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A presentation from Dr. Kevin Burden explaining how MESH seeks to make research evidence available to teachers and schools in a format which can be easily accessed and used in the classroom. This is referred to as Translation research in this presentation
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Dr. Kevin Burden presents findings from research projects across the UK showing how teachers are using iPods, iPads and other mobile devices. He argues that understanding what works well on mobile devices is not sufficient and that researchers need to work alongside teachers to construct meaningful mobile learning scenarios.
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A presentation from Dr. Kevin Burden explaining how MESH seeks to make research evidence available to teachers and schools in a format which can be easily accessed and used in the classroom. This is referred to as Translation research in this presentation
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Dr. Kevin Burden outlines how the use of mobile technologies (tablets and phones) can be enhanced by the use of carefully designed and researched mobile pedagogies
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Dr. Kevin Burden presents findings from research projects across the UK showing how teachers are using iPods, iPads and other mobile devices. He argues that understanding what works well on mobile devices is not sufficient and that researchers need to work alongside teachers to construct meaningful mobile learning scenarios.
D4DL Workshop presentation at Bristol: 9th October 2013
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Kevin Burden, from the University of Hull, presents the findings from two recent research projects in Scotland and North East Lincolnshire, along with a theoretical model for mobile learning with tablet devices
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Dr. Kevin Burden (The University of Hull) argues that like many educational technologies in the past, whilst we know fairly well WHAT works when students have access to a mobile device, we have virtually no idea WHY it works. Design Based Research (DBR) offers an opportunity to unlock this mystery and in so doing help to replicate and extend the use of mobile technologies in ways which have not even been imagined yet
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“Any Sufficiently advanced technology is indistinguishable from magic” Augmented Reality is set to revolutionize how we perceive reality be it the field of gaming or retail marketing, online retail stores or the adverts. And one of the interesting aspect about this is that everyone's going to totally love it!
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The presentation was given at the EGIN Conference 2019 in Copenhagen. The topic was twofold. Defining what I mean by Coded Design and a presentation of the design-didactic model I use at Interactive Design at the Danish School of Media and Journalism (DMJX) for the Everlearning designer.
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u to upload a document in exchange for another document on Scribd for free. Unless you have a document of value you’d like to contribute to the site, you can create any kind of document you want. If you have a word processor installed on your computer, like Word or Apple Pages, you can use that to create a short, meaningless document. Alternatively, you can use Google Docs to create a free document on your computer and download it to your device. u to upload a document in exchange for another document on Scribd for free. Unless you have a document of value you’d like to contribute to the site, you can create any kind of document you want. If you have a word processor installed on your computer, like Word or Apple Pages, you can use that to create a short, meaningless document. Alternatively, you can use Google Docs to create a free document on your computer and download it to your devic. u to upload a document in exchange for another document on Scribd for free. Unless you have a document of value you’d like to contribute to the site, you can create any kind of document you want. If you have a word processor installed on your computer, like Word or Apple Pages, you can use that to create a short, meaningless document. Alternatively, you can use Google Docs to create a free document on your computer and download it to your devic
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Emerging technologies like QR Codes and Augmented Reality can help libraries extend services, widen access to resources, and promote events to users in exciting and innovative ways. Using simple and free technologies, QR codes can be created easily and embedded almost anywhere. These oddly shaped barcode-like icons are processed by camera phones to direct the user to online websites, videos, or they can simply provide more information. Augmented reality takes existing visual or video information and adds additional layers of computer-generated graphics, pattern recognition, and other visual effects. This session will highlight how other libraries are using these technologies to promote, market, outreach, teach, and engage with users in new and exciting ways. There will also be time for participants to discuss present and future applications of these tools, and other possible uses for enhancing resources and services in their institutions.
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As mobile devices continue to shrink in size and cost their functionality and potential for learning is expanding, mediated through their various affordances which include more powerful multimedia, social networking, communication and geo-location capabilities. Hence educators and researchers are increasingly seeking ways to exploit the appeal and growing ubiquity of mobile devices and the learning which is associated with it (m-learning), although their use and appropriateness in formal contexts, such as schools is relatively unknown and under-theorised (Churchill, Fox & King, 2012; Johnson, Adams & Cummins, 2012). Research is therefore needed to design, develop and test effective mobile pedagogies based on evidence of how they contribute to quality learning across the curriculum, informing teacher practice, policy makers, curriculum developers and teacher education (Goodwin, 2012; Pegrum, Oakley & Faulkner, 2013). Mindful of these interests and challenges, this presentation explores how teachers are conceptualising and designing learning scenarios for students which exploit the pedagogical features of m-learning, and in particular the opportunity to design more authentic learning contexts which bridge the gap between formal and informal learning, in and beyond schools (Herrington, Mantei, Herrington, Olney & Ferry, 2008). It draws upon an initial analysis of data from a world-wide survey, which focused on the distinctive mobile pedagogies used by educators across different phases and sectors of education, and reports upon research in progress with teachers and trainee teachers to design and test more effective learning scenarios (Kearney, Schuck, Burden and Aubusson, 2012).
