Romero, M. Llorens, F., Perez, A., Franco, M., Hettiarachchi, E., Esposito, A.
(2011). Time factor in e-learning collaborative concept map. Time factor Update Meeting, 1st June, Elearn Center. UOC.
eLC Time Factor Update Meeting. 06-01-2011. Time Factor Thematic Research Seminar.Perspectives of the Time Factor in E-learning.Social and cultural time.
Academic time. Behavioural time.Planning and Time Regulation .Temporal affordance of Computer Learning Environments . (Margarida Romero, PhD.)
This document discusses how pre-service teacher education programs can prepare teachers for using information and communication technologies (ICT) in the classroom. It uses Popper's framework of three worlds - the physical world, mental world, and world of human ideas - to examine the tensions teachers face and how they can mediate between these worlds. The rapid development of ICT has changed what and how students learn, but many teachers still use traditional teaching methods. The document argues pre-service programs should move beyond teaching ICT skills to focus on constructivist teaching practices and help teachers adapt to continuous changes.
This document discusses a study that investigated how the use of virtual worlds can support and promote innovative teaching practices in pre-service teacher education. Several teacher education courses introduced students to virtual worlds like Second Life. Data was collected through student blogs and reflections. The results showed that while some students were skeptical, many realized the potential of virtual worlds to enhance learning and replicate or reimagine teaching practices beyond traditional methods. One student quote illustrates how being introduced to virtual worlds allowed them to achieve success in their own learning and bring enthusiasm to primary students, fostering innovative pedagogy.
The MTP outlines 10 sessions for a project on the Olympic Games. Session 1 introduces the history and events of the Olympics. Children will create storybooks about the Olympics using Storybird. Session 2 has children research Olympics host countries and create a chronology on Dipity. Session 3 focuses on music in the Olympics opening ceremony and creating emotive dances. Session 4 involves identifying geographical features by photographing the local area. Session 5 uses Google Earth to examine how the Beijing Olympics site has changed over time and discusses sustainability through a role-play activity.
ECIS Serious Games and Simulations Track chairs Margarida Romero, Esteve Almi...Margarida Romero
This document summarizes a track on serious games and simulations chaired by Michela Ott and Margarida Romero. It discusses using games for collaborative learning, comparing models between students, and providing feedback. Specific examples discussed include games for emotional regulation, marketing strategy, and applicability perception. The track addressed differences between serious games and simulations and when realistic modeling is required in a serious game.
Solución digital integral soditec aoniaJavier Vivas
Este documento describe una solución integral para la innovación tecnológica y formativa en centros educativos. La solución incluye una evaluación inicial, formación e integración del equipamiento, y seguimiento continuo para asegurar el éxito del proyecto a través de una metodología probada. El objetivo final es mejorar la experiencia de aprendizaje de los estudiantes mediante el uso efectivo de la tecnología y metodologías activas en el aula.
eLC Time Factor Update Meeting. 06-01-2011. Time Factor Thematic Research Seminar.Perspectives of the Time Factor in E-learning.Social and cultural time.
Academic time. Behavioural time.Planning and Time Regulation .Temporal affordance of Computer Learning Environments . (Margarida Romero, PhD.)
This document discusses how pre-service teacher education programs can prepare teachers for using information and communication technologies (ICT) in the classroom. It uses Popper's framework of three worlds - the physical world, mental world, and world of human ideas - to examine the tensions teachers face and how they can mediate between these worlds. The rapid development of ICT has changed what and how students learn, but many teachers still use traditional teaching methods. The document argues pre-service programs should move beyond teaching ICT skills to focus on constructivist teaching practices and help teachers adapt to continuous changes.
This document discusses a study that investigated how the use of virtual worlds can support and promote innovative teaching practices in pre-service teacher education. Several teacher education courses introduced students to virtual worlds like Second Life. Data was collected through student blogs and reflections. The results showed that while some students were skeptical, many realized the potential of virtual worlds to enhance learning and replicate or reimagine teaching practices beyond traditional methods. One student quote illustrates how being introduced to virtual worlds allowed them to achieve success in their own learning and bring enthusiasm to primary students, fostering innovative pedagogy.
The MTP outlines 10 sessions for a project on the Olympic Games. Session 1 introduces the history and events of the Olympics. Children will create storybooks about the Olympics using Storybird. Session 2 has children research Olympics host countries and create a chronology on Dipity. Session 3 focuses on music in the Olympics opening ceremony and creating emotive dances. Session 4 involves identifying geographical features by photographing the local area. Session 5 uses Google Earth to examine how the Beijing Olympics site has changed over time and discusses sustainability through a role-play activity.
