You can find the additional paper for the doctoral consortium of the PLE conference 2012, Aveiro here: http://revistas.ua.pt/index.php/ple/article/view/1463
Contemporary shifts in the landscape of learning and teaching in tertiary education pose a number of fundamental questions regarding the role of educators. As the educator becomes increasingly decentred and displaced as gatekeeper to the repository of knowledge, there is a need to reconsider the pedagogic principles underpinning learning and teaching practices and to align the educational opportunities provided by emergent electronic technologies with these principles. Reflecting on the experience of enabling and promoting student engagement with e-learning technologies, this presentation will question the potential of established pedagogic practices to underpin learning and teaching in a technologically-enhanced environment.
The document describes a research study that used design-based research (DBR) methods to develop a Mobile-Enabled Language Learning Eco-System (MELLES) to enhance English for Specific Purposes (ESP) listening skills for adult community college students. Over multiple iterative design cycles, the researcher developed a prototype learning platform and identified critical design elements and principles for effective mobile language learning. These included balancing individual and collaborative tasks, authentic real-world activities, and scaffolding from experts. The study contributed to theories of ecological constructivism and provided recommendations for future research using DBR to develop interconnected mobile learning contexts.
Judith Seipold: Mobile Learning – potential, controversies and implications f...Klaus Rummler
This document discusses mobile learning and collaborative learning. It provides examples of mobile learning projects where students used mobile devices to collect, store, and share data both individually and collaboratively. It analyzes the scientific discussion around mobile learning and identifies key concepts discussed, such as personalized, collaborative, and contextualized learning. It also analyzes how mobile learning practice has demonstrated different models of instruction, such as peer-to-peer, teacher-centered, and collaborative learning. The document concludes that mobile technologies can enable more open, democratic, and learner-centered education systems by allowing students to generate, distribute, and build knowledge through collaboration with other learners.
EPICS project: building cultural heritage stories by teachers for studentsKris Luyten
The document describes a project called Building Stories that aims to create interactive digital stories for educational use. It involves developing tools for teachers to author interactive stories using raw data and share them for classroom or mobile learning. A prototype was tested on students visiting historical sites with context-aware stories on mobile devices. The results showed students were engaged and preferred an active role over passive guidance. Overall, the project aims to better support learning "in context" through teachers creating and sharing interactive lessons.
Sabine Reisas from Kiel University discusses personal and sociomaterial learning entanglements (PSLE). She notes that context is important for understanding learning, as intentions and meanings are embedded in social interactions and negotiations. A sociomaterial view sees humans and artifacts as relationally constituting each other through practice, with learning occurring through participation in social and material relationships. Reisas questions how this sociomaterial perspective could inform research and pedagogical concepts related to personal learning environments.
Teaching & Learning In SL - Figuring Out Some VariablesMargaferrer
This document discusses research being conducted on teaching and learning in Second Life. The research has three main aims: 1) characterize social interactions between teachers and learners, 2) identify variables that can impact educational achievements, and 3) identify guidelines for an innovative teaching approach. The researcher is taking a qualitative, exploratory approach and studying social interactions from the perspective of a student, teacher in Second Life, and teacher discussing Second Life. Key variables identified so far include motivation, community sense, and relationships in real life. Emerging questions center around how these variables impact learning and the relationship between avatars and real people.
This document discusses transformative teaching methods and lesson plans. It begins by exploring different definitions of a "lesson" and describes components of transformative unit plans, which start by connecting to real-world issues, include skills and concepts lessons as well as two stages of community involvement. It also discusses developing hierarchies of essential questions at the unit, lesson, and supporting levels to drive instruction and lead students towards thick description and community action. Finally, it provides examples of learning objectives that mirror essential questions and have students describing, emoting, engaging, analyzing, relating and more.
Towards Hybrid Informal Learning Spaces: Designing for Digital Encounters in ...kavasmlikon
The document discusses the author's PhD research which aims to understand user motivations and barriers to social learning in libraries. It will inform the design of technologies to enhance social learning through methods like participatory action design research. The research includes a case study of an academic library and interviews with users of meetup groups, hackerspaces, and co-working spaces to understand facilitators of social learning.
