Seminar for Erasmus students in a Master's Programme at the University of Algarve.

1. Knowledge Media
in a Digital World
*José Bidarra | Universidade Aberta | Portugal

3. Knowledge Media
* According to the EU
Commission
initiative Opening
Up Education,
between 50% and
80% of students in
EU countries never
use digital
textbooks, exercise
software, podcasts,
simulations or
learning games.

4. • 8 AM
• 12 AM
• 2 PM
• 4 PM
• 7 PM
* “ICTs are not mere tools but rather environmental forces that are
increasingly affecting us. For instance blurring the distinction
between reality and virtuality, and blurring the distinction between
human, machine and nature” (L. Floridi)

5. • STUDENT SUCCESS
• PROGRAM QUALITY
• MANAGEMENT
• RESPONSIVENESS
• IMPROVEMENT
Today’s Agenda
* Creativity - the ability to develop from scratch
new solutions to emerging problems
(communication, digital literacy);
* Critical thinking - the capacity to read,
interpret, and evaluate new information
(citizenship, communication, digital literacy;
* Problem solving - the ability to make decisions
and implement the best solutions
(communication, collaboration, digital literacy);
* Productivity - the ability to be more productive
and apply higher-level skills (ICT competences
are important here).
21st Century Competences by Voogt & Pareja Roblin (2012)

6. Web Technology 3D, AR, VR TechnologyMobile Technology
Smartphones and
tablets use is
widespread. Many
educational apps,
ebooks, and videos are
available.
These more advanced
technologies are now
coming of age with
new hardware and
software.
Inexpensive and user
friendly. There are
many educational tools
available online and
offline.
*Trends Showcase

7. *

8. *

9. *

10. *Time-Space Matrix
(Bidarra & Rusman, 2015)
(example based on Johansen, 1988)

11. A Design Framework
* We propose an instructional design framework to support science education
through blended learning, based on a participatory and interactive approach
supported by ICT-based tools, called Science Learning Activities Model
(SLAM).
* This started as a response to complex changes in society and education
(e.g. high turnover rate of knowledge, changing labour market, fast pace of
technology renewal), which require a more creative response to the world
problems that surround us. Many of these challenges are related to science
and it would be expected that students are attracted to science, however the
contrary is the case.
Article in Open Learning: The Journal of Open, Distance and e-Learning (2017)

12. Context 1 Technology 2 Pedagogy 3
* Context usually refers
to broad concepts
such as society and
organizations,
knowledge domains,
experts and peers,
tools and techniques,
time and location,
among other aspects.
* Educational
technology is
concerned with
connectivity,
ubiquitous learning,
web interface
systems, and learning
platforms. Many of
these allow access to
remote labs and
equipment.
* New pedagogies
are emerging
every year with
emphasis on:
scale,
connectivity,
reflection,
extension,
embodiment and
personalisation.

16. *MOOCs

17. *MOOCs - Evolution

18. *MOOCs - Dropout rate

19. *Flipped class & SPOCs
(Small Private Online Courses)
(Brian White, edX)

20. *Digital Storytelling
*Storytelling is based on a set
of four elements that are
still valid in the digital age,
namely:
• A narrator
• A plot
• A setting
• Characters
*There is usually a conflict of
some kind. Some common
types of conflict may
include:
• Conflict between one
person and another or
between groups;
• Conflict between a person
and the natural
environment;
• Conflict between an
individual and the society.

21. * Digital Stories
*Digital artifacts that include a compelling
narration of a story;
*Elements that provide a meaningful context for
understanding the story being told;
*Titles, images and graphics that capture and/or
expand upon emotions found in the narrative;
*Voice, music and sound effects that reinforce
ideas;
*Action devices that invite thoughtful reflection
from the audience.

22. *
*You can decide to tell your story in chronological
order. Some people call this a “linear narrative”
because it seems to travel in a straight line.
*A story can also be told using a flashback
technique. In this type of structure, events are
interrupted by a memory of something that
happened in the past.
*A third way that a narrative can be constructed is
by learning about a series of events or a major
happening from the points of view of several
characters.

23. *
*First Person: The narrator says “I” when telling the story,
as in “I want you to know that everything I tell you is
true.”
*Third Person Omniscient: Omniscient means “all seeing”.
The narrator is not part of the story but describes the
events that happen to all the characters, as well as their
thoughts.
*Third Person Limited Omniscient: A Limited Omniscient
narrator can see all, but chooses to focus on a few things
or people. In this type of perspective, the narrator is also
not part of the story and can describe many events.

24. *
*Narratives are set in a specific time and place. These
setting details are usually identified at the beginning
of the story in the exposition.
*Sometimes the setting is kept vague or poorly defined
for a reason.
*Sometimes it is very specific with dates and real city
names. The setting, along with characters, are a
writer’s best opportunity to use rich descriptive
language in her/his writing.

