Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Supporting Teaching and Learning Strand by Dr Joanna Newman from the British Library: Supporting researchers at the British Library.
OECD, PISA and the Invisible Learning (ii)@cristobalcobo
This presentation explore why there is a stronger correlation between educational performance and frequency of computer use at home than at school.
More information here:
http://people.oii.ox.ac.uk/cobo
Examining the values that are embedded in the processes and technologies of p...Muki Haklay
A persistent question about participatory methodologies that rely on technologies, such as public participation geographic information systems (PPGIS), is how to integrate values, such as inclusiveness of all the people that are impacted by a decision, or identifying options that are popular by the majority but acceptable to the minority, within technologically focused projects. Moreover, technologies do not operate by themselves – they are embedded in organizational, political, and social processes that set how they are used, who can use them, and in what context. Therefore, we should explore where the values reside?
Two factors obscure our view: The misleading conceptualisation that technologies are value free, and can be used for good or for bad – which put all the weight on the process, and ignores the way in which any technology allow only certain actions to be taken. Another popular view of technology conceptualisation is to emphasise their advantages (upside) and ignore their limitations. If we move beyond these, and other “common sense” views of technologies, we can notice how process and technology intertwine.
We can therefore look at the way the process/technology reinforce and limit each other, and the way that the values are integrated and influence them. With this analysis, we can also consider how technological development can explicitly include considerations of values, and be philosophically, politically, and social-theory informed. We need to consider the roles, skills, and knowledge of the people that are involved in each part of the process – from community facilitation to software development.
The paper will draw on the experience of developing participatory geographic information technologies over the past 20 years, and will suggest future directions for values-based participatory technology development.
Surya Av addressed the challenge of misinformation and scarcity of information about children’s internet use in India. Of greatest concern is the way that social norms restrict relationships to (adult) approved circles, potentially limiting peer support when using social media, and leaving upsetting encounters unreported. These risks are heightened by widespread internet use outside the home, particularly in cafés. Children in some parts of the developing world have easy access to electronic content in terms of pornography, violence etc., despite limited internet access at home at home.
Statistically representative research is challenging given the diverse cultural, geographic, economic and population density contexts of India. Surya Av began his presentation by saying that population sampling would not reach the most marginalised and vulnerable children, and recommended targeted sampling methods. However, there is much to learn in terms of research methods from other domains of research. In terms of capacity, Surya Av observed that research ethics is not a well-understood topic in many parts of the world, and researchers lack skills in interviewing children about sensitive research topics. Challenging traditional survey design, he observed that many children do not effectively respond to scales that use 5 to 7 points, if administered in a conventional manner.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Supporting Teaching and Learning Strand by Dr Joanna Newman from the British Library: Supporting researchers at the British Library.
OECD, PISA and the Invisible Learning (ii)@cristobalcobo
This presentation explore why there is a stronger correlation between educational performance and frequency of computer use at home than at school.
More information here:
http://people.oii.ox.ac.uk/cobo
Examining the values that are embedded in the processes and technologies of p...Muki Haklay
A persistent question about participatory methodologies that rely on technologies, such as public participation geographic information systems (PPGIS), is how to integrate values, such as inclusiveness of all the people that are impacted by a decision, or identifying options that are popular by the majority but acceptable to the minority, within technologically focused projects. Moreover, technologies do not operate by themselves – they are embedded in organizational, political, and social processes that set how they are used, who can use them, and in what context. Therefore, we should explore where the values reside?
Two factors obscure our view: The misleading conceptualisation that technologies are value free, and can be used for good or for bad – which put all the weight on the process, and ignores the way in which any technology allow only certain actions to be taken. Another popular view of technology conceptualisation is to emphasise their advantages (upside) and ignore their limitations. If we move beyond these, and other “common sense” views of technologies, we can notice how process and technology intertwine.
We can therefore look at the way the process/technology reinforce and limit each other, and the way that the values are integrated and influence them. With this analysis, we can also consider how technological development can explicitly include considerations of values, and be philosophically, politically, and social-theory informed. We need to consider the roles, skills, and knowledge of the people that are involved in each part of the process – from community facilitation to software development.