Contemporary shifts in the landscape of learning and teaching in tertiary education pose a number of fundamental questions regarding the role of educators. As the educator becomes increasingly decentred and displaced as gatekeeper to the repository of knowledge, there is a need to reconsider the pedagogic principles underpinning learning and teaching practices and to align the educational opportunities provided by emergent electronic technologies with these principles. Reflecting on the experience of enabling and promoting student engagement with e-learning technologies, this presentation will question the potential of established pedagogic practices to underpin learning and teaching in a technologically-enhanced environment.
The document describes a research study that used design-based research (DBR) methods to develop a Mobile-Enabled Language Learning Eco-System (MELLES) to enhance English for Specific Purposes (ESP) listening skills for adult community college students. Over multiple iterative design cycles, the researcher developed a prototype learning platform and identified critical design elements and principles for effective mobile language learning. These included balancing individual and collaborative tasks, authentic real-world activities, and scaffolding from experts. The study contributed to theories of ecological constructivism and provided recommendations for future research using DBR to develop interconnected mobile learning contexts.
Judith Seipold: Mobile Learning – potential, controversies and implications f...Klaus Rummler
This document discusses mobile learning and collaborative learning. It provides examples of mobile learning projects where students used mobile devices to collect, store, and share data both individually and collaboratively. It analyzes the scientific discussion around mobile learning and identifies key concepts discussed, such as personalized, collaborative, and contextualized learning. It also analyzes how mobile learning practice has demonstrated different models of instruction, such as peer-to-peer, teacher-centered, and collaborative learning. The document concludes that mobile technologies can enable more open, democratic, and learner-centered education systems by allowing students to generate, distribute, and build knowledge through collaboration with other learners.
EPICS project: building cultural heritage stories by teachers for studentsKris Luyten
The document describes a project called Building Stories that aims to create interactive digital stories for educational use. It involves developing tools for teachers to author interactive stories using raw data and share them for classroom or mobile learning. A prototype was tested on students visiting historical sites with context-aware stories on mobile devices. The results showed students were engaged and preferred an active role over passive guidance. Overall, the project aims to better support learning "in context" through teachers creating and sharing interactive lessons.
Sabine Reisas from Kiel University discusses personal and sociomaterial learning entanglements (PSLE). She notes that context is important for understanding learning, as intentions and meanings are embedded in social interactions and negotiations. A sociomaterial view sees humans and artifacts as relationally constituting each other through practice, with learning occurring through participation in social and material relationships. Reisas questions how this sociomaterial perspective could inform research and pedagogical concepts related to personal learning environments.
Teaching & Learning In SL - Figuring Out Some VariablesMargaferrer
This document discusses research being conducted on teaching and learning in Second Life. The research has three main aims: 1) characterize social interactions between teachers and learners, 2) identify variables that can impact educational achievements, and 3) identify guidelines for an innovative teaching approach. The researcher is taking a qualitative, exploratory approach and studying social interactions from the perspective of a student, teacher in Second Life, and teacher discussing Second Life. Key variables identified so far include motivation, community sense, and relationships in real life. Emerging questions center around how these variables impact learning and the relationship between avatars and real people.
This document discusses transformative teaching methods and lesson plans. It begins by exploring different definitions of a "lesson" and describes components of transformative unit plans, which start by connecting to real-world issues, include skills and concepts lessons as well as two stages of community involvement. It also discusses developing hierarchies of essential questions at the unit, lesson, and supporting levels to drive instruction and lead students towards thick description and community action. Finally, it provides examples of learning objectives that mirror essential questions and have students describing, emoting, engaging, analyzing, relating and more.
Towards Hybrid Informal Learning Spaces: Designing for Digital Encounters in ...kavasmlikon
The document discusses the author's PhD research which aims to understand user motivations and barriers to social learning in libraries. It will inform the design of technologies to enhance social learning through methods like participatory action design research. The research includes a case study of an academic library and interviews with users of meetup groups, hackerspaces, and co-working spaces to understand facilitators of social learning.
Considering space in open online learning environments - CNIE 2017mharrsion_tru
This presentation provides a brief outline of a research project investigating the impacts of space on the design of open online learning environments.
