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Interdisciplinary Centre for Security, Reliability and Trust - SnT,
University of Luxembourg
Ju youn Song
Charles Max
EDULEARN14, 8th July 2014
Barcelona
Learning with tablet-cloud systems
in elementary science education
Contact: Jun.song@uni.lu
Overview of the study
Inquiry-based
learning
Elementary
science
Tablet-cloud
system
Overview of the study
Inquiry-based
learning:
a set of teaching and
learning process
that involves
student-centred research
Elementary
science:
a series of hands-on
science activities
Tablet-cloud
system:
a set of technology that
assures ubiquitous learning
across in-school and
out-of-school contexts
Inquiry-based learning
Inquiry-based
learning
is a process where students
- are involved in their learning,
- formulate questions,
- investigate widely ,
- and then build new understandings, meanings and
knowledge.
Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and
curriculum design. Journal of the Learning Sciences, 8(3&4), pp. 391–450.
.
Supporting cognitive and
metacognitive processes
Conducting experiments, testing
hypotheses, finding solutions, enabling
social learning and peer collaboration
Broadening the range of available
resources and facilitating its
utilisation
Web search, own data capture, digital
books as resource
Technology-enhanced learning
Inquiry-based
learning
Structuring the learning context Easy presentations and interactive
feedback
Tablets support student’s inquiry process and skills development by
Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying Technology to Inquiry-Based Learning in Early
Childhood Education. Early Childhood Educational Journal , 37, pp. 381-389.
.
1 station
MultiDock 10
Bay
1 Apple
TV
2 Airport
Extreme Base
Station *
10 iPads
Wifi 16GB
(iPad 3)
10 Elago
Stylus
Pen
Direct Internet
Access
10
earpods
Classroom equipment
Tablet-cloud
system
University – SNT Home and
mobile access
Sharing
Exchanging
Collaborating
Generating content
School 2 School 3
Private cloud
Private cloud
Private cloud
Private cloud
Private cloud
School 4
School 1
Local ICT environment
IT company
Telecom company
Setting up cloud
Tablet-cloud
system
Tablet-based applications (Apps)
Tablet-cloud
system
1) Students should be the source of action for any relevant
contribution to learning.
2) Apps sustain the development of inquiry skills and activities.
FUNCTION APP (selected)
Cloud navigation WebDAV Nav
Writing Pages, SyncSpace, Bamboo Paper
Presenting Explain Everything, Keynote
Searching Safari
Video / Pictures iMovie, MoviePro, Photo Gallery
Drawing Paint, Paper 53
Science Apps Barefoot World Atlas, Globe, Google Earth, Planets
Communicating Mail
Research foci
To what extent do tablets
facilitate student-led
explorations and explanations
of scientific phenomena?
To what extent do tablets support
the formation of scientific
thinking and stimulate creative
classroom productions?
How do children interact with new devices
and collaborate with peers, advanced learners
and teachers in their science activities
(teacher-led and student-led learning)?
Research context
Participating schools
3 fundamental
schools &
1 primary-
secondary school
(8-12 years old)
Science education
Elementary Science : human,
nature, environment, technology,
space & time
Science-related topics: physics,
chemistry or biology
sciPADS project (2012-2015)
No curriculum for the use of ICT in
fundamental schools
Introducing and Implementing
tablet-cloud system
ICT
Classroom ethnography
(Video recordings of science activities)
Multimodal artifact analysis
(Analysis of students’ multimodal
productions)
A multi-method framework
This study highlights insights and experiences gained from creating,
implementing and sustaining tablet-cloud system.
Interest of the study
• Combining teacher- and students-led learning initiatives
in technology-enhanced learning.
• Selecting apps for inquiry-based learning.
• Learning with tablet-cloud system in inquiry-based science
learning.
Our data allows to find out
Creating and implementing tablet-cloud system
Introduction
Teacher trainings,
general & technical
guidelines, selection of
tools (apps)
Implementation
teacher-led or
researcher-led
tech-learning station in
science classrooms
Development
Student-led learning
station,
teacher meetings,
adaptation of tools
Tool-mediated creative learning
Download the
uploaded files, edit
and aggregate them
Create text-based
documents from own
inspirations or existing
information
Create multimodal & multimedia slides
or digital recording as inquiry result.
