Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated ...Jari Laru
The aim of this study was to identify social patterns in mobile technology mediated collaboration among distributed members of the professional distance education community. Ten participants worked for twelve weeks designing a master’s programme in Information Sciences. The participants’ mobile technology usage activity and interview data were first analyzed to get an overview of the density and distribution of collaboration at individual and community levels. Secondly, the results of the social network analyses were interpreted to explore how different social network patterns of relationships affect online and offline interactions. Thirdly, qualitative descriptions of participant teamwork were analyzed to provide practical examples and explanations. Overall, the analyses revealed nonparticipative behaviour within the online community. The social network analysis revealed structural holes and sparse collaboration among participants in the offline community. It was found that due to their separated practices in the offline community, they did not have a need for mobile collaboration tools in their practices
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
CSCL Luento B: Esimerkkejä todellisesta elämästä ja laboratorion perukoiltaJari Laru
Diat esityksestä: "CSCL Luento B: Esimerkkejä todellisesta elämästä ja laboratorion perukoilta". Tämä esitys videoitiin 30.11.2011 Oulun yliopiston koulutus- ja tutkimuspalvelujen etäopetushankkeen oppimateriaaliksi.
3. luento tieto- ja viestintätekniikan pedagogiset perusteet: tietokoneavuste...Jari Laru
Luento aiheesta tietokoneavusteinen yhteisöllinen oppiminen. Luennon runkona on käytetty tätä kirjankappaletta: "Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: from design to orchestration. In Technology-Enhanced Learning. Principles and products (p. 3-19). Edited by N. Balacheff, S. Ludvigsen, T. de Jong, T., A. Lazonder & S. Barnes. Springer.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated ...Jari Laru
The aim of this study was to identify social patterns in mobile technology mediated collaboration among distributed members of the professional distance education community. Ten participants worked for twelve weeks designing a master’s programme in Information Sciences. The participants’ mobile technology usage activity and interview data were first analyzed to get an overview of the density and distribution of collaboration at individual and community levels. Secondly, the results of the social network analyses were interpreted to explore how different social network patterns of relationships affect online and offline interactions. Thirdly, qualitative descriptions of participant teamwork were analyzed to provide practical examples and explanations. Overall, the analyses revealed nonparticipative behaviour within the online community. The social network analysis revealed structural holes and sparse collaboration among participants in the offline community. It was found that due to their separated practices in the offline community, they did not have a need for mobile collaboration tools in their practices
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
CSCL Luento B: Esimerkkejä todellisesta elämästä ja laboratorion perukoiltaJari Laru
Diat esityksestä: "CSCL Luento B: Esimerkkejä todellisesta elämästä ja laboratorion perukoilta". Tämä esitys videoitiin 30.11.2011 Oulun yliopiston koulutus- ja tutkimuspalvelujen etäopetushankkeen oppimateriaaliksi.
3. luento tieto- ja viestintätekniikan pedagogiset perusteet: tietokoneavuste...Jari Laru
Luento aiheesta tietokoneavusteinen yhteisöllinen oppiminen. Luennon runkona on käytetty tätä kirjankappaletta: "Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: from design to orchestration. In Technology-Enhanced Learning. Principles and products (p. 3-19). Edited by N. Balacheff, S. Ludvigsen, T. de Jong, T., A. Lazonder & S. Barnes. Springer.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with...Jari Laru
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with mobile tools in three everyday contexts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp.11-21). Tübingen: Knowledge Media Research Center.
