Sotiriou-schools of the future
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Sofoklis Sotiriou: Schools of the Future. Designing the Science Classroom for the Future Scientix European Conference, Brussels, 6-8 May 2011
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This document discusses virtual worlds from three areas of research: defining virtual worlds, approaches to virtual learning, and aspects of the virtual learning experience. It first defines virtual worlds as having evolved from text-based systems to fully interactive 3D spaces. It then examines Richard Bartle's widely accepted definition of virtual worlds as having five core attributes: rules that enable changes, player representation, interaction, sensory feedback and persistence. Finally, it looks at fundamental aspects of the modern virtual learning experience.
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This document discusses the importance of using information and communication technologies (ICT) in higher education. It argues that ICT provides opportunities for motivating learning and collaborative work among students. Specifically, the document shares the authors' experience using new technologies in university teaching activities. The use of ICT is seen as necessary for universities to adapt to the European Higher Education Area. Key points discussed include different paradigms of online teaching and learning, the role of virtual campuses and personal learning environments, and the rise of social networks for collaborative learning.
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The document discusses the impacts of artificial intelligence (AI) on grade 11 ABM-A students' academic exploration. It begins by providing background on the increasing role of AI in education. The study aims to determine the effects of AI on academic performance and explore its positive and negative impacts. The conceptual framework shows AI as the independent variable and students' academic exploration as the dependent variable. Connectivism and adaptive learning theories are discussed as part of the theoretical framework to understand how AI shapes knowledge gathering and learning pathways. Definitions of key terms are also provided.
networklearning
learning in a networked world: the role of social media and augmented learning.
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2) It emphasizes the important role of teachers in renewing science education and discusses how teacher networks can enhance professional development and motivation.
3) The presentation proposes methods for facilitating change among teachers, including establishing a purpose to believe in, providing reinforcement, ensuring teachers have the necessary skills, and using role models to demonstrate that change is possible.
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The document discusses how information and communication technologies (ICT) are impacting modern society and the notion of an educated person. ICT has led to the concept of the knowledge or learning society. Schools must change to address the implications of ICT but more consideration is needed regarding the extent of change required and advantages ICT can provide. The growth of the knowledge society through widespread technology presents both a major challenge and opportunity for education.
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The document outlines an upcoming presentation on emerging technologies in education. It includes:
1) An introduction that defines emerging technologies as innovative tools that can transform education and make teaching and learning more engaging.
2) Examples of emerging technologies being used in education like mobile learning, virtual labs, MOOCs, games/gamification, 3D printing, and wearable tech.
3) The goals of using emerging technologies which are to improve students' knowledge, service, professionalism and leadership skills.
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This document discusses how new technologies like simulations, digital games, and social networking can be leveraged in the classroom to enhance learning. It notes that students are already engaging with these technologies outside of school in ways that involve collaboration, problem-solving, and connecting with others globally. While concerns over security and other issues have prevented widespread adoption in schools, advances in technology are helping address these challenges. The document argues that an evolution, not revolution, is needed to incorporate these tools in a way that bridges gaps between in-school and out-of-school learning while building on best practices of effective educators.
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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Sotiriou-schools of the future
- 1. Schools of the Future Designing the Science Classroom of the Future Dr. Sofoklis A. Sotiriou Head of Research and Development Department Ellinogermaniki Agogi School www.ea.gr
- 2. As students become absorbed with technology-based games, educators grapple with how best to use technology. Immersive simulations represent one way in which new media can enhance traditional learning experiences. Redefining Science Education There is a major mismatch between opportunity and action in most education systems today. It revolves around what is meant by "science education," a term that is incorrectly defined in current usage. Rather than learning how to think scientifically, students are generally being told about science and asked to remember facts. This disturbing situation must be corrected if science education is to have any hope of taking its proper place as an essential part of the education of students everywhere. Bruce Alberts, Science, January 2009 http://www.sciencemag.org/cgi/content/full/323/5913/437
- 6. Theโworld to the desk topโ interface Access to unique scientific resources www.discoveryspace.net
- 7. Kick life into the classroom www.ea.gr/ep/laboftomorrow Interfaces for โubiquitous computingโ,
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- 9. Immersive and multi-user virtual environments interfaces
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