
From this data we can see how the activities might provide opportunities for learners to experience and potentially understand Smart Fashion materials and components. This extends the Rode et al (2015) framework to include component understanding alongside materials. The teachers understood how the components interconnected and impacted on the circuit functionality (Peppler et al, 2013) this is essential knowledge for the types of design decisions that are required to design and make flexible Smart Fashion objects that will ultimately be worn next to the body.
From the data we can see that through the range of making skills, including the construction of pockets and encasing conductive fabric within pouches, the resources provide opportunities to support learners with the skills they need to house electronic circuit within Smart Fashion objects. However, opportunities to practice skills related to using conductive thread on the sewing machine are limited. Teacher D, identifies potential barriers to using the thread which supports the concern Ngai et al. (2010) pinpointed when describing the need to remove sewing from the initial stage of making.
From this study we can start to see that these teaching resources have the potential to support learners in developing an understanding of what e-textiles are and how they can be made. This understanding can then be applied, at a later date, through the designing and making of Smart Fashion products. For these teaching resources to be of quality they need to include opportunities for:
abstract problem solving,
the development of material and component understanding,
experiences in construction techniques required for this kind of hybrid activity (integrated electronics and textiles),
the visualisation of circuits, simple and advanced and
group work to support competition and team work.
The next steps in the research project will involve testing the remaining resources with teachers and conducting further enquiry into the social, creative and aesthetic aspects of e-textile learning.