Creating Virtual Communities of Practice with the Visual Social Media Platfor...Rochell McWhorter
This paper reports results of a mixed methods study on the use of the visual social media platform Pinterest in the higher education classroom. Research methods included data collection of Pre-Experience and Post-Experience student surveys from two disciplines, Education and Business, regarding students’ experiences using Pinterest for learning. A total of 227 students (189 undergraduate and 38 graduate students) participated in the study. Findings included student attitudes regarding the usability of Pinterest in the classroom setting, student learning and development, and ways Pinterest facilitated the development of a virtual community of practice. Recommendations for future classroom use is given. Note: This is the last author’s copy prior to publishing. The final, definitive version of this article has been published in International Journal of Social Media and Interactive Environments, 2(3). Available at http://www.inderscience.com/offer.php?id=64205
This paper was published on pp 319-323 of
XXXIV FAAPI Conference Proceedings: teachers in action; making the latest trends work in the classroom. Bahía Blanca: Federación Argentina de Asociaciones de Profesores de Inglés, 2009. ISBN: 978-987-98045-1-3
Reflections on a 16 Year Research Journey from Mentoring, Metacognition and Music to Mobile Learning. Invited talk at CALRG, Open University 30th Anniversary, May 09
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with...Jari Laru
Laru, J. & Järvelä, S. (2004). Scaffolding different learning activities with mobile tools in three everyday contexts. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning. Proceedings of the EARLI SIGs Instructional Design and Learning and Instruction with Computers (pp.11-21). Tübingen: Knowledge Media Research Center.
Creating Virtual Communities of Practice with the Visual Social Media Platfor...Rochell McWhorter
This paper reports results of a mixed methods study on the use of the visual social media platform Pinterest in the higher education classroom. Research methods included data collection of Pre-Experience and Post-Experience student surveys from two disciplines, Education and Business, regarding students’ experiences using Pinterest for learning. A total of 227 students (189 undergraduate and 38 graduate students) participated in the study. Findings included student attitudes regarding the usability of Pinterest in the classroom setting, student learning and development, and ways Pinterest facilitated the development of a virtual community of practice. Recommendations for future classroom use is given. Note: This is the last author’s copy prior to publishing. The final, definitive version of this article has been published in International Journal of Social Media and Interactive Environments, 2(3). Available at http://www.inderscience.com/offer.php?id=64205
This paper was published on pp 319-323 of
XXXIV FAAPI Conference Proceedings: teachers in action; making the latest trends work in the classroom. Bahía Blanca: Federación Argentina de Asociaciones de Profesores de Inglés, 2009. ISBN: 978-987-98045-1-3
Reflections on a 16 Year Research Journey from Mentoring, Metacognition and Music to Mobile Learning. Invited talk at CALRG, Open University 30th Anniversary, May 09
RESEARCHERS’ SUMMERDAY 31.5.2012:
“Cornerstones of the dissertation process”
PROGRAMME
8.30–9.00 MORNING COFFEE SERVED
SESSION I: Thesis writers’ experiences
9.00 Morning coffee and day opening (welcoming words, introducing the participants and the programme)
9.30–10.30: Dissertation process from the beginning to the end (two speakers and discussion)
- “My life 9 months before the defence” - Jari Laru (20 min)
Teknologia, oppiminen ja osaaminen yhteiskunnassa - uudet teknologiat isännän...Jari Laru
Jari Laru, KT, yliopistonopettaja, Oulun yliopisto, Kasvatustieteiden tiedekunta, pitää webinaarin TO 21.2.2013 kello 14:30-15.15 aiheesta "Teknologia, oppiminen ja osaaminen yhteiskunnassa - uudet teknologiat isännän vai rengin roolissa?"
Using Gartner’s Hype Curve as a basis to analyze research on the educational ...Jari Laru
Laru & Järvelä (2013). Using Gartner's Hype Cycle as a Basis to Analyze Research on the Educational Use of Ubiquitous Computing. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.). To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia. International Society of the Learning Sciences.
Are we currently moving from the age of mobolism to age of artificail intelli...Jari Laru
The 13th annual International Technology, Education and Development Conference, INTED2019,IValencia (Spain). 11th-13th of March, 2019. Special Learning Technology Accelerator (Lea) Horizon 2020 project session: Innovation procurement to steer user-driven innovations for digital learning.
The Internet-mobile device enabled social networks of today stand accused of being so called 'weapons of mass distraction' or worse. However, we point out that modern fears about the dangers of social networking are overdone. The paper goes on to present three phases of mobile learning state-of-the-art that articulate what is possible now and in the near future for mobile learning. The Learning Layers project is used to provide a case of barriers and possibilities for mobile learning; we report on extensive initial co-design work and significant barriers with respect to the design of a mobile Help Seeking tool for the Healthcare sector (UK). We then provide an account of how the Help Seeking tool is being linked to a Social Semantic Server and report on a follow-up empirical co-design study.