The paper will draw on the experience of developing participatory geographic information technologies over the past 20 years, and will suggest future directions for values-based participatory technology development.
Surya Av addressed the challenge of misinformation and scarcity of information about children’s internet use in India. Of greatest concern is the way that social norms restrict relationships to (adult) approved circles, potentially limiting peer support when using social media, and leaving upsetting encounters unreported. These risks are heightened by widespread internet use outside the home, particularly in cafés. Children in some parts of the developing world have easy access to electronic content in terms of pornography, violence etc., despite limited internet access at home at home.
Statistically representative research is challenging given the diverse cultural, geographic, economic and population density contexts of India. Surya Av began his presentation by saying that population sampling would not reach the most marginalised and vulnerable children, and recommended targeted sampling methods. However, there is much to learn in terms of research methods from other domains of research. In terms of capacity, Surya Av observed that research ethics is not a well-understood topic in many parts of the world, and researchers lack skills in interviewing children about sensitive research topics. Challenging traditional survey design, he observed that many children do not effectively respond to scales that use 5 to 7 points, if administered in a conventional manner.
CORBEL/EOSC-Life webinar Practical Tips for Stepping Up Your Science Communic...CORBEL
CORBEL and EOSC-Life organise the webinar series "Engaging with your community through events and training". The series continues with a panel discussion between Caitlin Ahern (BBMRI-ERIC), Katri Ahlgren (ICOS ERIC), Stefan Swift (European Social Survey), and Luiza Fundatureanu (ZN Consulting).
Join us for an interactive discussion with science communicators who will share concrete examples and tips for improving your scientific communications – especially when budget and time resources are limited! The speakers come from a range of fields and will have plenty of time for Q&A and discussions.
This webinar includes an audience Q&A session during which attendees can ask questions and make suggestions. Please note that all webinars are recorded and available for posterior viewing.
The Willing Volunteer – Incorporating Voluntary Data into National DatabasesMuki Haklay
At present few mapping databases contain crowd sourced or voluntary data. Consider how, in the future, this will be a valuable source of data for national geospatial, cadastral and mapping agencies
Oppimisratkaisut: Kansainvälisten oppimisverkostojen työpaja 28.3.2011, Hannele Niemi, Helsingin yliopisto. Siirretty toiselta tililtä 21.11.2013, jolloin katsojia oli ollut 1131 (views).
People often spend more time with social sites than spending time with books. More than 15% of our population use internet. Library staffs have to use these advantages of social changes. Use of social sites can help to make more users for libraries especially for rural libraries. Social Networking Sites (SNS) help a lot to provide more linking with users. Librarians need to use social sites for information exploration among the users. Social sites are very easy to use and easily available to masses. Information awareness regarding resources available in library may help users to visit the local libraries also.
The role of learning in citizen scienceMuki Haklay
This is a presentation from the citizen science impact event at the Open University http://www.open.ac.uk/blogs/opentel/citizen-science-impact-event-at-the-open-university/
Citizen science offer different levels of engagement to participants, which have been captured in typologies of the field (contributory, collaborative, co-created, collegial / crowdsourcing, distributed intelligence, participatory science, extreme citizen science). These typologies do no explicitly examine learning. At the same time, projects and activities striving to fulfil multiple goals (excellent scientific output, satisfying engagement, good recruitment, learning …). Within ythe range of citizen science project, we can consider different aspects of learning that are occurring in them, Projects and use examples from a range of project, and raise some aspects that can help those who are designing co-created projects.
Dorothea Kleine discussed the importance of understanding the contexts in which children use technologies. Drawing on her recent report, co-authored with David Hollow and Sammia Poveda, Children, ICT and development (2014), Kleine first questioned normative assumptions in the global North, in terms of their often-assumed relevance to the global South, and then offered recommendations for a global research framework. She particularly cautioned against the normative assumptions evident in many established, large-scale surveys (e.g., construction around childhood/adulthood, gender roles, heteronormativity and the nuclear family). She additionally observed that ‘reported behaviour is not the same as behaviour’, and what surveys are bound to record is simply recorded behaviour. She recommended triangulating research methods.