ECIS Serious Games and Simulations Track chairs Margarida Romero, Esteve Almi...Margarida Romero
This document summarizes a track on serious games and simulations chaired by Michela Ott and Margarida Romero. It discusses using games for collaborative learning, comparing models between students, and providing feedback. Specific examples discussed include games for emotional regulation, marketing strategy, and applicability perception. The track addressed differences between serious games and simulations and when realistic modeling is required in a serious game.
Solución digital integral soditec aoniaJavier Vivas
Este documento describe una solución integral para la innovación tecnológica y formativa en centros educativos. La solución incluye una evaluación inicial, formación e integración del equipamiento, y seguimiento continuo para asegurar el éxito del proyecto a través de una metodología probada. El objetivo final es mejorar la experiencia de aprendizaje de los estudiantes mediante el uso efectivo de la tecnología y metodologías activas en el aula.
Different Games 2015. ACT. Silver Gaming. Engaging elders and secondary level...Margarida Romero
The document describes a research project that engages elders and secondary students in intergenerational learning through participatory game design. Students interview elders about their life experiences and create open educational games based on the stories. The games aim to promote digital creativity, social participation, and heritage preservation among elders while allowing students to learn through real-life stories and game creation. Researchers facilitate the process and evaluate it using a methodology called HEXA-GBL for serious game creation.
Scratch. Romero. Intergenerational game creation with ScratchMargarida Romero
This document discusses intergenerational creative programming workshops that engage participants from different generations in coding activities. Younger learners act as multimedia directors to create digital life narratives from stories told by senior participants. The workshops aim to foster digital creativity, social participation, and heritage preservation through intergenerational learning and participatory design of digital games using Scratch. One example is creating a Scratch studio based on Vibot, a robot character in an intergenerational book about programming and educational robotics.
#5c21 Cinq compétences clés pour le 21e siècle (Romero, 2016)Margarida Romero
Cinq compétences clés pour le 21e siècle ont été sélectionnées dans le cadre du projet #CoCreaTIC.
La pensée critique, la collaboration, la résolution de problèmes et la créativité correspondent à des compétences transversales du programme de formation de l’école québécoise (PFÉQ) et du référentiel de l’OCDE (2016);
nous y avons ajouté la compétence de pensée informatique.
The Quaffs viral platform helps address key challenges faced by marketers, and
1. Helps their promotions stand out from the competition.
2. Pushes their promotions to the Right target audience.
3. Makes it easy and convenient for their target audience to join or sign up for their promotion.
4. Learn about their customers to engage them further via their preferences and other important details.
5. Help Promotions take on a life of their own and become effectively Viral.
Introduction à la pensée computationnelle des futurs enseignants de l’enseign...Margarida Romero
La pensée computationnelle (PC) est une nouvelle littéracie de conceptualisation et abstraction à des niveaux multiples qui permet de résoudre des problèmes dans différentes disciplines (Qin, 2009). La PC est une composante clé des compétences du 21e siècle qui va au-delà de l’alphabétisation numérique (niveau 1, Compétence TIC, UNESCO, 2011) pour permettre d’atteindre les niveaux d’approfondissement et de création de connaissances (niveaux 2 et 3, UNESCO) nécessaires pour participer au monde numérique. Un nombre croissant de pays ont introduit la PC dans l’enseignement primaire et la formation des enseignants (Estonie, 2011; ÉUA, 2013; Royaume Uni, 2014). Au Québec, les initiatives d’intégration de la programmation à l’école sont peu nombreuses et le développement de la compétence professionnelle d’intégration des TIC (Compétence 8, MELS) s’est centré sur les compétences informationnelles mais les initiatives d’introduction à la programmation à l’enseignement primaire sont peu nombreuses (Kids Code Jeunesse). Dans le but de permettre aux futurs enseignants du primaire de développer leur PC par le biais de la programmation, nous avons réalisé un atelier de création de Séquences d’Apprentissage et Évaluation (SAÉ) avec la plateforme de programmation Scratch (MIT). Chacune des équipes de futurs enseignants a réussi à créer une SAÉ engageant les élevés dans des activités de programmation Scratch et répondant à plusieurs compétences disciplinaires du PFÉQ.
O documento discute as tendências de aprendizagem eletrônica para 2023. Ele prevê que o aprendizado baseado em projetos, aprendizagem adaptativa e o uso de realidade aumentada e realidade virtual se tornarão mais populares no próximo ano.