Introduction to ‘Socio-Cultural Ecology’ and User Generated Contexts. ALT-C Workshop: Navigating Through the Storm – Using Theory to Plan Mobile Learning Deployment. #altc2010
In early days the main emphases were on the cognitive aspects of learning and traditional instructions of teaching in the classroom using outdated and conventional techniques. But today in this world of constant innovations and discoveries, scientists and gadget-experts are continuously searching for one or the two technological devices a day. Nodoubt technology has made our life much easier and better in many aspects. In developed countries, technology facilitates and helps students and teacher to learn things in more effective ways. But in the country like India, the development in technology is not upto that mark. We still are moving towards the path of progress. Thus, this paper will best describes about the conceptual framework regarding futuristic studies related to future technologies such as M-Learning, E-Learning, , iPod, I-Pad self-efficacy learning, Virtual Learning Environment (VLE ) etc. In this paper investigator highlighted some of the studies related to trends in futurology and innovations that could prove an important aspect of education technology.
An Examination of the Prior Use of E-Learning Within an Extended Technology A...Maurice Dawson
The purpose of this empirical study was to test specific factors of behavioral intention to use m-learning in a community college setting using a modified technology acceptance model and antecedent factors suggested by the researcher’s review of the literature. In addition, the study’s purpose was to expand understanding of behavioral intention to use m-learning and to contribute to the growing body of research. This research model was based on relevant technology acceptance literature. The study examines the significance of “prior use of e-learning” and correlation with the behavioral intention to use m-learning. Existing models have looked at prior use of e-learning in other domains, but not specifically m-learning. Other models and studies have primarily looked at the prior use of e-learning variable as a moderating variable and not one that is directly related to attitude and behavioral intention. The study found that there is a relationship between prior use of e-learning and behavioral intention to use m-learning. This research direction was proposed by Lu and Viehland.
The Power of Massive Informal Learning EnvironmentsDonny Tusler
The theoretical categorizing of digital learning environments with a example of the grand theories applied to a case study of the spread of misconceptions.
SAMPLE GED 501 RESEARCH PAPERTechnology Based Education How.docxagnesdcarey33086
SAMPLE GED 501 RESEARCH PAPER
Technology Based Education: How can theories of learning and/or development be used to guide the use of technology in schools?
Introduction
Twenty first century learning environment is no longer a goal, but an educational reality. We are deep into the midst of a paradigm shift that spans across our entire globe. The technology we live with as a society has exponentially grown at an increasingly rapid rate. This is illustrated from the integration of computers in every facet of our lives. This includes televisions, phones, cars, and even coffee makers which all contain a microprocessor, they all think. Even more startling is how connected we all are. Access to information is available at a finger’s touch. We can connect to people, we can shop, and ask for directions from anywhere at any time. We are tethered to the world by social media such as Facebook. Google has mapped out the entire earth. We can send a text message from the middle of Antarctica. Even more startling is how corporations and the government collects data as they track our ever movement as we go online. All this is reflected upon education, which mirrors this new 21st century society. No longer is the classroom isolated from the world, but it too is connected. Learning technology is critical more than ever because it impacts skills and productivity (Hall, 2011) for both the student and the teacher.
Background
Incorporating technology into the classroom has been around since computers were invented, but it has been only recently been the norm in the last few years. This revolution no more pointedly reflected in our education system, than it is today. Johri (2011) states that although digital information technologies in education has become commonplace, there are few guiding frameworks or theories that explains the relationship between technology and learning practices. Bennett and Oliver (2011) share that view. Research has focused on practical implementation versus the theory and application of the technology. They explained once theories are developed, a better understanding of effective technology based pedagogy would occur.
Technology in Education
I believe however, all the theorists play well with technology. Technology is merely a tool. Its strength is the ability to facilitate. John Dewey is a prime example. He believed in “learning by doing”. With an iPad there is an App where by students are able to see the stars and the constellation. With the use of satellites and GPS held within the piece of technology, students are able to view exact locations of stars. Where the iPad is directed in the sky, the stars would be in that location on the handheld screen, no telescope necessary. The students interact with the material to gain knowledge.
This is further illustrated by this second example. The best way to learn about Mayan pyramids is to actually visit one in Central America. With the use of laptops, students can connect to the Discove.