Kleine urged participants to shift from thinking of children as objects of inquiry to co-creators of meaning, and therefore to develop participatory models that involve children and young people at each stage. She also emphasised the importance of involving locals in the research process to get a better sense of local context, a higher sense of ownership and improved chance of project viability and sustainability after the instigators have left. She outlined a research framework, the ‘choice framework’ that considers structural factors (e.g., norms on the use of space or use of time) as well as issues of agency and individual resources, including social resources, psychological resources, cultural resources, information and time. Kleine’s discussion of research methods consistently tied advocacy and intervention goals to the framing and implementation of the research, prioritising children’s voices, envisioning solutions, addressing policy needs throughout the process, treating research as part of a meaningful participatory approach and not as an end in itself. Further, she advocated close links between survey research, participatory action research and policy research and advisory work.
Integrating Social Media Into Prevention Programscraig lefebvre
Presentation on social and mobile media at the Community Anti-Drug Coalitions of America National Leadership Forum XVII. Washington, DC. February 14, 2007.
Presentation includes information on the Scottish Information Literacy Project based at Glasgow Caledonian University. Part of the Digital literacy in an e-world 2008: the 8th Annual E-Books Conference which took place on Thu 30 Oct 2008 organised by the Scottish Library & Information Council [SLIC]
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher- centered to student- centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks.
Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
Into the Night - Citizen Science Training day - introduction to citizen scienceMuki Haklay
Setting, running and evaluating - In this session, we will provide a brief overview of the types of citizen science that are relevant in addressing environmental challenges. We will look at classifications of citizen science projects, explore their potential goals, the process of recruitment and retention as well as the need to start project evaluation from an early stage. Participants will have the opportunity to engage in a short exercise to consider how these elements can be used in the design of a citizen science project.
Design for learning: communities and flexible design processesdavinia.hl
DESIGN FOR LEARNING: COMMUNITIES AND FLEXIBLE DESIGN PROCESSES
U. Sydney, CoCo Research Seminar
In this seminar, the presenter will deliver a short overview of the learning-technologies research being conducted by the Department of Infomation and Communication Technologies of the Universitat Pompeu Fabra in Barcelona. The focus will be the results of the METIS European inservice teacher-training project, which aims at promoting the adoption of design approaches enabling educators to act as (co-)designers of sound (technology-supported) learning activities. The presenter, Associate Professor Davinia Hernández-Leo will, in particular, introduce the Integrated Learning Design Environment (ILDE), a community environment that integrates:
- co-design support for educator communities
- learning design editors following different authoring and pedagogical approaches
- interface for deployment of designs on mainstream virtual-learning environments.
ILDE has been used in a variety of community contexts, each of them applying different design processes supported by combinations of selected integrated tools.
http://sydney.edu.au/education_social_work/news_events/events/2015/Semester-One/design-for-learning.shtml
A presentation on how realistic it is, to integrate ICT into an Irish Classroom using the NCCA's (National Council for Curriculum and Assessment) ICT framework.
There are also some pointers to digital content.
CORBEL/EOSC-Life webinar Practical Tips for Stepping Up Your Science Communic...CORBEL
CORBEL and EOSC-Life organise the webinar series "Engaging with your community through events and training". The series continues with a panel discussion between Caitlin Ahern (BBMRI-ERIC), Katri Ahlgren (ICOS ERIC), Stefan Swift (European Social Survey), and Luiza Fundatureanu (ZN Consulting).
Join us for an interactive discussion with science communicators who will share concrete examples and tips for improving your scientific communications – especially when budget and time resources are limited! The speakers come from a range of fields and will have plenty of time for Q&A and discussions.
This webinar includes an audience Q&A session during which attendees can ask questions and make suggestions. Please note that all webinars are recorded and available for posterior viewing.