Romero, M., Davidson, A.-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. In CIDUI proceedings. Learning and teaching innovation impacts. Barcelona, Spain: ACUP.
Este documento presenta los resúmenes de varios proyectos de innovación llevados a cabo por maestros principiantes y su mentora como parte de un programa de formación del profesorado en la República Dominicana. Los proyectos abordan temas como el cuidado del medio ambiente, la siembra de árboles, la lectura de cuentos y los juegos tradicionales. Cada proyecto describe sus objetivos, actividades realizadas y resultados obtenidos.
Este documento describe un proyecto de ciencias sobre los fluidos y el principio de Arquímedes. Los estudiantes realizaron experimentos como poner un barco de papel en agua para observar cómo flota, y analizaron los experimentos de Arquímedes. Al final, los estudiantes presentaron sus hallazgos y discutieron los logros del proyecto.
Este documento presenta los proyectos de innovación realizados por 10 maestras principiantes de diferentes grados y escuelas en la región 09 de Mao, Valverde. Cada maestra describe brevemente los objetivos, el inicio, desarrollo y cierre de su proyecto, el cual se enfocó en áreas como la lectura, integración familiar, uso de materiales reciclables, dramatización con títeres, estadística, matemáticas y producción de cuentos. Los proyectos buscaron desarrollar habilidades en
Romero, usart, popescu, & boyle, 2012 interdisciplinarity and personalizationMargarida Romero
Romero, M., Usart, M., Popescu, M., Boyle, E. (2012). Interdisciplinary and international adaptation and personalization of the MetaVals Serious Game, SGDA 2012, Bremen.
This document contains statistics and findings from various sources related to learning and training trends. Some key points include:
- Attention spans have decreased significantly between 2000-2013, with the average dropping from 12 to 8 seconds.
- Many employees check email extremely frequently throughout the day, averaging 30-40 times per hour for some office workers.
- Mobile learning is on the rise, with 71% of top learning organizations adopting some form of it and 80% of people expected to access the internet via mobile devices by 2015.
- Flipped classroom models have shown success, with test scores and student attitudes improving compared to traditional lecture-based models according to several studies.
20170126 #bett2017 @margaridaromero From computing to computational thinking:...Margarida Romero
From computing to computational thinking: Encouraging creative approaches to problem-solving across the curriculum
26 JANUARY, 2017 15:50 - 16:10
Bett Futures
Computational thinking is a problem-solving process that involves looking at possible solutions abstractly and algorithmically, in a series of ordered steps. People who are able to think in this way tend to be good at generalizing and transferring this problem-solving process to a wide variety of problems. Computational thinking has been hailed as having the potential to foster a new culture of learning in which creativity is rewarded and people are encouraged to experiment, so how can you introduce it in your lessons?
Romero (2016) identifies five 21st century skills: critical thinking, collaboration, creativity, problem solving, and computational thinking. The paper also discusses a 10 step methodology for game design, educational integration, game experience, and learning evaluation as presented by Romero (2015).
#Gc2020 Innovation through game design thinking, play and experienceMargarida Romero
This document summarizes Margarida Romero's presentation at the #GC2020 Innovation Fair in Ottawa on April 20, 2016. The presentation discussed using game design thinking, play, and experience to move from passive multimedia consumption to creative co-creation. Specifically, it explored how game design can be used to develop five key 21st century competencies: critical thinking, collaboration, creativity, problem solving, and computational thinking. It also presented Asterale, a 10-step game design thinking methodology, and discussed Romero's book "ViBot, le robot" which uses a story and Scratch blocks to introduce programming and robotics concepts to children ages 7 to 77.
#Edulearn16 #cocreatic. Educational robotics: from procedural learning to co-...Margarida Romero
Romero, M., & Dupont, Y. (2016). Educational robotics: from procedural learning to co-creative project oriented challenges with LEGO WeDo. Presented at CIDUI.
Tecnocreatividad y design thinking. Usos creativos de las tecnologías para el...Margarida Romero
Este documento discute el uso creativo de la tecnología para el aprendizaje a través de la tecnocreatividad y el design thinking. Presenta dos casos de talleres de cocreación digital donde los participantes crean juegos y proyectos de robótica de forma colaborativa. También proporciona recursos como un cuento y una guía de actividades para introducir a los estudiantes en la programación y robótica de una manera creativa y participativa. El mensaje principal es que la cocreación permite la construcción colaborativa de soluciones a través
K gary motteram _euro_call_teacher_ed_sig_seminarnickyjohnson
This document discusses Gary Motteram's social and professional identity as it relates to research in technology-enhanced language learning. It provides examples of research conducted by Motteram including a project using IT skills to help students develop language skills. It also discusses theories relevant to the field like sociocultural theory and activity theory. Motteram's work uses qualitative methods like ethnography and narrative research to study teacher practices with technology in authentic contexts.