Similar to Yhteisöllisen oppimisen tukeminen mobiililaitteiden avulla: Kolme tapaustutkimusta kolmessa eri kontekstissa (20)
Developing Computational Thinking Practises through Digital Fabrication Activ...Jari Laru
This paper presents a study of developing computational thinking (CT) practices through digital fabrication activities, such as creating tangible artefacts with digital tools. The aim of the study was to explore the potential of digital fabrication activities for developing CT practices. We investigated three cases of school visits where the students engaged in digital fabrication activities in Fab Lab Oulu, northern Finland. Based on the perspectives of the teachers who participated in the activities and facilitators who ran the activities, we identified that digital fabrication activities have the potential to develop CT practices, especially formulating problems in order to use a computer for assistance, thinking logically, and implementing possible solutions efficiently and effectively. The findings suggested that the nature of digital fabrication activities, such as frequent use of computers and complex problem-solving, encouraged development of CT practices. However, we also uncovered the possibility that CT is not being adequately defined by the teachers and facilitators.
Supporting Fab Lab facilitators to develop pedagogical practices to improve l...Jari Laru
Planning and facilitating digital fabrication activities, where students engage in creating tangible artefacts with digital technology, requires knowledge on both technology and pedagogy. Currently, most of the studies see facilitators of digital fabrication activities as technology experts and there are only few studies regarding them as educators. There is not much discussion from the learning sciences point of view, considering what are the requirements to enhance learning in the activities. To fill these research gaps, this paper aims to provide theoretically grounded practical suggestions of how the facilitators may contribute to improve students’ learning in digital fabrication activities based on learning science propostions. The aim of this study was to explore, how Fab Lab facilitators and school teachers can design digital fabrication activities to support students’ learning. We explored the current practices in Fab Lab Oulu from the two perspectives: considering novice students’ learning and scaffolding ill-structured problem-solving. We suggest that the facilitators may improve students’ learning by taking into account their background and current learning processes, applying instructional scaffolding, and supporting teachers involvement to take active role in the activities.
Digitaalisen oppimisen välineitä yhdessä kehittämässä – varhainen omaksuja, u...Jari Laru
Esitykseni pääviesti on se, että jokaisessa organisaatiossa on varhaisia omaksujia myös tietohallinnon asiakkaina. Heidät tulisi ottaa mukaan yhteiskehittämiseen eli käyttää resurssina, eikä syyllistyä vastakkainasetteluun..
Korkeakoulujen IT-Päivät 6.11-7.11.2018 Oulu, Finland.
Miten opettajien uusi sukupolvi mullistaa opetuksen? Vai mullistaako sittenkään?Jari Laru
Puheenvuoro SETT2018 tapahtumassa 13.9.2018, Messukeskus, Helsinki.
Tarkastelen puheenvuorossa virassa olevien opettajien ja opettajaksi opiskelevien välisiä eroja ja yhtäläisyyksiä.
Puheenvuoro RAKLI:n vierailulla: Teknologiatuettu oppiminen ja oppimisen uude...Jari Laru
RAKLIn vierailu Oulun yliopistolle 11.6.2018. Puheenvuoro.
Jari Laru, KT, yliopistonlehtori, teknologiatuettu oppiminen ja opetus
Oulun yliopisto/KTK/Oppimisen ja koulutusteknologian tutkimusyksikkö
Mulla olis ny yksi hopea ja kuusi pronssia! osaamismerkit opetuksessa Jari Laru
ESITYS esitetty Interaktiivinen Tekniikka Koulutuksessa 2017 -tapahtumassa.
Tässä foorumissa kerrotaan kokemuksia tieto- ja viestintätekniikan orientoivien opintojen (3+2 op) muuttamisesta osaamismerkkeihin perustuvaksi, opiskelijalähtöiseksi, pelillistetyksi ja ongelmalähtöiseksi kokonaisuudeksi. Nämä väline- ja sovellusopinnot ovat tiedekuntamme opiskelijoille usein ainoa katsaus teknologiatuetun oppimisen ja opettamisen maailmaan, joten niiden kehittämiseen on panostettu vuosien aikana paljon. Aiemmin on kokeiltu mm. pisteisiin perustuvaa pelillistämistä ja opetuksen tarinallistamista. Mielestäni perinteiset välineharjoitukset eivät ole enää paras tapa opiskella tieto- ja viestintätekniikan hyödyntämistä 2010-luvulla, vaan yhä enemmän on tarvetta opetella tutkia uusia tapoja toteuttaa välineisiin ja sovelluksiin tutustuminen.