25. *
*Characters are most interesting when they are “three
dimensional” and have many sides of their personalities
shown. These characters have strengths and weaknesses.
They seem alive and real. They are dullest when they are
one dimensional stereotypes like “the hero”, “the villain”,
“the best friend”, “the know-it-all” or “the nerd”. Movies
specialize in these types of characters.
*A story usually features a main character or protagonist
that the story follows. Sometimes there is a character that
goes against the protagonist. This character is called an
antagonist and often is the “bad guy”…

26. *

27. * Gamification
*"the use of game design elements in non-game contexts" (Deterding et
al., 2011, p.1)
• Points: points are fantastic motivators and can be used to reward
users/students across multiple levels or dimensions of a gamified activity. In
general people love to be rewarded and, when interacting with a point
system, they feel like they have gained something.
• Levels: these are often defined as point thresholds, so the students (or
users) can use them to indicate a higher status and have access to bonus
content.
• Challenges, badges, achievements, and trophies: the introduction of
goals in an activity makes students (users) feel like they are working toward
a goal. Normally, challenges should be configured based on specific actions
and should include user/student rewards when they accomplish certain
milestones with badges, achievements or trophies.
• Leader boards or “high-score tables”: in the context of gamification,
high-score tables are used to track and display desired actions, using
completion to drive valued behavior. In intrinsic motivation terms, they are
one of the most important features of a game, bringing the aspiration
factor to the process.

28. * M D
E MDE model
Badges Avatars
Votes
Leaderboards
Achievements
Boss Fights
Virtual GoodsGuilds Quests
Rewards
Progress Bars
Skill Trees
Experience Points
Stat Points

29. * ICT

30. * ICT

31. *

32. *
Odisseia, 2006

34. *
AR Game Mechanics
Play on locationPlay on location
Play on
handheld
Play on
handheld
collect clues and
objectives
collect clues and
objectives
Trigger game
objects
Trigger game
objects
For a $3.5M 2005-2008 STAR Schools
grant with Harvard and MIT, my doctoral
research group made location-based
games using MITʼs Outdoor Augmented
Reality platform. It was prety cool stuff.

35. *
20
ARIS uses GPS to
show you where to go
http://arisgames.org

36. *

37. *

38. *

39. *

40. *Mobile Learning
Learning Anytime, Anywhere…

41. *Mobile Learning
• Basic model: SMS, MMS, images & text
• Responsive Web: accessible via browser (online)
• Educational Apps: installed in the device (offline)
• Educational eBooks: installed in the device (offline)

42. *Anytime, Anywhere
Information
Transfer
DecentralizedCentralized
Skills Transfer
EmpoweredControlled
Knowledge
Creation
Exchange
Seamless Work
& Learning
Open up time and place for
learning
Data and analysis where
and when you need it

43. *M-Learning Research
(Aberdour, 2013)

44. *Moodle Mobile

45. *Apps or eBooks?

46. *Responsive Web vs. Native Apps
*One of the first decisions product designers have to
make is whether they are going to just make a web
product “friendly” for mobile screens or invest in
developing a mobile application.
*Responsive Web:
• Requires an Internet Connection;
• Poor Performance (Browser Limitations);
• Lack of Natural Navigation;
• Lack of Push Notifications;
• Lack of Other Functionality (QR codes, voice
recognition, AR, …).

47. *Responsive Web vs. Native Apps
*Native Apps:
• Internet Connection Not Always Necessary;
• Better Performance;
• Increased Functionality;
• Enhanced Security for Users;
• Brand Awareness and Accessibility;
• High investment in time and money.

48. *Augmented Reality (AR)

49. *Surgery with AR
MITK pille - German Cancer Research Center in Heidelberg.

50. *Batlló House AR (Barcelona)

51. *Music Teaching (AR)
Aurasma application for music

52. *Microsoft Hololens

53. *Virtual Reality (VR)

54. *Virtual Reality (VR)

55. *Exercise
*Change the course you are studying from "face-to-face"
to "blended learning”.
• What technologies and media? (video, audio, mobile,
social networks, serious games...)
• What issues and challenges? (instructional design,
teacher training, ICT infrastructure, ...)
• What end results to expect? (improved learning,
faster degree completion, improved access, cost
savings for students and institutions...)

56. *Discussion
*What is not appropriate:
• to move face-to-face lectures online without
changing the lecture format.
• keeping the synchronous online discussion means
severely limiting the flexibility of ‘any time, any
place’ for students.
• Examples: video recordings of lectures and
videoconferencing.

57. *Discussion
*What is appropriate:
• change the structure of lectures and bring an added
value by way of new technologies and digital media.
• a mix of different digital delivery models is necessary
for activities, interaction and assessment.
• examples: PBL activities, e-learning platform with
interaction and communication tools, digital media
resources (YouTube, Prezi, Facebook, Skype, etc.).

58. *References
• Bidarra, J. & Rusman, E. (2017). Towards a
pedagogical model for science education: Bridging
educational contexts through a blended learning
approach, Open Learning: The Journal of Open,
Distance and e-Learning, 32(1), 6-20, DOI:
https://doi.org/10.1080/02680513.2016.1265442
• Bailey, A., Vaduganathan, N., Henry, T., Laverdiere,
R., & Pugliese, L. (2018). Making Digital Learning
Work. The Boston Consulting Group, Inc. 2018.
URL: https://edplus.asu.edu/sites/default/files/BCG
-Making-Digital-Learning-Work-Apr-2018%20.pdf

59. JOSÉ BIDARRA
JOSE.BIDARRA@UAB.PT
CIAC – UALG – UAB
2018
*THANK YOU!