The Willing Volunteer – Incorporating Voluntary Data into National DatabasesMuki Haklay
At present few mapping databases contain crowd sourced or voluntary data. Consider how, in the future, this will be a valuable source of data for national geospatial, cadastral and mapping agencies
Oppimisratkaisut: Kansainvälisten oppimisverkostojen työpaja 28.3.2011, Hannele Niemi, Helsingin yliopisto. Siirretty toiselta tililtä 21.11.2013, jolloin katsojia oli ollut 1131 (views).
People often spend more time with social sites than spending time with books. More than 15% of our population use internet. Library staffs have to use these advantages of social changes. Use of social sites can help to make more users for libraries especially for rural libraries. Social Networking Sites (SNS) help a lot to provide more linking with users. Librarians need to use social sites for information exploration among the users. Social sites are very easy to use and easily available to masses. Information awareness regarding resources available in library may help users to visit the local libraries also.
The role of learning in citizen scienceMuki Haklay
This is a presentation from the citizen science impact event at the Open University http://www.open.ac.uk/blogs/opentel/citizen-science-impact-event-at-the-open-university/
Citizen science offer different levels of engagement to participants, which have been captured in typologies of the field (contributory, collaborative, co-created, collegial / crowdsourcing, distributed intelligence, participatory science, extreme citizen science). These typologies do no explicitly examine learning. At the same time, projects and activities striving to fulfil multiple goals (excellent scientific output, satisfying engagement, good recruitment, learning …). Within ythe range of citizen science project, we can consider different aspects of learning that are occurring in them, Projects and use examples from a range of project, and raise some aspects that can help those who are designing co-created projects.
Dorothea Kleine discussed the importance of understanding the contexts in which children use technologies. Drawing on her recent report, co-authored with David Hollow and Sammia Poveda, Children, ICT and development (2014), Kleine first questioned normative assumptions in the global North, in terms of their often-assumed relevance to the global South, and then offered recommendations for a global research framework. She particularly cautioned against the normative assumptions evident in many established, large-scale surveys (e.g., construction around childhood/adulthood, gender roles, heteronormativity and the nuclear family). She additionally observed that ‘reported behaviour is not the same as behaviour’, and what surveys are bound to record is simply recorded behaviour. She recommended triangulating research methods.
Kleine urged participants to shift from thinking of children as objects of inquiry to co-creators of meaning, and therefore to develop participatory models that involve children and young people at each stage. She also emphasised the importance of involving locals in the research process to get a better sense of local context, a higher sense of ownership and improved chance of project viability and sustainability after the instigators have left. She outlined a research framework, the ‘choice framework’ that considers structural factors (e.g., norms on the use of space or use of time) as well as issues of agency and individual resources, including social resources, psychological resources, cultural resources, information and time. Kleine’s discussion of research methods consistently tied advocacy and intervention goals to the framing and implementation of the research, prioritising children’s voices, envisioning solutions, addressing policy needs throughout the process, treating research as part of a meaningful participatory approach and not as an end in itself. Further, she advocated close links between survey research, participatory action research and policy research and advisory work.
Integrating Social Media Into Prevention Programscraig lefebvre
Presentation on social and mobile media at the Community Anti-Drug Coalitions of America National Leadership Forum XVII. Washington, DC. February 14, 2007.
Presentation includes information on the Scottish Information Literacy Project based at Glasgow Caledonian University. Part of the Digital literacy in an e-world 2008: the 8th Annual E-Books Conference which took place on Thu 30 Oct 2008 organised by the Scottish Library & Information Council [SLIC]
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher- centered to student- centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks.
Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
Into the Night - Citizen Science Training day - introduction to citizen scienceMuki Haklay
Setting, running and evaluating - In this session, we will provide a brief overview of the types of citizen science that are relevant in addressing environmental challenges. We will look at classifications of citizen science projects, explore their potential goals, the process of recruitment and retention as well as the need to start project evaluation from an early stage. Participants will have the opportunity to engage in a short exercise to consider how these elements can be used in the design of a citizen science project.