Search for topic-
related information
in digital resources
and use of specific
keywords
Create own pictures
and graphs with
annotations
Create self-made media productions like
movie trailers, YouTube-like videos
Learning with tablet-cloud system
Case study: What are the characteristics of magnet?
Finding questions Planning Looking for evidence
Gathering own data Formulating explanation
Communicating
explanation
Learning with tablet-cloud system
Imagine, conceive and conduct a project
Engage in exploring phenomena
Learning with tablet-cloud system
Case study: What are the characteristics of magnet?
Searching information
on the Web
Comparing & evaluating
various data
Creating
own data
Making a decision Realisation of
learning outcome
Learning with tablet-cloud system
Apply a critical judgment
Gather and exploit topic-related information
Learning with tablet-cloud system
Case study: What are the characteristics of magnet?
Audio Images Video Text
Collective Collaborative Collaborative
Learning with tablet-cloud system
Interact with different communication modes
Establish interconnections
From the experiences on creating, implementing and sustaining tablet-
cloud system in elementary science the authors study conclude:
To conclude
• Combining teacher- and students-led learning initiatives is a
good approach to introduce new technology into the
classroom.
• Open-ended apps enhance children’s creativity and
collaboration with peers.
• The table-cloud system stimulates student engagement and
self-expression.
References
• Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the
challenges of inquiry-based learning through technology and
curriculum design. Journal of the Learning Sciences, 8(3&4), pp. 391–
450.
• Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying
Technology to Inquiry-Based Learning in Early Childhood Education.
Early Childhood Educational Journal, 37, pp. 381-389.
EDULEARN14, 8th July2013
Barcelona
Thank you for your attention
More info:
Blog: http://dica-lab.org/scipads/
Contact: jun.song@uni.lu

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sciPADS presentation at Edulearn, 2014

  • 1. Interdisciplinary Centre for Security, Reliability and Trust - SnT, University of Luxembourg Ju youn Song Charles Max EDULEARN14, 8th July 2014 Barcelona Learning with tablet-cloud systems in elementary science education Contact: Jun.song@uni.lu
  • 2. Overview of the study Inquiry-based learning Elementary science Tablet-cloud system
  • 3. Overview of the study Inquiry-based learning: a set of teaching and learning process that involves student-centred research Elementary science: a series of hands-on science activities Tablet-cloud system: a set of technology that assures ubiquitous learning across in-school and out-of-school contexts
  • 4. Inquiry-based learning Inquiry-based learning is a process where students - are involved in their learning, - formulate questions, - investigate widely , - and then build new understandings, meanings and knowledge. Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3&4), pp. 391–450. .
  • 5. Supporting cognitive and metacognitive processes Conducting experiments, testing hypotheses, finding solutions, enabling social learning and peer collaboration Broadening the range of available resources and facilitating its utilisation Web search, own data capture, digital books as resource Technology-enhanced learning Inquiry-based learning Structuring the learning context Easy presentations and interactive feedback Tablets support student’s inquiry process and skills development by Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying Technology to Inquiry-Based Learning in Early Childhood Education. Early Childhood Educational Journal , 37, pp. 381-389. .
  • 6. 1 station MultiDock 10 Bay 1 Apple TV 2 Airport Extreme Base Station * 10 iPads Wifi 16GB (iPad 3) 10 Elago Stylus Pen Direct Internet Access 10 earpods Classroom equipment Tablet-cloud system
  • 7. University – SNT Home and mobile access Sharing Exchanging Collaborating Generating content School 2 School 3 Private cloud Private cloud Private cloud Private cloud Private cloud School 4 School 1 Local ICT environment IT company Telecom company Setting up cloud Tablet-cloud system
  • 8. Tablet-based applications (Apps) Tablet-cloud system 1) Students should be the source of action for any relevant contribution to learning. 2) Apps sustain the development of inquiry skills and activities. FUNCTION APP (selected) Cloud navigation WebDAV Nav Writing Pages, SyncSpace, Bamboo Paper Presenting Explain Everything, Keynote Searching Safari Video / Pictures iMovie, MoviePro, Photo Gallery Drawing Paint, Paper 53 Science Apps Barefoot World Atlas, Globe, Google Earth, Planets Communicating Mail
  • 9. Research foci To what extent do tablets facilitate student-led explorations and explanations of scientific phenomena? To what extent do tablets support the formation of scientific thinking and stimulate creative classroom productions? How do children interact with new devices and collaborate with peers, advanced learners and teachers in their science activities (teacher-led and student-led learning)?