Social and cultural time refers to how different societies represent and experience the concept of time. Individuals from different cultures have varying ways of organizing, planning, and scheduling themselves based on their cultural representation of time. When designing online learning experiences, it is important to consider potential differences in how students from different cultures manage their time and participate in social and collaborative activities. Paying attention to social and cultural time can help address these differences and create more inclusive learning experiences.
Different Games 2015. ACT. Silver Gaming. Engaging elders and secondary level...Margarida Romero
The document describes a research project that engages elders and secondary students in intergenerational learning through participatory game design. Students interview elders about their life experiences and create open educational games based on the stories. The games aim to promote digital creativity, social participation, and heritage preservation among elders while allowing students to learn through real-life stories and game creation. Researchers facilitate the process and evaluate it using a methodology called HEXA-GBL for serious game creation.
Scratch. Romero. Intergenerational game creation with ScratchMargarida Romero
This document discusses intergenerational creative programming workshops that engage participants from different generations in coding activities. Younger learners act as multimedia directors to create digital life narratives from stories told by senior participants. The workshops aim to foster digital creativity, social participation, and heritage preservation through intergenerational learning and participatory design of digital games using Scratch. One example is creating a Scratch studio based on Vibot, a robot character in an intergenerational book about programming and educational robotics.
#5c21 Cinq compétences clés pour le 21e siècle (Romero, 2016)Margarida Romero
Cinq compétences clés pour le 21e siècle ont été sélectionnées dans le cadre du projet #CoCreaTIC.
La pensée critique, la collaboration, la résolution de problèmes et la créativité correspondent à des compétences transversales du programme de formation de l’école québécoise (PFÉQ) et du référentiel de l’OCDE (2016);
nous y avons ajouté la compétence de pensée informatique.
The Quaffs viral platform helps address key challenges faced by marketers, and
1. Helps their promotions stand out from the competition.
2. Pushes their promotions to the Right target audience.
3. Makes it easy and convenient for their target audience to join or sign up for their promotion.
4. Learn about their customers to engage them further via their preferences and other important details.
5. Help Promotions take on a life of their own and become effectively Viral.
Introduction à la pensée computationnelle des futurs enseignants de l’enseign...Margarida Romero
La pensée computationnelle (PC) est une nouvelle littéracie de conceptualisation et abstraction à des niveaux multiples qui permet de résoudre des problèmes dans différentes disciplines (Qin, 2009). La PC est une composante clé des compétences du 21e siècle qui va au-delà de l’alphabétisation numérique (niveau 1, Compétence TIC, UNESCO, 2011) pour permettre d’atteindre les niveaux d’approfondissement et de création de connaissances (niveaux 2 et 3, UNESCO) nécessaires pour participer au monde numérique. Un nombre croissant de pays ont introduit la PC dans l’enseignement primaire et la formation des enseignants (Estonie, 2011; ÉUA, 2013; Royaume Uni, 2014). Au Québec, les initiatives d’intégration de la programmation à l’école sont peu nombreuses et le développement de la compétence professionnelle d’intégration des TIC (Compétence 8, MELS) s’est centré sur les compétences informationnelles mais les initiatives d’introduction à la programmation à l’enseignement primaire sont peu nombreuses (Kids Code Jeunesse). Dans le but de permettre aux futurs enseignants du primaire de développer leur PC par le biais de la programmation, nous avons réalisé un atelier de création de Séquences d’Apprentissage et Évaluation (SAÉ) avec la plateforme de programmation Scratch (MIT). Chacune des équipes de futurs enseignants a réussi à créer une SAÉ engageant les élevés dans des activités de programmation Scratch et répondant à plusieurs compétences disciplinaires du PFÉQ.
O documento discute as tendências de aprendizagem eletrônica para 2023. Ele prevê que o aprendizado baseado em projetos, aprendizagem adaptativa e o uso de realidade aumentada e realidade virtual se tornarão mais populares no próximo ano.
Romero, M., Davidson, A.-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. In CIDUI proceedings. Learning and teaching innovation impacts. Barcelona, Spain: ACUP.