Design for learning: communities and flexible design processesdavinia.hl
DESIGN FOR LEARNING: COMMUNITIES AND FLEXIBLE DESIGN PROCESSES
U. Sydney, CoCo Research Seminar
In this seminar, the presenter will deliver a short overview of the learning-technologies research being conducted by the Department of Infomation and Communication Technologies of the Universitat Pompeu Fabra in Barcelona. The focus will be the results of the METIS European inservice teacher-training project, which aims at promoting the adoption of design approaches enabling educators to act as (co-)designers of sound (technology-supported) learning activities. The presenter, Associate Professor Davinia Hernández-Leo will, in particular, introduce the Integrated Learning Design Environment (ILDE), a community environment that integrates:
- co-design support for educator communities
- learning design editors following different authoring and pedagogical approaches
- interface for deployment of designs on mainstream virtual-learning environments.
ILDE has been used in a variety of community contexts, each of them applying different design processes supported by combinations of selected integrated tools.
http://sydney.edu.au/education_social_work/news_events/events/2015/Semester-One/design-for-learning.shtml
A presentation on how realistic it is, to integrate ICT into an Irish Classroom using the NCCA's (National Council for Curriculum and Assessment) ICT framework.
There are also some pointers to digital content.
Presentation: A review of the Remodeling Operation of Peripherical Neighbourhoods of Madrid.
Authors: Cristina Gallego Gamazo; Cristina Martínez Aransay.
Teachers of Students with Visual Impairments (TVIs) often teach in itinerant settings with limited access to resources and ongoing training. Use of communities of practice provide the missing link to access essential tools and information for professional development.
A presentation I gave to introduce the Always on (them): Digital and Social Media Use in Education event at University of the West of Scotland in June 2016
Civic Technologies: Research, Practice, and Open ChallengesPablo Aragón
Workshop – CSCW 2020 – October 17, 2020
Over the last years, civic technology projects have emerged around the world to advance open government and community action. Although Computer-Supported Cooperative Work (CSCW) and Human-Computer Interaction (HCI) communities have shown a growing interest in researching issues around civic technologies, yet most research still focuses on projects from the Global North. The goal of this workshop is, therefore, to advance CSCW research by raising awareness for the ongoing challenges and open questions around civic technology by bridging the gap between researchers and practitioners from different regions.
The workshop will be organized around three central topics: (1) discuss how the local context and infrastructure affect the design, implementation, adoption, and maintenance of civic technology; (2) identify key elements of the configuration of trust among government, citizenry, and local organizations and how these elements change depending on the sociopolitical context where community engagement takes place; (3) discover what methods and strategies are best suited for conducting research on civic technologies in different contexts. These core topics will be covered across sessions that will initiate in-depth discussions and, thereby, stimulate collaboration between the CSCW research community and practitioners of civic technologies from both Global North and South.
A Proposed Research Methodology To Conduct Studies About Ubiquitous Learning ...Ann Davidson
There is currently a revolution going on, that is changing how people live, work and play and consequently, how they learn. This revolution is happening through the use of various technological objects that many people are using on a daily basis. The text below calls attention to a proposed research methodology for conducting studies about ubiquitous learning technologies. Two major themes oversee the structure of this text: what should researchers look at and how should they look at it. It starts by describing the context of how these technologies are being used. It then lays out the elements of a conceptual framework. Following this, the text describes the advantages and pitfalls of ethnography and action-research. Finally, it provides recommendations for researchers who are interested in investigating ubiquitous learning.
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
A talk given in Berlin to the Digitale Chancen agency concerned with Digital Inclusion.
We developed a socially inclusive model of learning based on user behaviours in UK online centres derived from research by LTRI (John Cook).
The Community Development Model of Learning was an attempt to answer questions by Diana Laurillard on how we could make that research useful
Our view was that inclusion in learning needs to be interest-based not curriculum-based, and that people would work how to develop their communities socially rather than themselves personally.
This describes some features on how to design for that
In the race towards exams, it can be easy to forget the other goals of science education: scientific literacy (science in life) and STE(A)M careers (science in society).
CONNECT is an EC-funded project offering a new kind of resource, called a Science Action.
