Yanez, C. & Gisbert, M. (2012). ICT and Museums: an alliance for an strategic change in informal learning and education. The case of Andorra’s museums, TIES 2012, Barcelona
This document discusses a research project analyzing the integration of information and communication technologies (ICT) in museums in Andorra. The research aims to evaluate how ICT have been implemented in Andorra's museums, understand how audiences use ICT in the museums, and assess the educational and communicative impact of ICT on audiences. The study will employ questionnaires, surveys, website analysis, and interviews to collect data from museum directors, staff, and visitors. The results are intended to help redefine museums' digital strategies and cultural policies regarding ICT to better engage audiences and support learning in the 21st century.
This document discusses new technologies and 21st century learners and their impact on teaching and learning research at Unisa. It presents an overview of current pedagogies and technologies used at Unisa and proposes mapping them using a pedagogy-technology framework. Participants then assess Unisa's current approaches and envision changes over the next 5 years. The presentation discusses learners' access to and use of technologies/resources and emerging research topics, including the digital divide and digital literacy. Key concepts discussed are the "digital generation," "digital natives," and how learner expectations and skills impact graduate employability and lifelong learning.
The document discusses the history and modern trends of e-learning. It outlines how e-learning has evolved from early forms of distance learning using postal services and radio/TV to today's internet-based learning using learning management systems and mobile technologies. The document also summarizes 10 key trends in modern e-learning, including the growing role of mobile devices, social computing, collaboration, information literacy, and using games as learning tools.
Modernising learning carnegie 26th oct (print)Jisc Scotland
Modernising Learning
The document discusses how pedagogies need to change for the 21st century learner. Learners today are digital natives who are used to multitasking, social learning, and instant gratification. Constructivism and connectivism are more relevant learning theories. Technology solutions like virtual learning environments, eportfolios, and social media can support more collaborative, reflective, and interactive learning. However, digital literacy goes beyond just skills - learners need support developing academic practices for a digital world.
Y3 ICT and the Foundation Subjects - Lecture 1Miles Berry
How should teachers best develop ICT knowledge and understanding of ‘digital natives’?
Lecture: Intro to the module. What is ICT Capability? Current national curriculum developments. The relationship between computing, ICT and digital literacy. The myth(?) of the digital native. Embedded approaches – developing ICT capability through other subjects
Task: Plan a lesson within your foundation subject that demonstrably would develop pupils’ ICT capability.
This document summarizes a presentation given by Demetrios G Sampson on using digital games for pedagogical innovation. The presentation outlines challenges in higher education around learning outcomes, teaching methods, and assessment. It then discusses how digital games can help address these challenges by engaging students and fostering skills like problem solving. The presentation was given at the Onassis Culture Center in Athens.
By Ms. Winnie Wong, Head of Marketing, HK Cyberport Management Company Limited & Ms. Leona Wong, Executive Director, HK Wireless Technology Industry Association (WTIA)
The document discusses the evolution of educational technology through different revolutions: 1) Printing press, 2) Libraries, 3) Computers. It describes how computers transformed into ICT in education by allowing various uses like communication, audiovisual media, and multimedia. Computers in classrooms allow teachers to demonstrate lessons, programs, and websites. The key programs installed on computers that support education are discussed. Finally, it examines how ICT like radio, TV, computers and the internet have been used to enhance teaching and learning.
This document discusses new technologies and 21st century learners and their impact on teaching and learning research at Unisa. It presents an overview of current pedagogies and technologies used at Unisa and proposes mapping them using a pedagogy-technology framework. Participants then assess Unisa's current approaches and envision changes over the next 5 years. The presentation discusses learners' access to and use of technologies/resources and emerging research topics, including the digital divide and digital literacy. Key concepts discussed are the "digital generation," "digital natives," and how learner expectations and skills impact graduate employability and lifelong learning.
The document discusses the history and modern trends of e-learning. It outlines how e-learning has evolved from early forms of distance learning using postal services and radio/TV to today's internet-based learning using learning management systems and mobile technologies. The document also summarizes 10 key trends in modern e-learning, including the growing role of mobile devices, social computing, collaboration, information literacy, and using games as learning tools.
Modernising learning carnegie 26th oct (print)Jisc Scotland
Modernising Learning
The document discusses how pedagogies need to change for the 21st century learner. Learners today are digital natives who are used to multitasking, social learning, and instant gratification. Constructivism and connectivism are more relevant learning theories. Technology solutions like virtual learning environments, eportfolios, and social media can support more collaborative, reflective, and interactive learning. However, digital literacy goes beyond just skills - learners need support developing academic practices for a digital world.
Y3 ICT and the Foundation Subjects - Lecture 1Miles Berry
How should teachers best develop ICT knowledge and understanding of ‘digital natives’?
Lecture: Intro to the module. What is ICT Capability? Current national curriculum developments. The relationship between computing, ICT and digital literacy. The myth(?) of the digital native. Embedded approaches – developing ICT capability through other subjects
Task: Plan a lesson within your foundation subject that demonstrably would develop pupils’ ICT capability.
This document summarizes a presentation given by Demetrios G Sampson on using digital games for pedagogical innovation. The presentation outlines challenges in higher education around learning outcomes, teaching methods, and assessment. It then discusses how digital games can help address these challenges by engaging students and fostering skills like problem solving. The presentation was given at the Onassis Culture Center in Athens.