Este documento presenta los resúmenes de varios proyectos de innovación llevados a cabo por maestros principiantes y su mentora como parte de un programa de formación del profesorado en la República Dominicana. Los proyectos abordan temas como el cuidado del medio ambiente, la siembra de árboles, la lectura de cuentos y los juegos tradicionales. Cada proyecto describe sus objetivos, actividades realizadas y resultados obtenidos.
Este documento describe un proyecto de ciencias sobre los fluidos y el principio de Arquímedes. Los estudiantes realizaron experimentos como poner un barco de papel en agua para observar cómo flota, y analizaron los experimentos de Arquímedes. Al final, los estudiantes presentaron sus hallazgos y discutieron los logros del proyecto.
Este documento presenta los proyectos de innovación realizados por 10 maestras principiantes de diferentes grados y escuelas en la región 09 de Mao, Valverde. Cada maestra describe brevemente los objetivos, el inicio, desarrollo y cierre de su proyecto, el cual se enfocó en áreas como la lectura, integración familiar, uso de materiales reciclables, dramatización con títeres, estadística, matemáticas y producción de cuentos. Los proyectos buscaron desarrollar habilidades en
Romero, usart, popescu, & boyle, 2012 interdisciplinarity and personalizationMargarida Romero
Romero, M., Usart, M., Popescu, M., Boyle, E. (2012). Interdisciplinary and international adaptation and personalization of the MetaVals Serious Game, SGDA 2012, Bremen.
This document contains statistics and findings from various sources related to learning and training trends. Some key points include:
- Attention spans have decreased significantly between 2000-2013, with the average dropping from 12 to 8 seconds.
- Many employees check email extremely frequently throughout the day, averaging 30-40 times per hour for some office workers.
- Mobile learning is on the rise, with 71% of top learning organizations adopting some form of it and 80% of people expected to access the internet via mobile devices by 2015.
- Flipped classroom models have shown success, with test scores and student attitudes improving compared to traditional lecture-based models according to several studies.
20170126 #bett2017 @margaridaromero From computing to computational thinking:...Margarida Romero
From computing to computational thinking: Encouraging creative approaches to problem-solving across the curriculum
26 JANUARY, 2017 15:50 - 16:10
Bett Futures
Computational thinking is a problem-solving process that involves looking at possible solutions abstractly and algorithmically, in a series of ordered steps. People who are able to think in this way tend to be good at generalizing and transferring this problem-solving process to a wide variety of problems. Computational thinking has been hailed as having the potential to foster a new culture of learning in which creativity is rewarded and people are encouraged to experiment, so how can you introduce it in your lessons?
Romero (2016) identifies five 21st century skills: critical thinking, collaboration, creativity, problem solving, and computational thinking. The paper also discusses a 10 step methodology for game design, educational integration, game experience, and learning evaluation as presented by Romero (2015).
#Gc2020 Innovation through game design thinking, play and experienceMargarida Romero
This document summarizes Margarida Romero's presentation at the #GC2020 Innovation Fair in Ottawa on April 20, 2016. The presentation discussed using game design thinking, play, and experience to move from passive multimedia consumption to creative co-creation. Specifically, it explored how game design can be used to develop five key 21st century competencies: critical thinking, collaboration, creativity, problem solving, and computational thinking. It also presented Asterale, a 10-step game design thinking methodology, and discussed Romero's book "ViBot, le robot" which uses a story and Scratch blocks to introduce programming and robotics concepts to children ages 7 to 77.
#Edulearn16 #cocreatic. Educational robotics: from procedural learning to co-...Margarida Romero
Romero, M., & Dupont, Y. (2016). Educational robotics: from procedural learning to co-creative project oriented challenges with LEGO WeDo. Presented at CIDUI.
Tecnocreatividad y design thinking. Usos creativos de las tecnologías para el...Margarida Romero
Este documento discute el uso creativo de la tecnología para el aprendizaje a través de la tecnocreatividad y el design thinking. Presenta dos casos de talleres de cocreación digital donde los participantes crean juegos y proyectos de robótica de forma colaborativa. También proporciona recursos como un cuento y una guía de actividades para introducir a los estudiantes en la programación y robótica de una manera creativa y participativa. El mensaje principal es que la cocreación permite la construcción colaborativa de soluciones a través
K gary motteram _euro_call_teacher_ed_sig_seminarnickyjohnson
This document discusses Gary Motteram's social and professional identity as it relates to research in technology-enhanced language learning. It provides examples of research conducted by Motteram including a project using IT skills to help students develop language skills. It also discusses theories relevant to the field like sociocultural theory and activity theory. Motteram's work uses qualitative methods like ethnography and narrative research to study teacher practices with technology in authentic contexts.