2008 - University of Sheffield Learning & Teaching Conference - CILASS ILN Pr...cilass.slideshare
Presentation for a workshop given by the CILASS Information Literacy Network at the University of Sheffield Learning and Teaching Conference in Jan 2008.
The document discusses the changing nature of learning spaces in higher education. It argues that learning now occurs in distributed spaces beyond just physical classrooms, including blended and virtual spaces. It outlines several principles for designing learning spaces, including comfort, aesthetics, flow, equity, blending, affordances, and repurposing. Learning spaces can be physical, blended, virtual, formal or informal, including spaces like libraries, labs, outdoor areas, and personal learning environments. The concept of the university as a singular place is being replaced by a more distributed model of learning.
Enculturating Self-Directed Mobile Assisted Language Learning (MALL) and Seam...engedukamall
Looi, C., & Wong, L. (2014, September). Enculturating self-directed mobile assisted language learning (MALL) and seamless language learning (SLL). Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Recent characterization of mobile learning recognizes that it enables learning
environments that transcend physical settings, emphasizing the “mobility” of
learning in context. With mobile learning, the learning environment is no
longer fixed to one particular location (e.g., physical classroom) or digital
context (e.g., e-learning portal), but moves to wherever the learner is, hence
enabling the surroundings to transform into the learning environment. Indeed,
this perspective presents many opportunities for supporting the learning of
languages which is often contextual. This talk reviews the various research
efforts in the field mobile-assisted language learning. A productive framework
for informing the design of language learning is the notion of seamless
learning which refers to the synergistic integration of the learning experiences
across a range of dimensions, such as spanning formal and informal learning
contexts, individual and social learning, and across time, location and learning
media. The basic premise of seamless learning is that it is not feasible nor
productive to equip learners with all the knowledge and skills they need
based on specific snapshots of an episodic time frame, location, scenario or
setting, which is what happens in much of formal education or instruction.
Designing for seamless learning requires enabling and supporting learners to
be self-directed – to learn whenever they are curious and to seamlessly switch
between the different contexts. Learning can be facilitated or scaffolded by
teachers, peers or others in one context; yet at other times it could be
student-initiated, impromptu, and emergent. Thus, in the design of seamless
language learning, we tap on the enablement and the coherence of
continuous learning activities in different contexts. Such an advanced language
learning model is congruent with the sociocultural perspective and the
communicative approach of language learning, where learner autonomy,
contextualization, social interactions and learner reflection are foregrounded. We conclude the talk with posing some promising research directions in
Mobile- Assisted Seamless Language Learning.
Current trends in educational technology research∂σяσтнy נσнη
This document summarizes current research trends in educational technology. It reviews research on learning environments from the perspectives of instructional design, message design, simulation, and constructivism. Key areas of research include learning in technology-supported environments, virtual environments, social aspects of learning, and distributed cognition in learning communities. The document concludes that while educational technology research has provided insights, more work is still needed to translate findings into practical strategies and share information to support complex learning interactions.
Towards aligning pedagogy, space and technology inside a large-scale learning...Dr Wayne Barry
This is a presentation that was given at the Society for Research into Higher Education (SRHE) Newer Researchers’ Conference 2011: New communities, spaces and places: inspiring futures for higher education, 6-7 December 2011, Celtic Manor Resort, Newport, Wales.
The presentation outlines some of the findings from my year long master’s research project. The study revealed that both tutors and students experienced ‘troublesome space’, but in very different ways. For tutors, the learning spaces, if not fully understood or appropriately planned for, presented risks and challenges to their teaching practices. For students, it was not always clear what they could or could not do within a particular space.
Furthermore, evidence suggests that influencing students’ attitudes could engage them in using the learning environment more. However, students placed a high premium on ‘silent spaces’ (Beard, 2009) suggesting that policy makers and planners may need to consider the right balance between social and private spaces.
Finally, it proposes a conceptual model which illustrates the alignment of pedagogy, space and technology with the learner situated at its heart.