By Ms. Winnie Wong, Head of Marketing, HK Cyberport Management Company Limited & Ms. Leona Wong, Executive Director, HK Wireless Technology Industry Association (WTIA)
The document discusses the evolution of educational technology through different revolutions: 1) Printing press, 2) Libraries, 3) Computers. It describes how computers transformed into ICT in education by allowing various uses like communication, audiovisual media, and multimedia. Computers in classrooms allow teachers to demonstrate lessons, programs, and websites. The key programs installed on computers that support education are discussed. Finally, it examines how ICT like radio, TV, computers and the internet have been used to enhance teaching and learning.
Not future proofed but future-focused finalHelen Beetham
This document discusses how digital technologies are changing practices in personal, social, workplace and other domains. It explores how graduate attributes and university education need to evolve to develop students' skills and experiences with these new digital practices. The document outlines research conducted at the University of Plymouth, including focus groups and a survey of students, to understand their technology use and needs. It presents findings that students want ubiquitous access to course materials and expect to use their own devices on campus. The document concludes by discussing plans to enhance the student experience through a new "Mobile Plymouth" initiative and digital literacy project.
This document discusses incorporating social design into multidisciplinary engineering courses. It notes that engineering design can both solve problems but also create new ones. Some universities are re-engineering their teaching process using techniques like collaborative learning and problem-based learning. However, these approaches may be missing a focus on ethics, citizenship, and humanizing the engineering design process. The author proposes using collaborative, multidisciplinary social-based product design instead of just uni-disciplinary product design. This would involve designing products and services to shape social outcomes and develop both human and social capital.
The document summarizes Portugal's Seguranet Project which aims to promote safer internet use in schools. It establishes 9 competence centers in universities to train teachers. It creates a Youth Panel of 40 students to advise on resources and surveys. It develops awareness resources like games, comics and flyers. It also establishes protocols with schools regarding internet filtering and blocking inappropriate content. The project disseminates resources through its website and social media and incorporates internet safety into the 8th grade ICT curriculum across several domains. It also implements an eSafety Label program to assess and improve internet safety policies and practices in schools.
Responsible use of ict brief project report - feb 2011Mel Tan
This document summarizes a pilot project in the Philippines that tested educational materials on responsible ICT use from the Asia-Pacific Economic Cooperation (APEC). A training of trainers was conducted to prepare local educators to deliver workshops. Three workshops then trained over 60 participants from different groups. Feedback found that incorporating activities helped novice ICT users learn. Videos and examples from the APEC materials engaged participants. Overall, the pilot showed the value of the materials for teaching responsible and safe ICT use.
The Sony Wonder Technology Lab underwent renovations to better reflect how technology has evolved. Visitors now create digital profiles that are incorporated into interactive exhibits along the ramps of the four-story museum. Highly advanced and sometimes unreleased technologies are showcased, allowing visitors to feel virtual open heart surgery or program robots. The bright, transparent design aims to demystify technology and show how it can spark creativity.
Digital literacy expresses the skills needed to live, learn and work in a digital society. While students are comfortable with technology in their personal lives, they struggle to apply those skills to academic tasks. Developing digital literacy requires meaningful experiences where technology enhances learning. Universities need to change by involving students, integrating technology into learning spaces, and preparing students for technology-enhanced learning. Developing digital literacy is a sector-wide effort to promote coherent strategies across institutions.
Track 6 - Mobile Apps and computational systems as learning tools
Authors: Ana Iglesias Rodríguez, Blanca García Riaza, Mª Cruz Sánchez Gómez and Francisco Blanco Rubio
https://www.youtube.com/watch?v=bdYpz4U-oII&index=6&list=PLboNOuyyzZ85H9KngzY-R31GbiqFcOQbH
The school's ICT policy aims to develop students' ICT skills while ensuring their safe and responsible use of technology. It outlines integrating ICT across the curriculum, procuring appropriate resources, training teachers in innovative practices, and designating an e-learning coordinator to manage the program and assess student progress in achieving stated computing objectives. References to support the policy are included from literature on effective ICT pedagogy, online safety, and the role of technology in primary education.
This document provides an overview of Martha G. Russell's presentation on transformational value creation through network orchestration to Danish advertising executives. The presentation discusses forces affecting today's work environment and skills, levers for knowledge network productivity, and guidelines for network orchestration. It provides examples of public-private partnerships, research consortia, startups in various fields, and work related to technology transfer, marketing, and organizational change. The presentation emphasizes the importance of relationships in innovation ecosystems and outlines Stanford University's uniqueness in bridging academia and industry through its culture and resources.
The document discusses augmented reality (AR) and digital pedagogy. It defines AR as using technology to enhance one's perception of the physical world through computer-generated stimuli viewed through special equipment. The document outlines several AR applications that could emerge in the next 1-5 years, including simple AR, gesture-based computing, and visual data analysis. It discusses how digital pedagogy converges technological, pedagogical, and content knowledge to transform teaching and learning through flexible opportunities using ICT. Examples of digital literacy and using ICT for professional practice are also provided.
An examination of the emerging technologies that are expected to have a large impact in the museum world during the coming five years. Looking at the 2010 and 2011 Museum Edition of the Horizon Report. I give insights into which of these technologies I think are best suited to Arkansas museums given key trends and significant challenges.