Kurssiuudistuksen suunnittelun pohjaksi valittiin kolmeportainen vaikeustason nousu ja siihen liittyvä ongelmalähtöisyys, kontekstualisuus ja pelillistäminen. Pelillistämistä lukuun ottamatta ongelmalähtöisyys ja kontekstualisuus lisääntyvät korkeammalle tasolle pyrittäessä. Kurssien rakenne suunniteltiin sellaiseksi että opiskelijat saivat itse päättää kuinka he opintonsa toteuttavat kunhan he saavat tietyn määrän osaamismerkkejä tositteena osaamisestansa. Jokainen osaamismerkki toimi itsenäisenä oppimateriaalina jonka lisäksi opettaja tarjosi opiskelijoille räätälöityä työskentelyapua.
Osaamismerkkien matalin taso koostui lähinnä sovellusharjoitteista ja tutustumisesta erilaisiin verkostopalveluihin. Toisella tasolla osaamismerkin sai oman opiskelunsa suunnittelemisesta, sovellusharjoituksen suunnittelusta tai vaikkapa käytännön opetuskokeilusta. Korkein taso tarkoitti kurssin välitöntä läpäisyä - erityisen etevä opiskelija pystyi osoittamaan oman osaamisensa hakemalla välittömästi kultaista merkkiä jonka tositteena tarvittiin toteutuksen suunnitelma ja raportti sovellusesimerkkeineen.
Osaamismerkit toteutettiin Discendumin Badgefactory -palvelun avulla ja ne integroitiin osaksi Eliademy-ympäristössä toteutettua kurssia. Matalimman tason osaamismerkit myönnettiin automaattisesti siten, että opettaja teki niiden hakulomakkeisiin vain satunnaistarkastuksia kun taas kaksi korkeinta tasoa perustui opettajan tekemään tarkistukseen ja hyväksymiseen. Hyväksytyt merkit opiskelija tallensi omaan Openbadge Passport -lompakkoonsa ja julkiseen osaamisportfolioonsa.
Teknologiatuettu oppiminen ja opetus 4op - johdantoluento + digitalisaatioJari Laru
Oulun yliopiston Kasvatustieteiden tiedekunnan kurssin "teknologiatuettu oppiminen ja opetus" johdantoluento. Luennoitsija: Jari Laru, KT, yliopistonlehtori, teknologiatuettu oppiminen ja opetus
Alustuspuheenvuoro tapahtumassa: KAUPPATIETEELLISEN ALAN VALTAKUNNALLINEN TAPAAMINEN 17.-18.8.2015, OULU
Päivien ajankohtaisena teemana on digitaalisuus,
jota tarkastellaan tutkimuksen ja koulutuksen näkökulmasta.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Yhteisöllisen oppimisen tukeminen mobiililaitteiden avulla: Kolme tapaustutkimusta kolmessa eri kontekstissa
1. Yhteisöllisen oppimisen tukeminen mobiililaitteiden avulla:
ffgfg eri kontekstissa
Kolme tapaustutkimusta kolmessa
Mobiilin oppimisen ja ohjauksen mahdollisuudet ammatillisessa koulutuksessa,
mobiiliseminaari 7.12.2011. Helsingin yliopisto
Jari Laru, yliopisto-opettaja, Oulun yliopisto
Jari Laru, University teacher, University of Oulu
http://www.mendeley.com/profiles/jari-laru/
http://farm4.static.flickr.com/3175/2961226120_61c51497b4_z.jpg?zz=1
6. 2002
“His 2002 paper with Roy Pea,
"Walk on the Wild Side," has
been influential in
understanding the future
possibilities for wireless
handheld learning devices”
Roschelle, J., & Pea, R. (2002).
A walk on the WILD side: how
wireless handhelds may
change CSCL, 51-60.