The document compares the principles of authentic e-learning and cultural-historical activity theory (CHAT). Authentic e-learning aims to design instruction that is engaging and allows students to solve problems like experts in real-world contexts. CHAT examines human activity and development through social and cultural interactions. Some principles of the two frameworks align around context, collaboration and mediation, but their characterizations differ. For example, authentic e-learning contexts are adaptive while CHAT views context as transformative. Empirical research is needed to further explore contradictions between the frameworks and correctly understand their intersection.
The document discusses computer-supported collaborative learning (CSCL) environments. It defines CSCL as involving interactions between peers that lead to shared understanding and knowledge construction. The document notes benefits of CSCL include improved academic achievement and skills. However, CSCL requires consideration of social and psychological factors to ensure productive interactions. Collaboration scripts can structure interactions by assigning roles. The document outlines the author's focus on environments that support effective interactions and how technologies can be adopted. It proposes studying a master's program and designing a new CSCL environment to understand these issues.
This document discusses different approaches to analyzing multimodal data, including sensory ethnography, ethnomethodology, and social semiotics. It provides examples of how each approach analyzes video data and environments. Sensory ethnography focuses on subjective experience and perceptions. Ethnomethodology examines social action and accomplishment. Social semiotics investigates meaning-making through diverse modes of communication. The document also gives an example analysis of child interaction in a science discovery center, finding they engage more in sensory pleasure and social play than learning science concepts.
1. The document discusses the need for a new interdisciplinary design science of learning to address challenges in transforming education through technology.
2. It proposes a socio-cognitive engineering approach using design-based research to iteratively develop and evaluate technology-enabled learning systems.
3. Two examples are described: Group Scribbles/SceDer, which supports 1:1 classroom learning; and Personal Inquiry/nQuire, which enables science inquiry learning within and beyond the classroom.
This document discusses contextualizing learning resources for community learning. It addresses topics like context modeling, metadata for community content, learner modeling, and community content design principles. It advocates that context is key and community content should be locally relevant and created using tools and skills training. Learning is interest-driven and animateurs help develop learners within a community development model by providing timely interventions and goal articulation.
The Role of Thinking, Experimenting and Communicating in the Science LabeLearning Papers
Authors: Victòria Carbó i Cortina, Teresa Pigrau i Solé, Rosa M. Tarín i Martínez.
In this article, we discuss early childhood and primary science education supported by ICT. We propose an approach that incorporates thinking, experimenting and communicating as a means to develop technical and scientific thought, in addition to encouraging pupils to control their learning outcomes and work together.
Panel discussion of a book at the HASTAC III conference on April 20, 2009. Editors Sharon Tettegah and Cynthia Calongne. Book contributors include Jase Teoh, Grant Kien, Al Weiss, Eun Won Whang, Rhonda Trueman, Arlene de Strulle, Lisa Perez, Kona Taylor and Danielle Holt.
This document discusses open educational practices (OEP) and resources (OER). It defines OEP as collaborative practices involving creation and sharing of OER and pedagogical practices using social networks. OEP can benefit education through increased access, decreased costs, and developing digital literacies, but also faces barriers like lack of skills, support and compatibility with institutional culture. The document also discusses the author's PhD research on academic staff adoption of OEP and how balancing privacy and openness is complex and personal. It concludes that open education can be a tool for social change.
Avatar-mediation and transformation of practice in a 3D virtual world - meani...Marianne Riis
This document summarizes Marianne Riis's PhD defense presentation on avatar-mediation and the transformation of practice in the 3D virtual world Second Life. The summary includes:
1) Riis's research questions focused on how students respond to avatar-mediation and transformation of practice in Second Life, and how design can facilitate meaningful participation and reification for students.
2) Her methodology involved research-led action research over four cycles from 2007-2011 using grounded theory-inspired coding of qualitative data from observations, interviews, and documents.
3) Key findings included that a respectful remediation strategy alone was not effective, and that alignment with curricular goals, supporting identities, and in-world
The document discusses learners' perceptions of learning in open and networked environments. It finds that such learning is connected, as learners are connected through various tools and networks to people, resources, and each other. It is also disruptive, as the unstructured nature of open learning can be challenging to manage. Learners must self-organize, determining how to learn, what tools to use, and how to develop connections. The learning is emergent and unpredictable as interactions and activities grow rhizomatically. Learners are expected to create, share, and expand their knowledge in this complex, distributed, and chaotic environment.