Guest Lecture: Restoring Context in Distance Learning with Artificial Intelli...Daniele Di Mitri
Presentation given on the February 1st, 2022 at the "Brown Bag" presentation series organised by the Faculty of NYU Educational Communication and Technology which is part of the Steinhardt School of Culture, Education, and Human Development.
https://www.ectstudent.info/news-events/brown-bag-dr-daniele-di-mitri
Presentation Abstract:
The COVID-19 pandemic forced more than 1.6 billion learners out of school, becoming the most challenging disruption ever endured by the global education systems. In many countries, education institutions decided to move their regular activities online, opting for remote teaching as an emergency solution to continue their education. Meanwhile, physical distancing and learning in isolation heavily challenge learners and hinder their study success. There is a compelling need to make education systems more resilient and less vulnerable to future disruptions in such a critical landscape. In particular, we have to reconsider how digital technologies can support online and hybrid teaching. If digital education technologies such as video conferencing tools and learning management systems have improved to make educational resources more available and education more flexible, the modes of interaction they implement remain essentially unnatural for the learner due to a substantial lack of context. Modern sensor-enabled computer systems allow extending the standard human-computer interfaces and facilitate richer multimodal interaction. Furthermore, advances in AI allow interpreting the data collected from multimodal and multi-sensor devices. These insights can be used to support online teaching and learning in isolation with personalised feedback and adaptation through Multimodal Learning Experiences (MLX). This guest lecture elaborates on existing approaches, architectures, and methodologies. I illustrate use cases that employ multimodal learning analytics applications that can shape the online teaching of the future.
The document discusses the INREMO Resource Network, which fosters research in interactive representations and models. It aims to spread research results among its 15 university, industry, and museum partners. The network manages various research projects involving interactive visualizations and models to aid understanding of complex topics. Such representations are relevant across several fields, as simulations can help analyze issues like climate change, medical data, and more. As data volumes continue doubling yearly, interactive visualizations will remain important for exploring and making sense of large datasets.
”Davidin ja Goljatin taistelu: kesyttääkö opettajateknologian vai jyrääkö te...Jari Laru
David and Goliath: Will the teacher tame technology or will technology overwhelm the teacher?
This document discusses the relationship between education and technology from different perspectives. It explores both the current state of technology in education as well as potential future developments. Technologies like programming, robotics, and digital fabrication are currently being used, while developments like artificial intelligence, virtual and augmented reality, and adaptive learning systems may impact education in the future. Overall, the role of the teacher is changing as new technologies become integrated into teaching and learning.
The document discusses the concept of Internet Science and calls for a multidisciplinary approach. It proposes creating a Network of Excellence that brings together experts from fields like networking, computing, sociology and more to advance Internet Science. This network would support activities like workshops, researcher exchanges and defining new curricula to help create profiles of "Internet scientists" and architect future Internet developments from a holistic perspective.
Naace Conference 2103 - Curricululm and Assessment - Jan WebbNaace Naace
The document discusses the Naace ICT Framework for curriculum and assessment. It outlines five key areas of the framework: technology in the world, skills including programming, digital literacy, technical understanding including computer science, and third millennium learning culture. It notes the framework involves learning about tools, technologies, their evolution and impact. It also provides examples of topics within each area for different key stages, such as online identities, digital communication, and responsible use of technology.
Embracing computing in secondary schools has several merits: it allows for easier storage and processing of large amounts of information; it enhances teaching through audiovisual aids and access to online resources; and it improves communication between students, teachers, and parents. Computing also opens career opportunities in growing fields like information systems, networking, software development, and more. Overall, embracing computing equips students with valuable skills and provides a gateway to opportunities in the modern, digital world.
Date: Venue
The document discusses developing digital literacy. It provides biographies of speakers Helen Beetham, Rhona Sharpe, and Greg Benfield who will discuss lessons learned from previous JISC studies on digital literacy and capabilities needed for the 21st century. The event will explore how higher education can help students develop digital literacies through activities and discussion of new ways of knowing and graduate attributes.
Educational Technology and Digital LearningJohan Koren
This document provides an overview of key concepts related to educational technology and digital learning. It defines technology as the application of knowledge to organized tasks involving people and machines to meet sustainable goals. Media are discussed as channels of communication, with examples of now obsolete media provided. Educational technology is defined as the application of technology in education. Computing and internet history are briefly outlined, and examples of media and technology applications in schools are given. The implications of web 2.0 technologies like blogs and their role in education are also discussed. The document considers what digital learning is and debates whether a dedicated "Digital Learning Day" is needed.
Educational technology and digital learningJohan Koren
This document provides an overview of key concepts related to educational technology and digital learning. It defines technology as the application of knowledge to organized tasks involving people and machines to meet sustainable goals. Media are discussed as channels of communication, with examples of older media like the phenakistoscope that have become obsolete. Educational technology incorporates various media and tools used in classroom and library settings. Web 2.0 technologies like blogs and podcasts are also discussed as they relate to digital learning and participation.
Not future proofed but future-focused finalHelen Beetham
This document discusses how digital technologies are changing practices in personal, social, workplace and other domains. It explores how graduate attributes and university education need to evolve to develop students' skills and experiences with these new digital practices. The document outlines research conducted at the University of Plymouth, including focus groups and a survey of students, to understand their technology use and needs. It presents findings that students want ubiquitous access to course materials and expect to use their own devices on campus. The document concludes by discussing plans to enhance the student experience through a new "Mobile Plymouth" initiative and digital literacy project.
This document discusses incorporating social design into multidisciplinary engineering courses. It notes that engineering design can both solve problems but also create new ones. Some universities are re-engineering their teaching process using techniques like collaborative learning and problem-based learning. However, these approaches may be missing a focus on ethics, citizenship, and humanizing the engineering design process. The author proposes using collaborative, multidisciplinary social-based product design instead of just uni-disciplinary product design. This would involve designing products and services to shape social outcomes and develop both human and social capital.