It’s a set of activities to integrate a real-life challenge into an existing topic and it ticks lots of boxes:
Engage with a real-life challenge
Know and apply a science concept
Practice an enquiry skill
Understand how science affects their world
Interact with a scientist or engineer ( CONNECT Platform)
Talk about science with family-members
In the race towards exams, it can be easy to forget the other goals of science education: scientific literacy (science in life) and STE(A)M careers (science in society).
CONNECT is an EC-funded project offering a new kind of resource, called a Science Action.
It’s a set of activities to integrate a real-life challenge into an existing topic and it ticks lots of boxes:
Engage with a real-life challenge
Know and apply a science concept
Practice an enquiry skill
Understand how science affects their world
Interact with a scientist or engineer ( CONNECT Platform)
Talk about science with family-members
This presentation was provided to CONNECT consortium members and participants including results of phase 1
Pilot Leaders and Coordinators of data generation:
Tony Sherborne MSC
Giorgos Panselinas RDE
Rosina Malagrida IRSI
Mihai Bizoi VUT
Patricia Torres APC-PUC
Silvar Ribeiro UNEB
Alexandra Okada OU
More details:
https://www.connect-science.net/
Link to Padlet:
https://padlet.com/connectscience2020/7hm5ingbvkel8l2e
CONNECT - inclusive open schooling with engaging and future-oriented science
If you wish to download this resource then please access
https://connect-eu.exus.co.uk/2021/11/05/carbon-neutral-cop26/
The 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE
- 08 de maio, 09h30 | “Os processos colaborativos nas comunidades de aprendizagem em rede”, por Alexandra Okada, professora da Open University (Reino Unido), e Teresa Cardoso, professora da Universidade Aberta
Os alunos e alunas das licenciaturas de Educação da Universidade do Minho e de Educação Básica do Instituto Politécnico de Coimbra (IPC) realizam de abril a junho de 2021 o ciclo de nove webinars “Conversas com (a) Educação”.
As sessões decorrem na rede online Zoom, tendo inscrições e mais detalhes em conectados86.webnode.pt. Vai conhecer-se novas formas de aprender nas comunidades em rede, num mundo em mutação e cada vez mais tecnológico em todos os níveis de ensino, entre outros aspetos.
A iniciativa é aberta ao público, dirigindo-se em especial a professores e investigadores. O ciclo de webinars reforça a partilha de conhecimento entre os alunos da UMinho e do IPC, fazendo parte das disciplinas Tecnologia Educativa e Tecnologia e Comunicação Educacional II, orientadas pelos docentes Marco Bento e José Alberto Lencastre, respetivamente.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. Science Literacy through co-inquiry based
on informal & non-formal learning
Sonia Pinto (UNEB-BR),
Silvar Ribeiro (UNEB-BR),
Alexandra Okada (OU-UK)
weSPOT is an EC-funded Research Project under the
Grant Agreement no. 318499 of ICT FP7 Programme in
Technology Enhanced Learning
2. Keywords in this study
• Scientific Literacy: being able to understand the role of
science and technology in our lives (AAAS, 1993)
• Co-inquiry: collaborative research projects based on
scientific reasoning
• Non-formal learning: learning guided by people through their
own communities and projects
• Informal Learning: learning guided by people through
resources and networks provided by Educational Institutions
3. Key questions
How can we promote scientific literacy
beyond schools and Universities (formal learning)?
• Can projects & communities of practice create opportunities
for developing scientific literacy(non-formal learning) ?
• How useful are open educational resources and social
networks (informal learning)?
4. Hypothesis
Empowering citizens for evidence-based thinking
• science and technology discussions in their daily life
• meaningful learning materials,
• easy-to-use technologies
• interesting projects
• communities of practice
5. Theoretical Principles
Collaborative inquiry for developing key competences
colearners can interpret evidence, weigh up technologies,
make informed judgements, and argue their views together
(COLEARN, 2008, 2014)
6. Co-learners as co-investigators
• take the role of explorers and scientists
• are motivated by their personal curiosity
• are guided by self-reflection, peers and experts
• develop personal knowledge and scientific reasoning
collaboratively
8. • a European reference model for inquiry skills
• a diagnostic instrument for assessment
• Various tools: mobile apps, learning analytics, widgets,
social media, open badge system
• Flexible Inquiry workflow linked to school legacy systems
Working Environment with
Social Personal Open Technologies
for inquiry based learning
9. Case Study
The training programme on Digital Inclusion for
Telecentros.BR project supported by the Brazil Government
It is a non-credit online course for more than
450 young people from 16 to 29 years old
who work at Telecentro.BR in different locations
10. DIGITAL LITERACY
• Few people do not have computer at home (15%)
• All of them access internet (100%) from cyber cafés or Telecentro.BR
• Most of them are users of Youtube and FaceBook.