E. Kyza: Motivating teacher and student science learning Brussels, Belgium
The document summarizes lessons learned from two European Union-funded projects, CoReflect and PROFILES, about motivating teacher and student science learning. It discusses how participatory design of inquiry-based learning environments with customizable digital tools can engage students by situating concepts in authentic contexts. Studies found that such environments significantly increased student motivation to learn science and improved conceptual understanding compared to traditional methods. The projects also supported teacher professional development and continuous learning.
Considering space in open online learning environments - CNIE 2017mharrsion_tru
This presentation provides a brief outline of a research project investigating the impacts of space on the design of open online learning environments.
2008 - University of Sheffield Learning & Teaching Conference - CILASS ILN Pr...cilass.slideshare
Presentation for a workshop given by the CILASS Information Literacy Network at the University of Sheffield Learning and Teaching Conference in Jan 2008.
The document discusses the changing nature of learning spaces in higher education. It argues that learning now occurs in distributed spaces beyond just physical classrooms, including blended and virtual spaces. It outlines several principles for designing learning spaces, including comfort, aesthetics, flow, equity, blending, affordances, and repurposing. Learning spaces can be physical, blended, virtual, formal or informal, including spaces like libraries, labs, outdoor areas, and personal learning environments. The concept of the university as a singular place is being replaced by a more distributed model of learning.
Enculturating Self-Directed Mobile Assisted Language Learning (MALL) and Seam...engedukamall
Looi, C., & Wong, L. (2014, September). Enculturating self-directed mobile assisted language learning (MALL) and seamless language learning (SLL). Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Recent characterization of mobile learning recognizes that it enables learning
environments that transcend physical settings, emphasizing the “mobility” of
learning in context. With mobile learning, the learning environment is no
longer fixed to one particular location (e.g., physical classroom) or digital
context (e.g., e-learning portal), but moves to wherever the learner is, hence
enabling the surroundings to transform into the learning environment. Indeed,
this perspective presents many opportunities for supporting the learning of
languages which is often contextual. This talk reviews the various research
efforts in the field mobile-assisted language learning. A productive framework
for informing the design of language learning is the notion of seamless
learning which refers to the synergistic integration of the learning experiences
across a range of dimensions, such as spanning formal and informal learning
contexts, individual and social learning, and across time, location and learning
media. The basic premise of seamless learning is that it is not feasible nor
productive to equip learners with all the knowledge and skills they need
based on specific snapshots of an episodic time frame, location, scenario or
setting, which is what happens in much of formal education or instruction.
Designing for seamless learning requires enabling and supporting learners to
be self-directed – to learn whenever they are curious and to seamlessly switch
between the different contexts. Learning can be facilitated or scaffolded by
teachers, peers or others in one context; yet at other times it could be
student-initiated, impromptu, and emergent. Thus, in the design of seamless
language learning, we tap on the enablement and the coherence of
continuous learning activities in different contexts. Such an advanced language
learning model is congruent with the sociocultural perspective and the
communicative approach of language learning, where learner autonomy,
contextualization, social interactions and learner reflection are foregrounded. We conclude the talk with posing some promising research directions in
Mobile- Assisted Seamless Language Learning.
Current trends in educational technology research∂σяσтнy נσнη
This document summarizes current research trends in educational technology. It reviews research on learning environments from the perspectives of instructional design, message design, simulation, and constructivism. Key areas of research include learning in technology-supported environments, virtual environments, social aspects of learning, and distributed cognition in learning communities. The document concludes that while educational technology research has provided insights, more work is still needed to translate findings into practical strategies and share information to support complex learning interactions.
Towards aligning pedagogy, space and technology inside a large-scale learning...Dr Wayne Barry
This is a presentation that was given at the Society for Research into Higher Education (SRHE) Newer Researchers’ Conference 2011: New communities, spaces and places: inspiring futures for higher education, 6-7 December 2011, Celtic Manor Resort, Newport, Wales.
The presentation outlines some of the findings from my year long master’s research project. The study revealed that both tutors and students experienced ‘troublesome space’, but in very different ways. For tutors, the learning spaces, if not fully understood or appropriately planned for, presented risks and challenges to their teaching practices. For students, it was not always clear what they could or could not do within a particular space.