The document summarizes Portugal's Seguranet Project which aims to promote safer internet use in schools. It establishes 9 competence centers in universities to train teachers. It creates a Youth Panel of 40 students to advise on resources and surveys. It develops awareness resources like games, comics and flyers. It also establishes protocols with schools regarding internet filtering and blocking inappropriate content. The project disseminates resources through its website and social media and incorporates internet safety into the 8th grade ICT curriculum across several domains. It also implements an eSafety Label program to assess and improve internet safety policies and practices in schools.
Responsible use of ict brief project report - feb 2011Mel Tan
This document summarizes a pilot project in the Philippines that tested educational materials on responsible ICT use from the Asia-Pacific Economic Cooperation (APEC). A training of trainers was conducted to prepare local educators to deliver workshops. Three workshops then trained over 60 participants from different groups. Feedback found that incorporating activities helped novice ICT users learn. Videos and examples from the APEC materials engaged participants. Overall, the pilot showed the value of the materials for teaching responsible and safe ICT use.
The Sony Wonder Technology Lab underwent renovations to better reflect how technology has evolved. Visitors now create digital profiles that are incorporated into interactive exhibits along the ramps of the four-story museum. Highly advanced and sometimes unreleased technologies are showcased, allowing visitors to feel virtual open heart surgery or program robots. The bright, transparent design aims to demystify technology and show how it can spark creativity.
Digital literacy expresses the skills needed to live, learn and work in a digital society. While students are comfortable with technology in their personal lives, they struggle to apply those skills to academic tasks. Developing digital literacy requires meaningful experiences where technology enhances learning. Universities need to change by involving students, integrating technology into learning spaces, and preparing students for technology-enhanced learning. Developing digital literacy is a sector-wide effort to promote coherent strategies across institutions.
Track 6 - Mobile Apps and computational systems as learning tools
Authors: Ana Iglesias Rodríguez, Blanca García Riaza, Mª Cruz Sánchez Gómez and Francisco Blanco Rubio
https://www.youtube.com/watch?v=bdYpz4U-oII&index=6&list=PLboNOuyyzZ85H9KngzY-R31GbiqFcOQbH
The school's ICT policy aims to develop students' ICT skills while ensuring their safe and responsible use of technology. It outlines integrating ICT across the curriculum, procuring appropriate resources, training teachers in innovative practices, and designating an e-learning coordinator to manage the program and assess student progress in achieving stated computing objectives. References to support the policy are included from literature on effective ICT pedagogy, online safety, and the role of technology in primary education.
This document provides an overview of Martha G. Russell's presentation on transformational value creation through network orchestration to Danish advertising executives. The presentation discusses forces affecting today's work environment and skills, levers for knowledge network productivity, and guidelines for network orchestration. It provides examples of public-private partnerships, research consortia, startups in various fields, and work related to technology transfer, marketing, and organizational change. The presentation emphasizes the importance of relationships in innovation ecosystems and outlines Stanford University's uniqueness in bridging academia and industry through its culture and resources.
The document discusses augmented reality (AR) and digital pedagogy. It defines AR as using technology to enhance one's perception of the physical world through computer-generated stimuli viewed through special equipment. The document outlines several AR applications that could emerge in the next 1-5 years, including simple AR, gesture-based computing, and visual data analysis. It discusses how digital pedagogy converges technological, pedagogical, and content knowledge to transform teaching and learning through flexible opportunities using ICT. Examples of digital literacy and using ICT for professional practice are also provided.
An examination of the emerging technologies that are expected to have a large impact in the museum world during the coming five years. Looking at the 2010 and 2011 Museum Edition of the Horizon Report. I give insights into which of these technologies I think are best suited to Arkansas museums given key trends and significant challenges.
Guest Lecture: Restoring Context in Distance Learning with Artificial Intelli...Daniele Di Mitri
Presentation given on the February 1st, 2022 at the "Brown Bag" presentation series organised by the Faculty of NYU Educational Communication and Technology which is part of the Steinhardt School of Culture, Education, and Human Development.
https://www.ectstudent.info/news-events/brown-bag-dr-daniele-di-mitri
Presentation Abstract:
The COVID-19 pandemic forced more than 1.6 billion learners out of school, becoming the most challenging disruption ever endured by the global education systems. In many countries, education institutions decided to move their regular activities online, opting for remote teaching as an emergency solution to continue their education. Meanwhile, physical distancing and learning in isolation heavily challenge learners and hinder their study success. There is a compelling need to make education systems more resilient and less vulnerable to future disruptions in such a critical landscape. In particular, we have to reconsider how digital technologies can support online and hybrid teaching. If digital education technologies such as video conferencing tools and learning management systems have improved to make educational resources more available and education more flexible, the modes of interaction they implement remain essentially unnatural for the learner due to a substantial lack of context. Modern sensor-enabled computer systems allow extending the standard human-computer interfaces and facilitate richer multimodal interaction. Furthermore, advances in AI allow interpreting the data collected from multimodal and multi-sensor devices. These insights can be used to support online teaching and learning in isolation with personalised feedback and adaptation through Multimodal Learning Experiences (MLX). This guest lecture elaborates on existing approaches, architectures, and methodologies. I illustrate use cases that employ multimodal learning analytics applications that can shape the online teaching of the future.
The document discusses the INREMO Resource Network, which fosters research in interactive representations and models. It aims to spread research results among its 15 university, industry, and museum partners. The network manages various research projects involving interactive visualizations and models to aid understanding of complex topics. Such representations are relevant across several fields, as simulations can help analyze issues like climate change, medical data, and more. As data volumes continue doubling yearly, interactive visualizations will remain important for exploring and making sense of large datasets.
”Davidin ja Goljatin taistelu: kesyttääkö opettajateknologian vai jyrääkö te...Jari Laru
David and Goliath: Will the teacher tame technology or will technology overwhelm the teacher?