Retrieved from
http://dl.acm.org/citation.cfm
?id=1658616.1658624
8. ONE-TO-ONE TECHNOLOGY
ENHANCED LEARNING
http://www.flickr.com/photos/olpc/303868
0654/
Chan, T.-W., Roschelle, J., Hsi, S., Kinshuk, K., BROWN, T., Brown, T.,
Patton, C., et al. (2006). One-to-one technology-enhanced learning: an
opportunity for global research collaboration. Research and Practice in
Technology Enhanced Learning, 1(1), 1-26. Retrieved from
http://www.worldscinet.com/abstract?id=pii:S1793206806000032
17. AIMS from past to today
This thesis work focuses on developing and analyzing
innovative ways of supporting applying the framework of
distributed scaffolding for learning activities in authentic
real world contexts.
In this study theoretical ideas of cognitive tools,
collaborative learning and scaffolding are applied for
designing light-weight mobile software and pedagogical
models for learning in authentic real world contexts.
This is done in order to generate new knowledge and
solutions that advance collaborative learning in mobile
computer supported collaborative learning
18. Introduction
Earli SIG
Mobile computers Everyday contexts
Scaffolding collaborative Master’s programme,
University, Professional
learning with cognitive
Community, K-12 students,
tools based on Higher Education students,
Nature school
mobile computers
Case I Case II Case III
workplace (n=10) Nature (N=22) University (N=22)
EMI ILE INTHIG
20. Social patterns in mobile technology mediated collaboration among members of the professional distance
education community
The aim of this study was to identify social patterns in mobile technology mediated collaboration among distributed members of the
professional distance education community. Ten participants worked for twelve weeks designing a master’s programme in Information
Sciences. The participants’ mobile technology usage activity and interview data were first analyzed to get an overview of the density
and distribution of collaboration at individual and community levels. Secondly, the results of the social network analyses were
interpreted to explore how different social network patterns of relationships affect online and offline interactions. Thirdly, qualitative
descriptions of participant teamwork were analysed to provide practical examples and explanations. Overall, the analyses revealed
nonparticipative behaviour within the online community. The social network analysis revealed structural holes and sparse collaboration
among participants in the offline community. It was found that due to their separated practices in the offline community, they didn’t
have a need for mobile collaboration tools in their practices.
Laru, J. & Järvelä, S. (2008). Social patterns in mobile technology mediated collaboration among members of the professional distance education
community. Educational Media International Journal, 45(1),17-3.
Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a
case study with K-12 learners
This study explores how collaborative inquiry learning can be supported with multiple scaffolding agents in a real-life field trip context. In
practice, a mobile peer-to-peer messaging tool provided meta-cognitive and procedural support, while tutors and a nature guide provided
more dynamic scaffolding in order to support argumentative discussions between groups of students during the cocreation
of knowledge claims. The aim of the analysis was to identify and compare top- and low-performing dyads/triads in order to reveal the
differences regarding their co-construction of arguments while creating knowledge claims. Although the results revealed several shortcomings
in the types of argumentation, it could be established that differences between the top performers and low performers were statistically
significant in terms of social modes of argumentation, the use of warrants in the mobile tool and in overall participation. In
general, the use of the mobile tool likely promoted important interaction during inquiry learning, but led to superficial epistemological quality
in the knowledge claim messages.
Laru, J., Järvelä, S. & Clariana, R. (2010). Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for
learning: a case study with K-12 learners. Interactive Learning Environments, Online first, 1-15. doi:10.1080/10494821003771350
Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context
In this single-case study, small groups of learners were supported by use of multiple social software tools and face-to-face activities in the context of
higher education. The aim of the study was to explore how designed learning activities contribute to students’ learning outcomes by studying
probabilistic dependencies between the variables. The participants (n=22) worked in groups of four to five students for 12 weeks. Groups were
required to complete a wiki project by the end of the semester. In order to complete the wiki project, students needed to participate in recurrent
solo and collective phases mediated by the use of social software tools and face-to-face meetings in their respective sessions. The data for
multivariate Bayesian analysis was composed of video recordings, social software usage activity and pre- and post-tests of students’ conceptual
understanding. In our case, we found that using social software tools together to perform multiple tasks likely increased individual knowledge
acquisition during the course. Bayesian classification analysis revealed that the best predictors of good learning outcomes were wiki-related
activities. In addition, according to the Bayesian dependency model, students who monitored their peers’ work via syndication services and who
were active by adding, modifying or deleting text in their group’s wiki obtained higher scores. The model also shows that many other learning
activities were indirectly related to learning outcome.