Social and cultural time refers to how different societies represent and experience the concept of time. Individuals from different cultures have varying ways of organizing, planning, and scheduling themselves based on their cultural representation of time. When designing online learning experiences, it is important to consider potential differences in how students from different cultures manage their time and participate in social and collaborative activities. Paying attention to social and cultural time can help address these differences and create more inclusive learning experiences.
Using e portfolios for the professional development of teachers - copy[1]juliehughes
The document discusses the use of e-portfolios and blogging for teacher professional development and reflective practice. Key points include:
- Teachers found that sharing reflections in a blog within an e-portfolio space allowed them to feel safe to discuss experiences without criticism and see others' perspectives. This supported their growth as reflective writers and practitioners.
- E-portfolios allow students to reflect, answer each others' questions, and have discussions independent of the teacher, facilitating ongoing reflection in and on practice.
- E-portfolios are presented as a tool to support critical reflective practice in teacher training through dialogic pedagogies and tools like PebblePad.
ASLA XXIII Biennial Conference - Lyn Hay - Project management is an essential life skill for 21st century learners. This session is based on the findings of a research study which explored students' use of Web 2.0 technologies to support the completion of an inquiry-based project. The study found students lacked project management skills as part of the inquiry learning process. Participants will be presented with a range of strategies and examples of how project management may be made more explicit when designing inquiry-based learning units.
The document discusses collaboration between teachers and librarians. True collaboration requires shared goals and vision, trust, and long-term planning where leadership and resources are shared. Collaboration provides benefits like more effective use of resources and teaching time through integrated lessons. However, barriers include lack of time and attitudes that do not view librarians as integral. Successful collaboration overcomes these barriers by having flexible schedules for planning, changing perceptions of librarian roles, and administrative support through common planning time and professional development.
This two-year project explored the use of ICT and eLearning practices across different disciplines at a university. Through case studies of eight disciplines, the project found that careful curriculum design is needed to support diverse student cohorts. ICT can help expand students' understanding of course content and support the development of professional identities, but some students find technology challenging. The project highlighted the need for clear relationships between learning goals, assessments, and technology use, as well as teacher understanding of educational technology's affordances and limitations.
Microlearning - Concepts, Examples, Critical Issues and Questionsc60357
Paper presented by Theo Hug at the WLE/LMLG workshop at the Alpine Rendez-Vous 2009 on "Technology-enhanced learning in the context of technological, societal and cultural transformation," November 30 to December 1 in Garmisch-Partenkirchen
ABSTRACT
Witnessing a process of renewal and innovation in the Spanish university system. With the entry into force of the European Higher Education Area (EHEA) will be major changes not only in the formation process of university degrees, but also in the approach to teaching-learning methodologies to develop basic skills in Spanish professional future. From this perspective the introduction of participatory social character in the classroom can foster meaningful learning, developing skills for self-learning and allow new possibilities for development of teaching. All this, restart innovative learning processes in students and their teachers, causing them to exceed the traditional college class. This communication presents some thoughts on participatory methodologies and techniques or tools for their applicability to university students, with a view to full membership of the European Higher Education Area. Also shown are some limitations and overcome them in the Spanish university context
Communication, visualization and social aspects involved on a virtual collabo...TelEduc
In: publicado em Journal of 3D-Forum Society, HC-2000 Third International Conference on Human and Computer, September 6-9, 2000, Japan. Em inglês , 5 páginas.
Autores: Heloisa Vieira da Rocha, Janne Yukiko Yoshikawa Oeiras, Luciana Alvim Santos Romani
EUROCALL Teacher Education SIG Workshop 2010 Presentation Vicky AntoniadouThe Open University
This document summarizes an in situ research approach using Cultural-Historical Activity Theory (CHAT) to examine teacher training. It discusses CHAT's theoretical background and key concepts like mediation, multivoicedness, historicity, contradictions, and expansive cycles. The research will analyze teacher trainees' learning process through their practicum activity using CHAT. Data collection and analytical methods are described to identify learning moments and the role of collaboration in skill development.