This document discusses the relationship between education and technology from different perspectives. It explores both the current state of technology in education as well as potential future developments. Technologies like programming, robotics, and digital fabrication are currently being used, while developments like artificial intelligence, virtual and augmented reality, and adaptive learning systems may impact education in the future. Overall, the role of the teacher is changing as new technologies become integrated into teaching and learning.
The document discusses the concept of Internet Science and calls for a multidisciplinary approach. It proposes creating a Network of Excellence that brings together experts from fields like networking, computing, sociology and more to advance Internet Science. This network would support activities like workshops, researcher exchanges and defining new curricula to help create profiles of "Internet scientists" and architect future Internet developments from a holistic perspective.
Naace Conference 2103 - Curricululm and Assessment - Jan WebbNaace Naace
The document discusses the Naace ICT Framework for curriculum and assessment. It outlines five key areas of the framework: technology in the world, skills including programming, digital literacy, technical understanding including computer science, and third millennium learning culture. It notes the framework involves learning about tools, technologies, their evolution and impact. It also provides examples of topics within each area for different key stages, such as online identities, digital communication, and responsible use of technology.
Embracing computing in secondary schools has several merits: it allows for easier storage and processing of large amounts of information; it enhances teaching through audiovisual aids and access to online resources; and it improves communication between students, teachers, and parents. Computing also opens career opportunities in growing fields like information systems, networking, software development, and more. Overall, embracing computing equips students with valuable skills and provides a gateway to opportunities in the modern, digital world.
Date: Venue
The document discusses developing digital literacy. It provides biographies of speakers Helen Beetham, Rhona Sharpe, and Greg Benfield who will discuss lessons learned from previous JISC studies on digital literacy and capabilities needed for the 21st century. The event will explore how higher education can help students develop digital literacies through activities and discussion of new ways of knowing and graduate attributes.
Similar to Yanez, C. & Gisbert, M. (2012). ICT and Museums: an alliance for an strategic change in informal learning and education. The case of Andorra’s museums, TIES 2012, Barcelona
Educational Technology and Digital LearningJohan Koren
This document provides an overview of key concepts related to educational technology and digital learning. It defines technology as the application of knowledge to organized tasks involving people and machines to meet sustainable goals. Media are discussed as channels of communication, with examples of now obsolete media provided. Educational technology is defined as the application of technology in education. Computing and internet history are briefly outlined, and examples of media and technology applications in schools are given. The implications of web 2.0 technologies like blogs and their role in education are also discussed. The document considers what digital learning is and debates whether a dedicated "Digital Learning Day" is needed.
Educational technology and digital learningJohan Koren
This document provides an overview of key concepts related to educational technology and digital learning. It defines technology as the application of knowledge to organized tasks involving people and machines to meet sustainable goals. Media are discussed as channels of communication, with examples of older media like the phenakistoscope that have become obsolete. Educational technology incorporates various media and tools used in classroom and library settings. Web 2.0 technologies like blogs and podcasts are also discussed as they relate to digital learning and participation.
Discourse Centered Collective Intelligence Platforms for Social InnovationAnna De Liddo
PPT presentation of the "URBAN LIVING LABS AS SOCIO-DIGITAL SPHERES FOR EXPERIMENTING GOVERNANCE"
International Workshop
Cities are more and more witnessing the emergence of innovation initiatives,
indifferently originated by top-down or bottom-up intentionality, that are being
observed and analysed as Urban Living Labs, i.e. socio-digital innovation ecosystems
made up of creative communities of people producing innovation at urban
level with the support of a number of methods and tools helping to co-create value
out of the experience of interaction between the citizen/customer and
private/public actors.
These Urban living Labs are activators of experiments of governance innovation
which include people, institutions, private actors, relationships, values, processes,
tools and physical or financial infrastructures, that could trigger, generate, facilitate
and catalyse innovation in the city. These are spheres for knowledge creation
within the city and differ for dimensions, scale of action, nature (top-down or
bottom-up), organizational structure, and also for the way in which the participants
acts and are represented. They are also heterogeneous for the space of action in
which they emerge and can be interrelated and connected by topics, contexts,
interests, practices, and level of maturity in many different ways.
In Urban Living Labs new governance modes and models are experimented,
where participants acts in several and not pre-defined ways, creating complex
organizations able to integrate hierarchical and horizontal structures and creating
specific spheres of action stimulating collective testing and learning. In these
environments, governance is experimented between formal and informal publicprivate-
people partnerships able to shape innovative dialogues between citizens
and city institutions.
In this perspective the workshop aims at investigating some questions:
1.What kind of organizations is shaped in Urban Living Labs?
2.How is governance modelled in Urban living labs?
3.How is governance experimented?
4.What level of institutionalization is opportune for the emerging governance?
The MA in Digital Humanities at King's College London looks at how we create and disseminate knowledge in an age where so much of what we do is mobile, networked and mediated by digital culture and technology
It gives a critical perspective on digital theory and practice in studying human culture, from the perspectives of academic scholarship, cultural heritage and the commercial world
We study the history and current state of the digital humanities, and their role in modelling, curating, analysing and interpreting digital representations of human culture in all its forms.