Laru, J., Näykki, P. & Järvelä, S. (2011). Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education
context. Special issue on Web 2.0 on Higher Education. Journal of Internet and Higher Education.
21. Social patterns in mobile technology mediated collaboration among members of the professional distance
education community
1. What is the density and the distribution of the collaboration at
individual and community levels in the online and offline communities?
Questions 2. How do different social network patterns of relationships affect online
and offline interactions?
3. How do participants describe teamwork and the technologies used to
support it?
Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a
case study with K-12 learners
1. What were the differences between top and low performers in regards
to collaborative inquiry learning during the field trip? groups?
2. What was the difference between top and low performers in regards to
the structural quality of knowledge claim messages?
3. How much did the top and low performers learn about biology during
the field trip?
Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context
1. How much did students learn during the course?
2. Which social software and face-to-face variables were the best predictors
for identifying differences between high- and low-performing groups of
students?
3. What was the impact of social software and face-to-face sessions on
individual students' learning gain?
22. Social patterns in mobile technology mediated collaboration among members of the professional distance
education community
• 1st generation: mobile
versions of desktop tools:
Tools FLE3mobile
• wlan
Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a
case study with K-12 learners
• 2nd generation: context-
aware peer-to-peer mobile
tools: flyers
• mobile encounter network
(bluetooth)
Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context
• 3nd generation: mobile social
media: mobile clients + flickr
+ wordpress + wikispaces +
google reader
• 3G connectivity
23. Social patterns in mobile technology mediated collaboration among members of the professional distance
education community
• No groups designed (participants worked in
three teams though)
Design ”Let’s try it” .. • No clear task, work related activities (no formal
learning)
• Knowledge building
• Metacognitive scaffolding
Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a
case study with K-12 learners
• Dyads/Triads
• Ill-structured task
• Argumentative collaboration
• Procedural scaffolding & metacognitive
scaffolding
Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context
• 4-5 students per group
• Ill-structured tasks
• Small groups of learners were supported by
multiple social software tools and face-to-face
activities
• Recurrent individual and collaborative phases
• Multiple scaffolds
24. Laru, J. & Järvelä, S. (2008). Social patterns in mobile
technology mediated collaboration among members of the
professional distance education community. Educational
Media International Journal, 45(1),17-3.
25. STUDY 2: FLYERS
Laru, J. & Järvelä, S. (2008). Social patterns in mobile
technology mediated collaboration among members of the
professional distance education community. Educational Media
International Journal, 45(1),17-3.
26. Course blog and wiki
Mobile applications
Course level tools
D. Reflect & E. Review &
B.Reflect F. Co-construct
Phase: A.Ground C.Conceptualize elaborate evaluate
knowledge Course feed
Group level tools
Software:
Collaborative Solo Collaborative
Activity:
Lecture Discussion Phototaking Blogging Discussion Wikiwork
Multiple feeds
Merged feeds
Monitoring tools
G.Monitor Tools used to merge multiple RSS feeds
Figure 4. Socio-technological design of the course. The idea of making use of each others’
knowledge was operationalized in socio-technical design. It consisted of recurrent individual and collective phases in which students
used multiple Web 2.0 tools and mobile phones in concert to perform designed tasks. Retrieved from: Jari Laru, Piia Näykki, Sanna
Järvelä, Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context, The Internet and
Higher Education, Available online 28 August 2011, ISSN 1096-7516, 10.1016/j.iheduc.2011.08.004.
27. Figure 5. Pedagogical design of the course. Groups were required to complete a wiki project
by the end of the semester. In order to complete the wiki project, students needed to
participate in recurrent solo and collective phases mediated by the use of social software
tools and face-to-face discussions in their respective phases. Jari Laru, Piia Näykki, Sanna
Järvelä, Supporting small-group learning using multiple Web 2.0 tools: A case study in the
higher education context, The Internet and Higher Education, Available online 28 August 2011,
ISSN 1096-7516, 10.1016/j.iheduc.2011.08.004.
