This study examined using augmented reality (AR) platforms to support constructivist learning in a physics classroom. A physics teacher was given an AR tablet and shown how to use the software. He first explored the software independently until he got stuck, then consulted a peer for help. This dialogue helped him construct new knowledge and alleviate his fear of making mistakes in the software. The AR platform provided opportunities for learning through exploration and peer collaboration that conventional classrooms lack.
Doha College Mobile Learning Conference 2014: Learning from ResearchKevin Burden
Dr. Kevin Burden (The University of Hull) argues that like many educational technologies in the past, whilst we know fairly well WHAT works when students have access to a mobile device, we have virtually no idea WHY it works. Design Based Research (DBR) offers an opportunity to unlock this mystery and in so doing help to replicate and extend the use of mobile technologies in ways which have not even been imagined yet
Pea, R. (2012, April 15). The promise of learning about learning with adaptive educational technologies. Invited paper for symposium: "Global Perspectives on New Technologies and Learning" of the World Educational Research Association (Eva Baker, Chair). Annual Meetings of the American Educational Research Association, Vancouver BC, Canada.
Digital Futures in Teacher Education workshopDEFToer3
This workshop was delivered by Anna Gruszczynska and Richard Pountney as part of the HEA-funded workshop "Promoting Digital Literacy through OER: the release, use and reuse of open educational resources" which took place at Oxford University on 5 July 2012.
Doha College Mobile Learning Conference 2014: Learning from ResearchKevin Burden
Dr. Kevin Burden (The University of Hull) argues that like many educational technologies in the past, whilst we know fairly well WHAT works when students have access to a mobile device, we have virtually no idea WHY it works. Design Based Research (DBR) offers an opportunity to unlock this mystery and in so doing help to replicate and extend the use of mobile technologies in ways which have not even been imagined yet
Pea, R. (2012, April 15). The promise of learning about learning with adaptive educational technologies. Invited paper for symposium: "Global Perspectives on New Technologies and Learning" of the World Educational Research Association (Eva Baker, Chair). Annual Meetings of the American Educational Research Association, Vancouver BC, Canada.
Digital Futures in Teacher Education workshopDEFToer3
This workshop was delivered by Anna Gruszczynska and Richard Pountney as part of the HEA-funded workshop "Promoting Digital Literacy through OER: the release, use and reuse of open educational resources" which took place at Oxford University on 5 July 2012.
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
E-learning provides support for teachers inside and outside of the classroom. Educators are able to make informed decisions regarding the use of technology in support of learning and leadership. Through adaptive tools, web 2.0 tools, programs and software; the learning environment can be adapted to meet the needs of very diverse learners with multiple learning styles.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
1. A Social Constructivist Approach to
Learning with Augmented Reality
Donna Dancer
Becki Powell
2. Introduction • Conventional
science classrooms
are not able to offer
appropriate context
for learners to
construct meaningful
knowledge.
• Augmented Reality
(AR) platforms offer
unprecedented
flexibility as well as
opportunity for
dialogue among
learners.
3. Methods
Augmented Reality
• Participant:
• physics teacher - prior experience = personal
computing
• Materials:
• AR stations and 10” Android tablet devices
• Procedures:
• Teachers were shown power up procedures
and the software’s navigational instructions
4. Results
• The participant
investigated the software
independently until he
couldn’t advance any
further.
• He consulted with a peer
then demonstrated less
fear of error in making more
selections within the
software.
5. Discussion
• Prior experience with
Novice technology
• Zone of Proximal Development
• Dialogue facilitated knowledge
Peer Consult construction
• Alleviate fear of failure
Experienced • Explain his observations in
User software platform to others
6. References
• Brackenridge High School Demographics (2012). Retrieved
from :
http://zillow.com/san-antonio-tx/schools/brackenridge-high-
school-96677.
• Hirtle, J. (1996). Social constructivism. English Journal, 85(1), 91-
92
• Lee, K. (2012). Augmented reality in education and training.
Tech Trends, 56(2), 13-21
• Watson, J. (2001). Social constructivism in the classroom.
Support for Learning, 16(3), 140-147.
• Yew, E.H., Chang, E. & Schmidt, H.G. (2011). Is learning in
problem-based learning cumulative? Advances in Health
Science Education, 16, 449-464