  • 10. Research context Participating schools 3 fundamental schools & 1 primary- secondary school (8-12 years old) Science education Elementary Science : human, nature, environment, technology, space & time Science-related topics: physics, chemistry or biology sciPADS project (2012-2015) No curriculum for the use of ICT in fundamental schools Introducing and Implementing tablet-cloud system ICT Classroom ethnography (Video recordings of science activities) Multimodal artifact analysis (Analysis of students’ multimodal productions) A multi-method framework
  • 11. This study highlights insights and experiences gained from creating, implementing and sustaining tablet-cloud system. Interest of the study • Combining teacher- and students-led learning initiatives in technology-enhanced learning. • Selecting apps for inquiry-based learning. • Learning with tablet-cloud system in inquiry-based science learning. Our data allows to find out
  • 12. Creating and implementing tablet-cloud system Introduction Teacher trainings, general & technical guidelines, selection of tools (apps) Implementation teacher-led or researcher-led tech-learning station in science classrooms Development Student-led learning station, teacher meetings, adaptation of tools
  • 13. Tool-mediated creative learning Download the uploaded files, edit and aggregate them Create text-based documents from own inspirations or existing information Create multimodal & multimedia slides or digital recording as inquiry result. Search for topic- related information in digital resources and use of specific keywords Create own pictures and graphs with annotations Create self-made media productions like movie trailers, YouTube-like videos
  • 14. Learning with tablet-cloud system Case study: What are the characteristics of magnet? Finding questions Planning Looking for evidence Gathering own data Formulating explanation Communicating explanation
  • 15. Learning with tablet-cloud system Imagine, conceive and conduct a project Engage in exploring phenomena
  • 16. Learning with tablet-cloud system Case study: What are the characteristics of magnet? Searching information on the Web Comparing & evaluating various data Creating own data Making a decision Realisation of learning outcome
  • 17. Learning with tablet-cloud system Apply a critical judgment Gather and exploit topic-related information
  • 18. Learning with tablet-cloud system Case study: What are the characteristics of magnet? Audio Images Video Text Collective Collaborative Collaborative
  • 19. Learning with tablet-cloud system Interact with different communication modes Establish interconnections
  • 20. From the experiences on creating, implementing and sustaining tablet- cloud system in elementary science the authors study conclude: To conclude • Combining teacher- and students-led learning initiatives is a good approach to introduce new technology into the classroom. • Open-ended apps enhance children’s creativity and collaboration with peers. • The table-cloud system stimulates student engagement and self-expression.
  • 21. References • Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3&4), pp. 391– 450. • Wang, F., Kinzie, M. B., McGuire, P., & Pan, E. (2010). Applying Technology to Inquiry-Based Learning in Early Childhood Education. Early Childhood Educational Journal, 37, pp. 381-389.
  • 22. EDULEARN14, 8th July2013 Barcelona Thank you for your attention More info: Blog: http://dica-lab.org/scipads/ Contact: jun.song@uni.lu

Editor's Notes

  1. Students should be the source of action for any relevant contribution to technology-enhanced science learning (gathering, combination of data, searching, presentation) Apps sustain the development of inquiry skills and activities by active engagement and collaboration.
  2. Not only searGathering own data, exploring topic-related information and applying various experiment
  3. Not only searGathering own data, exploring topic-related information and applying various experiment
  4. These outcomes are fuelled by either collective (teacher with entire class or group of students) or collaborative (peer learning or learner with more competent others scenarios) activity settings.
  5. These outcomes are fuelled by either collective (teacher with entire class or group of students) or collaborative (peer learning or learner with more competent others scenarios) activity settings.
  6. Open-ended apps rather than force to choice.
  7. Ongoing research project: project started last year and lasts until end of 2015 No final results, only first outcomes