For more information: http://www.kcl.ac.uk/artshums/depts/ddh/study/pgt/madh/index.aspx
INSPIRE: A new learning centre, a new learning environment. Presentation to the 3rd Annual Learning Space Design Summit, 23 November 2012, Sydney AUSTRALIA
Presentation of David Evans, Vlad Mihaescu, Andrei Jecza
, Diana Andone, Antonella Poce, Mairéad Nic Giolla Mhichíl. Chiara Zuanni, Hendrik Knoche for EDEN's NAP webinar on 'Designing Online Courses for Digital Skills and Competences for the Creative Industries – DigiCulture' - 27 April 2020, 17:00 CEST
More info:
https://www.eden-online.org/designing-online-courses-for-digital-skills-and-competences-for-the-creative-industries-digiculture/
Academic and research libraries in the digital environment. challenges and pr...Alexander Decker
This document summarizes a journal article about the challenges and prospects of academic and research libraries in the digital environment. It discusses how the digital age has brought changes to information acquisition, organization, management and dissemination. It also examines the need for librarians and library users to become information literate to effectively find, evaluate and use the abundant information available. Some of the challenges discussed include information explosion, rapid technology changes, and empowering users. The document provides recommendations on how to develop information literacy in Nigerian university libraries.
Mar Camacho, Universitat Rovira i Virgili Faculty (Spain), Visiting scholar a...MobileCreation
Présentation de Mar Camacho, Universitat Rovira i Virgili Faculty (Spain), Visiting scholar at UNESCO HQ in Paris au colloque "Mobile Education Médiation" , 5-6 décembre 2013
Here are some key online resources for school administrators on 21st century skills:
- New York State Education Department's guide for administrators on 21st century skills: http://www.p12.nysed.gov/technology/21stcenturylearning.html
- ISTE's standards for school administrators on technology leadership: http://www.iste.org/standards/standards-for-administrators
- Crosswalk of NYS standards and ISTE standards: http://www.p12.nysed.gov/technology/crosswalk/
- Louisianna LEADS site (Leadership, Education and Development for School Success) with resources for administrators: http://www.lead
This document provides an overview of how ICT can be used for studying, teaching, and learning. It discusses using ICT for research, references, word processing, presentations, virtual learning environments, interactive whiteboards, and more. It also outlines the UK national curriculum standards for computer science and digital literacy at key stages 1 and 2, which involve using software, storing and retrieving data, communicating safely online, writing programs, and understanding computer networks. The document emphasizes that teaching ICT prepares students for an increasingly digital world and enables access to global communities and ideas.
Presentation of Diana Andone, EDEN Vice-president, PUT for the Open Education Week's third day webinar on "Open Education for Civil Engagement and Democracy" - 4 March 2020, 15:00 CET
More information and recordings of the discussion are available: http://www.eden-online.org/eden_conference/open-education-for-civil-engagement-and-democracy/
Infrastructure Requirements for Digital Media TrainingJIMSVKII
Ms. Preeti M Surya HOD Department of journalism and mass communication of #JIMSVKII has shared about Infrastructure Requirements for Digital Media Training.
For More Query Call us on 09990474829, 011 61199191
Visit us at https://www.jimssouthdelhi.com/
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Digital humanities involves the intersection of digital technologies and humanities research. It can include building digital collections and tools for authoring, analyzing, and managing research. Digital humanities centers typically offer resources like databases, tools for analysis, and training. They serve as hubs for innovation and experimentation in applying new technologies to answer humanities questions. Debates include whether digital humanities should apply technologies or critically examine their impact, and whether databases can support narrative scholarship. Visualizations are increasingly important in digital humanities for exploring subjects like ancient cities in new ways.
From the Personal Smart Cities to the Smart Education, a Journey for AcademyManuel Castro
Keynote of Martin Llamas (University of Vigo) and Manuel Castro (UNED) in Ucami 2019, December 2nd to 5th in Toledo, Spain, about " From the Personal Smart Cities to the Smart Education, a Journey for Academy"
http://mamilab.esi.uclm.es/ucami2019/keynotes.html
The concept of Smart is gaining new areas and new topics as is spreading around all actions in our daily life. Smart Cities are one of the "oldest" terms but the new vision of the Personal Smart Cities are increasing the focus on the living aspects of the intelligence around us. Ubiquitous and smart intelligence are converging paradigms to feed machine and deep learning algorithms bringing support and exploiting big data and analytics to improve the efficiency of our technological systems and to have a better quality on our lives. Ambient Intelligence is one of the sources of the Smart Learning and Smart Education, where methodology goes hand-to-hand with technology, sensors, equipments and new learning views where the open aspects (open learning, lo, ocw, moocs, etc.) are having a more important role as well as are increasing the connection on our social networks and the life-long learning paradigm that is converging with our future
Digital Pedagogies: Technology and the Australian Curriculum Daniel M Groenewald
This is an updated version of my presentation on Digital Pedagogies and the Australian Curriculum. Many of us have the sense that technology has arrived but something is missing in its execution. The purpose of the presentation is to explore methods for integrating ICT more effectively in curriculum and classroom settings
The document discusses digital literacy for higher education. It defines digital literacy and literacy and proposes a developmental model. It notes that most students have internet access at home but some struggle finding useful information online. It argues that developing digital literacy requires a shared responsibility between educators, students, and institutions. Educators should take the lead in cultivating confident, agile learners who can thrive in a digital world.
The document discusses approaches to improving information literacy in Indonesia. It outlines some of the challenges facing higher education in Indonesia, including low participation rates, lack of relevant programs and graduates, and disparities creating a digital divide. It then discusses various initiatives to improve information literacy, such as developing digital libraries and e-learning systems, creating local digital content, and establishing ICT infrastructure nationwide. Several examples of digital library and e-learning systems developed by Indonesian universities are also described.
