Spikol wmute v3


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  • The motivation behind the GeM project is to explore how learning geometry can take advantage of integrating traditional and digital teaching tools
  • reciprocal research and development
  • Shifting the mobile phones from content delivery to pervasive toolsIntegration of mobile data and 3D toolsAR Challenges in the classroom
  • Spikol wmute v3

    1. 1. Lessons from Designing Geometry Learning Activities that Combine Mobile and 3D Tools <ul><li>Daniel Spikol* & Johan Eliasson </li></ul>Linnæus UniversityCenter for Learning and Knowledge TechnologiesVäxjö SE-351 95, Sweden [email_address] *the presenter Stockholm UniversityDepartment of Computer and Systems Sciences,Stockholm SE-164 40, Sweden [email_address]
    2. 2. The Problem <ul><li>History of different types of teaching tools for learning mathematics </li></ul><ul><li>The need for real-world examples and experiences for math eduction </li></ul><ul><li>Benefits of concrete representations for understanding abstract concepts </li></ul>S. Donovan, J. D. Bransford, and National Research Council (U.S.), &quot;How students learn : mathematics in the classroom&quot;, Washington, D.C. Oxford: National Academies; Oxford Publicity Partnership, 2005. NCTM. &quot;Principles and Standards for School Mathematics&quot;, accessed on October 15, 2009;
    3. 3. Research Question What can we learn* from novel prototypes of learning activities that use mobile devices together with 3D modeling and visualization tools for geometry? *Specifically lessons from the design process
    4. 4. Design Cycles RR&D
    5. 5. Activity Description <ul><li>Mission Based (Epistemic Games) </li></ul><ul><li>Students explore the role of the Architect </li></ul><ul><li>Outdoor with Mobile </li></ul><ul><li>Indoor, 3D modeling and AR visualization tools </li></ul>
    6. 6. The Design Process <ul><li>Design-based Research </li></ul><ul><ul><ul><ul><li>The intentional design of interactive learning environments + empirical exploration of our understanding of these environments </li></ul></ul></ul></ul><ul><li>Co-Design </li></ul><ul><ul><ul><ul><li>Is the direct involvement of stakeholders helping to ensure that the concerns and values of the users are kept in focus, resulting in a more pragmatic approach </li></ul></ul></ul></ul>Design-Based Research Collective, “Design-based research: An emerging paradigm for educational inquiry,” Educational Researcher, vol. 32, no. 1, pp. 5-8, 2004 W. R. Penuel, J. Roschelle, and N. Shechtman, “Designing formative assessment software with teachers: An analysis of the co-design process,” Research and Practice in Technology Enhanced Learning, vol. 2, no. 2, pp. 51-74, 2007.
    7. 7. The Design Goals <ul><li>To explore what usability needs are required when combing different technologies to support interrelated activities. </li></ul><ul><li>To get students away from the desk and experience math in a new way providing collaboration and discussion opportunities. </li></ul><ul><li>To explore the co-design process. </li></ul>
    8. 8. Video
    9. 9. Methodological Approach <ul><li>Series of prototypes - Sketching the right idea </li></ul><ul><ul><ul><li>The aim for the methodological considerations for the GeM project was to keep the evaluation appropriate for these types of sophisticated sketches. The design process used for the project is similar to sketching, the aim has been to generate ideas, choose the right designs, and then work on the getting the design right </li></ul></ul></ul><ul><li>Observations & Worksheets </li></ul><ul><li>Interviews (through the co-design process with the team, and After-Action Reviews) </li></ul><ul><li>semi-Video interaction analysis (in scale) </li></ul>S. Greenberg, and B. Buxton, “Usability evaluation considered harmful (some of the time),” in Twenty-Sixth Annual SIGCHI Conference on Human Factors in Computing Systems Florence, Italy, 2008.
    10. 10. Findings <ul><li>Usability </li></ul><ul><ul><ul><li>Mobile as tools in relation to coping </li></ul></ul></ul><ul><ul><ul><li>Students willing to improvise and guess </li></ul></ul></ul><ul><li>Tangible math </li></ul><ul><ul><ul><li>Collaboration and discussion about math </li></ul></ul></ul><ul><ul><ul><li>Outside and connection to mathematical problems </li></ul></ul></ul><ul><li>Co-Design Lessons </li></ul><ul><ul><ul><li>Perceptions of the team </li></ul></ul></ul>
    11. 11. Discussion <ul><li>Building the right team for co-design? </li></ul><ul><ul><ul><li>creating common ground and expertise </li></ul></ul></ul><ul><ul><ul><li>how co-design can provide solutions to designing with novel digital materials (possibly in new settings). </li></ul></ul></ul><ul><ul><ul><li>What does co-design solve? Which new problems arise from using these design methods here? </li></ul></ul></ul><ul><li>How can these types of learning activities become integrated within comprehensive environments of everyday classrooms? </li></ul>
    12. 12. THANKS <ul><li>Daniel Spikol & Johan Eliasson </li></ul>www.celekt.info Workshop @ Exploring design practices and methods for novel learning technologies http://www.ectel2010.org / Fifth European Conference on Technology Enhanced Learning http://www.nordicleaf.in fo / LEAF – Learning Ecosys tems and Activities of the Future