• All of them have mobile phones and most of them with Internet (70%) .
1st step
questionnaires and interviews with
20% of the Telecentro.Br’s
young educators
Case Study
11. INFORMATION LITERACY
• 80% access online newspaper, and search for online information.
• 65% access Wikipedia, but consider only one source of information.
• 30 % share information in their social networks, access online library
and are able to download their course material.
• 10% is recognised in their networks as a knowledgeable person
1st step
questionnaires and interviews with
20% of the Telecentro.Br’s
young educators
Case Study
12. CITIZENSHIP LITERACY
• 60% use government online services, and participate in social movements.
• 40% gets information from public services such as job opportunities and
cultural programmes, or participate in political movements.
• 10% share their opinions in the Brazilian Citizens Portal.
1st step
questionnaires and interviews with
20% of the Telecentro.Br’s
young educators
Case Study
13. Participants elaborated the research questions collaboratively with
feedback of researchers:
• “What is main cause of environmental degradation in our community?
• What would be the most effective environmental actions?
• What are the most relevant environmental inquiry projects?
• How does an environmental project support citizen engagement?
2nd step
Pilot study through Discussion Forum
and FM online webconference
14. Key issues that might engage participants to develop their inquiry project:
• Common interests: “our communities are interested in environmental
protection”.
• Enjoyment: “It will be fun to increase our network with other cities and
countries”.
• Perceived usefulness: “It will be useful to learn a new application with our
mobile devices”
• Collective Purpose: “discussion using technology will be good for our
communities”
• Co-authorship: “Our project will be built collaboratively.”
15. Barrier
• Participants are not familiar with inquiry methodology
• Develop inquiry based projects take time
• Engaging communities will be a challenge for participants
17. Further studies and final remarks
• We would like to integrate weSPOT and ENGAGE
(Equipping the Next Generation for Active Engagement in
Science) which offers collaborative learning for teaches and
engaging materials for learners to talk and think
• Collaborative inquiry projects might be useful for increasing
learners ’ engagement and understanding through software
tools, mobile devices, and different resources offered in the
European Projects weSPOT and Engage.
.
18. Challenges, Objectives & Results
Objective 1: To provide smart,
adaptive inquiry supportChallenge 1: Lack
of inquiry skills
Challenge 2:
Curiosity not
supported
Challenge 3: Construct
personal conceptual
knowledge
Challenge 5: How to
measure impact?
Challenge 4: Linking e-
learning with inquiry
Objective 2: Bridge formal &
informal learning activities
Objective 3: To link personal inquiry
projects & everyday life to curricular
context & classroom teaching
Objective 4: To create an
open source toolset
Objective 5: To evaluate
impact & effects
Theory &
Models
Requirements
specification
Theory &
Models
Diagnostic
instrument
Inquiry courses
& Templates
Mobile
clientsServices
Evaluation
reports &
publications
Integrated
pilots set-ups
19. In Short...
• Started: October 2012
• Duration: 3 years
• Consortium: 9 partners
from 9 EU countries
weSPOT is an EC-funded Research
Project under the Grant Agreement no.
318499 of ICT FP7 Programme in
Technology Enhanced Learning
20. Contacts
COLEARN – Collaborative Open Learning Research Network
(founded at The Open University UK - KMI)
ale.okada@open.ac.uk
silvarfribeiro@gmail.com
soniamarpinto@gmail.com
wespot-project.eu
Inquiry.wespot.eu
Colearn.open.ac.uk