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This document discusses a study on mainstreaming creative classrooms (CCRs) - innovative learning environments that fully embed ICT. The study aims to further define CCRs, identify examples of ICT-enabled innovation in different settings, develop CCR concepts and parameters, analyze implementation strategies, and propose policy recommendations. The study maps existing cases of ICT innovation for learning and develops a framework depicting CCR's key interconnected dimensions. While progress has been slow in upscaling examples, the study argues a more systemic approach is needed to significantly impact learning at scale.
Developing digital literacy, Highbury CollegeRhona Sharpe
This document discusses supporting the development of digital literacy in students. It defines digital literacy as the functional access, skills, and practices needed to use technology confidently for personal, academic, and professional purposes. The document outlines current research on digital literacy practices, taxonomies of digital competencies, and models of developmental progression. It emphasizes that developing digital literacy requires collaboration between teachers, institutions, and students and should be tailored to individual disciplines.
Similar to Yanez, C. & Gisbert, M. (2012). ICT and Museums: an alliance for an strategic change in informal learning and education. The case of Andorra’s museums, TIES 2012, Barcelona (20)
Yanez, C. & Gisbert, M. (2012). ICT and Museums: an alliance for an strategic change in informal learning and education. The case of Andorra’s museums, TIES 2012, Barcelona
1. ICT AND MUSEUMS:
AN ALLIANCE FOR AN STRATEGIC
CHANGE IN INFORMAL LEARNING
AND EDUCATION.
THE CASE OF ANDORRA’S MUSEUMS
Cristina Yáñez Aldecoa
Universitat d’Andorra
GRIE: Grup de Recerca Interdisciplinari en Educació
Dra. Mercè Gisbert Cervera
Universitat Rovira i Virgili y Universitat d’Andorra
.
III Congreso Europeo de Tecnologías de la Información
en la Educación y en la Sociedad: Una visión crítica,
Barcelona,
2. The research
2
Analyze and identify the associated processes with the
integration and implementation of ICT in museums.
Methodology for evaluating the integration of ICT in museums:
types, degree and ways of implementation.
Diagnose the digital reputation of museums in Andorra and
determine:
o Are ICT strategic in management decision making?
o How can ICT become an effective tool for a better learning
and communication
In despite of appraisals: make improving proposals
TIES 2012
3. Presentation Index
3
1. Problems and assumptions. Current approaches
2. Main Goals
3. Theoretical framework
4. Overall research design and appraisal
5. Expected results/outcomes
6. Conclusions
TIES 2012
5. The advent of ICT is assuming
5
a revolution in museums.
are changing the way we learn and
teach, think and communicate.
are changing the rules and strategies of
how communication and learning must be
in museums of the XXIst century.
viewed by many as a management tool.
TIES 2012
6. XXIst century challenges
in museums
Become
open museums, social,
participative, focused on
audiences, for publics, but with
publics, no limits of time or space,
inclusives, places for exchange and
construction of knowledge
TIES 2012
7. The rol of museum in the XXIst
7
century
Renewal of the approach: living dynamic, open
Enhance the educational and social role. Learning
environments
Zusammenspie: working together to offer varied
experiences
Learn-enjoy: edutaintment
Win-win
Modifies the way in which heritage is presented: the
visitor must be an active part, interact and construct
their own knowledge
New technologies come into play
8. Which tools and what for?
8
The deployment of ICT in museums can be useful
for :
1. Meet the public’s needs and expectations.
2. To promote the educational role of
museums
3. Adapt to public as a whole, who expressses
their needs in two ways:
a. As individual
b. As part of the society
(Humbert, 2006)
9. Internet & museums changes
Technologicals, social &
economics
opportunities
no matter
your size
visibility low cost
9
10. Aspects of learning in museums &
galleries through the use of ICT
10
Formal and informal Other exhibitions,
learning guides, publications ..
with online ICT in Education & Formal & informal
school, home, at work learning
ICT Museums &
galleries
(Hawkey, 2006)
Collection management, record keeping, digital presentations ... etc.
11. ICT
Enables public to decide and
design: what, how and when to
learn, at their own pace, with no
limitation or time, or space.
Flexibility for everyone to choose
their own way (Hawkey, 2004).
What about all these
changes in museums?
12. Key Trends: The Horizon Report 2011
12 Tendencias museos 2011 Tecnologías a observar para incorporar a los museos
M.S. Gómez Vilchez (2011)
The Horizon Report 2010 The Horizon Report 2011
Trabajo en red En un año o menos En un año o menos
Movilidad Mòbils Mòbils
Geolocalización Social Media Llibres electrònics
App En dos o tres años En dos o tres años
Códigos QR
Realitat augmentada Realitat augmentada
Realidad aumentada
Informàtica basada en Aprenentatge a través del joc
Juegos sociales
localització de l’usuari-
Microsites temáticos
dispositius sense fils mòbils
Nuevas redes sociales
Social Media ROI En cuatro o cinco años En cuatro o cinco años
Conservador Digital (Digital
Interfaces basados en el Interfaces basado en el
curator)
movimiento humano movimiento humano
Gestor o responsable de la
El web semántico El aprendizaje de análisis
comunidad (Community
manager)
13. ICT for communication
& divulgation
Aplications and mobility
New webs
New divulgation ways (RA, CQ)
Social Network
Serious Games
Collaborative Projects
Soledad Gomez www.mediamusea.com
14. Requirements to be accomplished by the mobile
device to be adapted to lifelong learning
11 Segons Sharples (2000) a partir de Hawkey (2004)
Portable To be used where ever the user has the need to learn
Adapted to the persons’ skills, knowledge and learning styles . Designed to support personal
Individual learning, rather than the office work
To capture situations and retrieve knowledge about the situation without technology
Intrusive impediments
Available To allow communication with teachers, experts and colleagues
wherever
Adaptable The development of students’ skills and knowledge
To manage long life learning. So the accumulation of resources and expertise may be
Persistent immediately available , despite changes in technology
Useful Tailored to the needs of daily communication, work references and learning
Intuitive To be used by people without previous experience in technology
17. Investigating on
Museums & ICT
Emerging field, research to diagnose
the application of ICT in museums is
still limited
Promote research studies to evaluate
museums, and to trace the lines of how
they should be.