This document provides an overview of Cultural-Historical Activity Theory (CHAT) and its application to analyzing teacher training. It discusses CHAT's key concepts, including activity systems, contradictions, expansive cycles, and mediation by tools. The researcher plans to use CHAT to study how 7 student teachers in Spain develop skills through collaboration with peers during their practicum. Data sources will include discussions, presentations, and assignments. Action-relevant episodes will be identified and contradictions analyzed to understand how theoretical and practical knowledge are connected through social interaction.
Web access varies considerably among schools, regions, countries and it seems more plausible to relish the idea of a model combining a physical and a virtual teaching- studying- learning plan allowing both teachers and students to work within a flexible framework that emancipates them from spatial and temporal limitations. This again requires teachers to reconsider issues of representation and, consequently, of possible ways to exploit the extended forms of textuality offered by the networking tools.
The effect of multimodal learning models on language teaching and learningYu-Zhen Liu
This document discusses the effects of multimodal learning models on language teaching and learning. It begins by introducing multimedia learning and how information and communication technologies have changed the ways we think and communicate. It then discusses principles of multimedia learning, including that combining words and pictures leads to better learning than words alone, and focused attention is important. The document also explores concepts like CALL, multimodality in language learning, and how multimodal models can positively impact the teaching and learning processes.
This document discusses blended learning and learner autonomy. It defines blended learning as using both traditional and online resources for learning. It provides examples of blended learning components and guidelines for teachers in designing blended learning, including providing opportunities for collaboration, learning content in multiple media, and learner support. Blended learning can increase flexibility and support constructive learning through active engagement. Effective blended activities give learners choice and autonomy over their learning.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Melinda Dooly & Vic...The Open University
This document discusses research on teachers-in-training and their participation in Communities of Practice. It outlines paradigms like Communities of Practice and Imagined Communities that shape learners' identities and sense of belonging. The researchers analyze video recordings of teacher trainees' discussions to understand how they move from peripheral to full participation in the community of teaching practitioners, engaging with knowledge and aligning with the community's practices over time.
F mel vick_v2_dooly_antoniadou_teacher_ed_wkshp[1]nickyjohnson
The document discusses communities of practice and imagined communities, and how pre-service teachers participate in these through their coursework. It presents examples of analysis of interactions between students during tutorials and online discussions to examine how they move from peripheral to full participation in the community of teaching practitioners. The approach uses conversation analysis and content analysis to study how categorizations are produced and confluences in discourse provide insight into prevalent views of teaching.
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
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Time factor updatemeeting-elc-01june2011-v8-last-release
1. Dra. Margarida Romero [email_address] Time factor Thematic Research Seminar The time factor perspectives collaborative conceptual map Presenting Ph.D. Students: Llorens, F. Perez-Poch, A. Franco-Casamitjana, M. Hettiarachchi, E. (virtual) Esposito, A. Thematic Research Seminar : Dra. Barberà, Dra. Romero Ph.D. Students: Anglada, O., Espositio, A., Llorens, F., Sabulsky, G., Vazquez, A., Castro, P., Franco-Casamitjana, M., Izquierdo, J.V., Hettiarachchi, E., Perez-Poch, A. Quesada, A.V., Medina, J.L. 1st June 2011. Elearn Center. Time factor Thematic Research Seminar Time factor Thematic Research Seminar Romero, M. Llorens, F., Perez, A., Franco, M., Hettiarachchi, E., Esposito, A.
2. Part of the PhD. Candidates participating in the Time Factor Thematic Research Seminar follow the event on Twitter #timefactor #elearning #uoc #phd
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18. Knowledge Desire Skills Habits Consistent, often unconscious pattern of behaviour Control of own time often leads to Life Satisfaction: Macan, Shahani, Dipboye, Peek (1990). Behavioural time Habits
19. Personal Rythms, Adaptive Time, Acceleration Gros, Barbara & Kirschner (2010). Time personalisation Time as perception Lifelong Learner’s expectations Thorpe (2006) Integration of the studies in the lifestyle Tresman (2002) Self-paced learners and social software Anderson et al (2010) Time use expectations of NetGen students in higher eduation Ramanau et al (2010) Behavioural time
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25. Time affordances of Computer Learning Environments Most studies in learning and teaching process in e-learning mainly focus on pedagogical benefits of technology and how they absorb more or less students' time (Gros, Barberà & Kirschner, 2010). Accounts on time affordances of ICTs tools and environments for learning purposes can be directly or indirectly inferred from studies in: - systematic views of distance education (Bates, 2005); - CSCL (e.g. Scardamalia and Bereiter, 1997; Dewiyanti et al., 2007 ; Sarmiento and Stahl, 2008) ; - learner experiences with ICTs as reported from educational technology research (Thorpe, 2006; Anderson et al., 2010); - approaches in design of computer-mediated environments (e.g. Jones & Warren, 2006). Otherwise, issues of time affordances can be contextualized within the wide debate on the term “affordances”.