28. Social patterns in mobile technology mediated collaboration among members of the professional distance
education community
• Quantitative analysis of FLE3mobile’s log-files
Methods SNA
Social network analysis
•
(log file analyzer)
Qualitative-Quantitative Interview analysis (SNA
analysis)
Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a
case study with K-12 learners
Mann-whitney • Quantititative Mindmap analysis (pre-post-test)
• Qualitative analysis of recorded argumentative
U-test •
discussions (Mann-whitney U-test)
Qualitative analysis of the flyers (Mann-whitney
U-test)
Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context
• Quantitative analysis of conceptual knowledge
Bayes
Classification analysis
•
test (normalized gain, t-test)
Qualitative+Quantitative analysis of social
software activities (Bayesian classification
Dependency modeling analysis + Bayesian dependency modeling)
29. Monimenetelmäinen (kokeileva) ote
Osatutkimus I Osatutkimus II Osatutkimus III
käsitetesti
Kyselyt Kyselyt
Haastattelut
Ryhmähaastattelu Haastattelut
Kyselyt
Lehtiset Videoidut ryhmätilanteet
Logidata (yksi sovellus)
Nauhoitetut ryhmätilanteet
Keskustelut logidata (useita sovelluksia)
käsitekartat
onlinedata (wikit, blogit etc)
Käsitekarttojen
Logidatan analyysi Bayes mallinnus, jonka
tilastollinen analyysi, jonka
avulla kyselydata, logidata
Kevyt keskusteluanalyysi avulla ryhmät jaettiin
ja käsitetesti kytkettiin
huonosti ja hyvin
Verkostoanalyysi (SNA) yhteen [kokeilu]
menestyneisiin
olemattoman
vuorovaikutuksen Verkkoon tuotetun
Ryhmätilanteiden ja materiaalin analysointi
syiden etsimisessä
lehtisten sisällönanalyysi (multilevel IA analysis)
Haastattelut tukimateriaalina Mann-Whitney U-test
haastatteluiden ja/tai
hyvien ja huonojen
ryhmätilanteiden
ryhmien suoritusten
analysointi
vertailemiseksi
LET - Oppimisen ja koulutusteknologian tutkimusyksikkö
Jari Laru, 22.4.2009
29
31. Overall, the analyses revealed nonparticipative behaviour within the online
community.
The social network analysis revealed structural holes and sparse collaboration
among participants in the offline community. It was found that due to their
separated practices in the offline community, they didn’t have a need for mobile
collaboration tools in their practices.
32. Although the results revealed several shortcomings in the types of
argumentation...
….In general, the use of the mobile tool likely promoted important
interaction during inquiry learning, but led to superficial
epistemological quality in the knowledge claim messages.
33. In our case, we found that using social software tools together to perform multiple
tasks likely increased individual knowledge acquisition during the course.
Bayesian classification analysis revealed that the best predictors of good learning
outcomes were wiki-related activities.
34. Social patterns in mobile technology mediated collaboration among members of the professional distance
education community
• Overall, the analyses revealed nonparticipative behaviour within the online
community. The social network analysis revealed structural holes and sparse
collaboration among participants in the offline community.
Results • It was found that due to their separated practices in the offline community, they
did not have a need for mobile collaboration tools in their practices.
Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a
case study with K-12 learners
• Although the results revealed several shortcomings in the types of argumentation, it
could be established that differences between the top performers and low
performers were statistically significant in terms of social modes of argumentation,
the use of warrants in the mobile tool and in overall participation.
• In general, the use of the mobile tool likely promoted important interaction during
inquiry learning, but led to superficial epistemological quality in the knowledge
claim messages.
Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context
• Explorative Bayesian classification analysis revealed that the best predictors of
good learning outcomes were wiki-related activities.
• In general, the results indicated that interaction between individual and collective
actions likely increased individual knowledge acquisition during the course.
35. Similar
• Cognitive tools; Generic cognitive tools
• Mobile computer supported collaborative learning
• Can be considered as example: development of ”mobile learning” (from
past to today)
• Design can be considered as example: learning from => learning with
Different
• Study 1 is socio-cultural (COP) while others are socio-cognitive
• Methodological designs are quite different
• No explicit design cycles from study 1 to study 3, instead studies are
independent cases. Development cycles are in design etc.