In Andorra there is no study to
quantify the degree and the impact
of development of ICT in museums
19. Main goal
19
ICT integration degree in Andorra’s
museum
Patterns, problems and challenges
TIES 2012
20. Specifics goals
20
I. SITUATION
ANALYSIS IN III. USE OF ICT BY
ANDORRA’S AUDIENCES IN
MUSEUM ANDORRA’S MUSEUM
II. ANALYSIS OF ICT IN
ANDORRA’S MUSEUM
Previous fieldwork
exploratory
analysis
TIES 2012
22. New museums emerging paradigm
Educational experience
Visitor Active
satisfaction participation
Interaction
Playful:
emotions
&
feelings
TIES 2012
23. How to evaluate a digital resource?
(Carreras & Munilla, 2002, 118)
23
1. Develop an integrated methodology for evaluating web
resources for learning systems.
2. Establish who uses the resources and in which contexts.
3. Understand how ICT are used and how they could be
more effective.
TIES 2012
24. Avaluate museums: methodological bases
24
• The importance of • Audiences
the collections. analysis
Basic functions of a
museum: research,
conservation and
dissemination
Heritage Audiences
management management
Comunication ICT
management management
• Communication
Plan • Analysis of the
• Communication use of ICT:
strategies and models,
marketing actions
• Educational
problems and
programs challenges
etc..
25. 4 Overall research design and appraisal
TIES 2012
26. Population
26
Museos
Museos estatales Museos privados
comunales
• Casa Museo familia de • Museo de las Dos Ruedas • Museo del Tabaco
Areny-Plandolit • Museo Casa Cristo • Museo del Perfume
• Museo Postal • Museo de Arte Sacro • Museo de la Electricidad
• Museo Nacional del Santa Eulàlia d'Encamp • Museo de la Miniatura
Automóvil • CAEE - Centro de Arte • Museo Iconográfico
• Museo Casa Rull • Museo abierto de
• Casa de la Vall geología "Rocas en la
calle"
• Museo del Cómic
Centros de Interpretación
• Farga Rossell, Centro de interpretació del hierro
• Andorra romànica, Centro de interpretación sobre el románico
• Centro de interpretació de la naturaleza de la Cortinada
• Centro de interpretación del agua y Valle del Madriu
TIES 2012
27. Tool design and expert validation
27
Focus
MUSAND MUSATIC WEBS Group e-MUSEDU
Questionnaire Survey ANALYSIS Survey
Meeting
Refine Assessing the
Analiyze the results educational
Knowing Evaluate the structure and and
museum ICT comunication obtained communicativ
Goals organizations in integration in by
Know e impact of
Andorra museums MUSATIC ICT on the
audiences
MUSAND audience
Directors ,
Museum Museum’s Museum’s
Population directors technics, Audiencies
directors webs
guides
TIES 2012
28. Methodology. 1st. step
28
Goal Methodology Tool
Study
What to measure?
• Study on quantitative • Analytics
indicators that • Questionnaires to • MUSAND
describe and museums’ managers
measure the situation,
of museums and
establish categories.
Goal Methodology Tool
What to measure?
• Study on quantitative • Analytics
indicators that • Conducted • MUSATIC
describe and semistructured surveys
measure the situation, to museums’
penetration and use managers
made of ICT.
TIES 2012
29. Methodology. 2nd. step
29
Goal Methodology Tool
Study What to measure?
• Describe and
measure the situation,
• Record sheet
• Conducted • WEB SITES
of Andorra’s museums semistructured surveys
websites and to museums’
establish categories. managers
Goal Methodology Tool
What to measure?
• Explore check and • Qualitative
identify perspectives, • Script • FOCUS
opinions, attitudes,
points of view on ICT.
• Meeting with GROUP
different museums’
• Sharpen results staff members
obtained by
MUSATIC MUSAND
TIES 2012
30. Methodology. 3rd. step
30
Goal Methodology Tool
Study What to measure?
• Use of ICT in museums.
• How do people
• Interview
/Surveys,observation, • EDUMUSEU
interact. Field work
• Processes of education
and learning in
specific cases.
32. Expectes
outcomes
• Get a real assessment of ICT in
museums in Andorra: allow planning
• Demonstrate that technology education
can be a way forward in order to show,
learn and build cultural heritage.
• The results are an incentive to
encourage submerge cultural heritage
fully into the s. XXI and new ICT
32
34. Conclusions
ICT can be doubly useful for:
Globally
• Redesigning axis of cultural policies in ICT in
museums
• Enhance technological education
Specifically
Analysis and evaluation can be useful to
diagnose:
• Manage the digital reputation of museums
• Redefine focus of their websites
• Define online communication and learning
34 strategy per each museum
35. Conclusions
We hope that the contributions of
this research, will contribute to
help rethink the strategic and
future development of museums
in Andorra,
so that the benefits flow back into
society
35
36. 36
Thank-you for your attention
cyanez@udad ad
merce.gisbert@urv.cat
Toda la información presentada en este documento se encuentra bajo una
Licencia Creative Commons del tipo Reconocimiento–NoComercial–
SinObrasDerivadas
TIES 2012
http://creativecommons.org/licenses/by-nc-nd/3.0/