26. Time affordances of Computer Learning Environments Bates (2005) describes inherent delivery features of technologies, that identify the main distinction of synchronous and asynchronous e-learning contexts (see also Hrastinski, 2008). Many authors studied time management and perception as 'effects' of use of asynchronous web forums (Scardamalia & Bereiter, 1994; Dewayanti e al., 2007). Other scholars (Anderson, Poellhuber & McKerlich, 2010) highlighted than in less than a decade, a plenty of new communication technologies has been disrupting the traditional model of self-paced e-learner, enabling different time patterns to be adopted within and beyond the institutional virtual learning environments. However, empirical studies (Thorpe, 2006) report that ‘email’ keeps on being perceived by e-learners as the most ‘time saving’ among ICTs.
27. Time affordances of Computer Learning Environments ‘ Efficiency’ seems to be the main time affordance of technology as expected by learners. But this can be sometimes misleading even for designers. In fact, more complex digital environments are emerging and challenging the popular assumption of technology as a learning accelerator. For instance, Jones & Warren (2010) show how the use of a MUVE (multi-user virtual environment) is proved to imply a remarkable increase of learning time for students. To face that, the authors consider a re-modeling of the 3-D environment’s time affordances through intelligent agents, aiming to guide learners’ behaviour and optimize their learning time. In parallel, they intend to reduce the time that teachers have to devote to repetitive kind of support.
28. Time affordances of Computer Learning Environments The notion of ‘ Affordances ’ has being highly contested over time (Oliver, 2006; Conole, 2011), but it is worth exploring it because it can shed light on ways in which ICTs shape learning time and collaborative work. McLoughlin (2007) defines affordances as “can do’s”, highlighting the meaning of ‘potentiality for action’ underlying this concept and characterising ICT tools and environments. Here we briefly consider the positions hold by Conole & Dyke (2004) and by Oliver (2006) and their implications for time affordances.
29. Time affordances of Computer Learning Environments Conole & Dyke (2004) build their taxonomy of ICTs affordances as socially-constructed accounts of technology and list a range of qualities attributable to ICTs, such as multimodality and non-linearity, reflection, immediacy. In their taxonomy, ‘time’ - as associated to a specific technology - appears to be mainly seen as a negative affordance (e.g. ‘time-consuming’ constraint) rather than a potentiality that can shape learner’s behaviour in creative ways. Oliver (2006) suggests an idea of affordances of ICT environments as referred to a literary analysis of technology , drawing from Bakthin’s work on analysis of literary genres. Technology should be studied as an evolving form of cultural artifact , in which social and historical production, as well as intentionality, are highlighted. In this perspective, ‘time affordances’ in ICTs can be intended in a more holistic way, as a dialectic dimension that is being intentionally co-constructed by actors in a specific educational context.
30. Time affordances of Computer Learning Environments In this line (even if independently with respect to Oliver’s discussion), Ligorio & Ritella (2009) build on the Bakthin’s notion of ‘chronotope’ to explore time affordances of an ICT-enhanced environment in a blended learning project. ‘ A chronotope is a genre of movement or pacing in the space that participants adopt over the temporal duration of an activity” (Ligorio & Ritella, 2009, p. 433). The authors utilize the lens of ‘chronotope’ to interpret the uniqueness of space/time dimension of the learning environment being constructed and used by participants. Adopting a musical metaphor, three different tempos (Adagio, Andante, Allegretto) are identified as occurring during the learning experience as a whole. Each tempo results as depending on features of tools being used, aims of the specific activities undertaken and different skills applied by participants.
31. Time affordances of Computer Learning Environments Two highlights as a provisional conclusion of these short notes: 1. The emerging complex digital landscape of new tools and environments induces further consideration of ICTs time affordances not as mere inherent qualities of individual technologies, but as enabling factors to be modeled by learning designers to actually fulfill time efficiency's expectations and to match learning and organizational needs of specific educational contexts. 2. Although further exploration and operationalisation of the interpretation of 'time affordances' within a literary analysis of technology and the notion of ‘chronotope’ are needed, both seem to constitute interesting holistic perspectives to interpret emerging networked learning environments (such as MOOCs, 'massive online open courses') and their time affordances.