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Conventional accounts of authentic learning focus on contextual factors: tasks, processes, how situated the learning is and the extent to which learners engage in simulated or participative real-world activities. This paper theorises how ubiquitous mobile technologies are fracturing the boundaries that demarcate traditional accounts of authentic learning affording new opportunities to reconceptualise what authenticity means for learners when they use a boundary object such as a mobile device. Whilst some of this has been captured previously with terms like ‘seamless’, ‘contextualised’ and ‘agile’ learning this paper argues that the concept of authentic mobile learning is a highly fluid construct which will continue to change as the technologies develop and as the pedagogical affordances become better understood by educators and end-users. The paper offers a three-dimensional model of authentic mobile learning and argues that further empirical research is required to understand what is authentic mobile learning from the perception of learners.
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Dr. Kevin Burden fromt he University of Hull presents at the launch of the Digital and Mobile Learning Network, established to support lecturers and learners maximise the use of mobile technologies in learning
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Dr. Matthew Kearney and Dr. Kevin Burden present the initial findings from their research into how teachers are using mobile technologies to support learning and teaching
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Dr. Kevin Burden investigates how teachers and academics can build a pedagogic knowledge base around the use of iPads using the MESH project (www.meshguides.org). The emerging research evidence undertaken by Dr. Burden and his team indicates that Personalisation; Collaboration and Authenticity are powerful affordances for learning with mobiles devices like iPads
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Dr. Kevin Burden explores how the concept of Disruptive Innovations (Clayton Christensen) applies in the field of educational technology, and in particular the field of mobile learning (m-learning)
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Dr. Kevin Burden explores to what extent the use of iPads in schools constitute 'disruptive technologies' which challenge the underlying paradigms behind education
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Dr. Kevin Burden argues for the need to understand how and why technologies bring about learning rather than just what changes
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Current research into the use of mobile devices and tablet computers like the iPad indicate there are multiple opportunities to support and enhance learning and we already know a considerable amount about what works in classrooms when these devices are deployed. However it is still unclear why or how these technologies make a difference and this presentation argues that design based research (DBR) would help practitioners and researchers gain a better understanding about the design principles required to develop effective and meaningful learning sceanrios using mobile technologies
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Apidays Singapore 2024 - Building Digital Trust in a Digital Economy by Veron...
Apidays Singapore 2024 - Building Digital Trust in a Digital Economy by Veron...
apidays
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Axa Assurance Maroc - Insurer Innovation Award 2024
Axa Assurance Maroc - Insurer Innovation Award 2024
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Workshop - Best of Both Worlds_ Combine KG and Vector search for enhanced R...
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Bajaj Allianz Life Insurance Company - Insurer Innovation Award 2024
Bajaj Allianz Life Insurance Company - Insurer Innovation Award 2024
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AWS Community Day CPH - Three problems of Terraform
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Apidays Singapore 2024 - Building Digital Trust in a Digital Economy by Veron...
Apidays Singapore 2024 - Building Digital Trust in a Digital Economy by Veron...
Powerful Google developer tools for immediate impact! (2023-24 C)
Powerful Google developer tools for immediate impact! (2023-24 C)
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Axa Assurance Maroc - Insurer Innovation Award 2024
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Workshop - Best of Both Worlds_ Combine KG and Vector search for enhanced R...
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Bajaj Allianz Life Insurance Company - Insurer Innovation Award 2024
AWS Community Day CPH - Three problems of Terraform
AWS Community Day CPH - Three problems of Terraform
Augmneted reality
1.
Augmented Reality
2.
3.
Two forms of
trigger • Marker-based:
4.
AR Applications
5.
AR Basketball
6.
DanKam – Color
Blindness
7.
Wikitude
8.
Snapshop
9.
Augmented Reality via
markers • Fixed markers(e.g. QR codes) • Images (e.g. Google Googles) http://www.youtube.com/watch?feature=player _embedded&v=Hhgfz0zPmH4
10.
QR Codes HETA – Chemical
Industry
11.
Applications in education
12.
AR Codes used
in education Chemistry (beta) http://www.youtube.com/watch?v=IpNrWKQFq 6Q Chemistry – molecules http://www.youtube.com/watch?v=gZxK6j4JTH Q
13.
3D models –
marker based
14.
AR String
15.
16.
17.
18.
Uses in education http://www.youtube.com/watch?NR=1&feature=endscreen&v=UIij99gYQgM History
simulations
19.
20.
Augmented Interactive Digital Text
21.
22.
23.
24.
Hidden reality The printed
content shows a blank area, that can only be seen by scanning it with Layar
25.
Complement print content
26.
http://www.youtube.com/watch?v=frrZbq2LpwI
27.
28.
Two forms of
trigger • Global Positioning System (GPS)
29.
Spatial Apps Golfscape GPS
Rangefinder
30.
Theodolite
31.
New York Nearest
Places
Notas del editor
http://www.youtube.com/watch?v=gTU73_i8AOg
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