Furthermore, evidence suggests that influencing students’ attitudes could engage them in using the learning environment more. However, students placed a high premium on ‘silent spaces’ (Beard, 2009) suggesting that policy makers and planners may need to consider the right balance between social and private spaces.
Finally, it proposes a conceptual model which illustrates the alignment of pedagogy, space and technology with the learner situated at its heart.
The document compares the principles of authentic e-learning and cultural-historical activity theory (CHAT). Authentic e-learning aims to design instruction that is engaging and allows students to solve problems like experts in real-world contexts. CHAT examines human activity and development through social and cultural interactions. Some principles of the two frameworks align around context, collaboration and mediation, but their characterizations differ. For example, authentic e-learning contexts are adaptive while CHAT views context as transformative. Empirical research is needed to further explore contradictions between the frameworks and correctly understand their intersection.
The document discusses computer-supported collaborative learning (CSCL) environments. It defines CSCL as involving interactions between peers that lead to shared understanding and knowledge construction. The document notes benefits of CSCL include improved academic achievement and skills. However, CSCL requires consideration of social and psychological factors to ensure productive interactions. Collaboration scripts can structure interactions by assigning roles. The document outlines the author's focus on environments that support effective interactions and how technologies can be adopted. It proposes studying a master's program and designing a new CSCL environment to understand these issues.
This document discusses different approaches to analyzing multimodal data, including sensory ethnography, ethnomethodology, and social semiotics. It provides examples of how each approach analyzes video data and environments. Sensory ethnography focuses on subjective experience and perceptions. Ethnomethodology examines social action and accomplishment. Social semiotics investigates meaning-making through diverse modes of communication. The document also gives an example analysis of child interaction in a science discovery center, finding they engage more in sensory pleasure and social play than learning science concepts.
1. The document discusses the need for a new interdisciplinary design science of learning to address challenges in transforming education through technology.
2. It proposes a socio-cognitive engineering approach using design-based research to iteratively develop and evaluate technology-enabled learning systems.
3. Two examples are described: Group Scribbles/SceDer, which supports 1:1 classroom learning; and Personal Inquiry/nQuire, which enables science inquiry learning within and beyond the classroom.
This document discusses contextualizing learning resources for community learning. It addresses topics like context modeling, metadata for community content, learner modeling, and community content design principles. It advocates that context is key and community content should be locally relevant and created using tools and skills training. Learning is interest-driven and animateurs help develop learners within a community development model by providing timely interventions and goal articulation.
The Role of Thinking, Experimenting and Communicating in the Science LabeLearning Papers
Authors: Victòria Carbó i Cortina, Teresa Pigrau i Solé, Rosa M. Tarín i Martínez.
In this article, we discuss early childhood and primary science education supported by ICT. We propose an approach that incorporates thinking, experimenting and communicating as a means to develop technical and scientific thought, in addition to encouraging pupils to control their learning outcomes and work together.
Panel discussion of a book at the HASTAC III conference on April 20, 2009. Editors Sharon Tettegah and Cynthia Calongne. Book contributors include Jase Teoh, Grant Kien, Al Weiss, Eun Won Whang, Rhonda Trueman, Arlene de Strulle, Lisa Perez, Kona Taylor and Danielle Holt.
This document discusses open educational practices (OEP) and resources (OER). It defines OEP as collaborative practices involving creation and sharing of OER and pedagogical practices using social networks. OEP can benefit education through increased access, decreased costs, and developing digital literacies, but also faces barriers like lack of skills, support and compatibility with institutional culture. The document also discusses the author's PhD research on academic staff adoption of OEP and how balancing privacy and openness is complex and personal. It concludes that open education can be a tool for social change.
Avatar-mediation and transformation of practice in a 3D virtual world - meani...Marianne Riis
This document summarizes Marianne Riis's PhD defense presentation on avatar-mediation and the transformation of practice in the 3D virtual world Second Life. The summary includes:
1) Riis's research questions focused on how students respond to avatar-mediation and transformation of practice in Second Life, and how design can facilitate meaningful participation and reification for students.
2) Her methodology involved research-led action research over four cycles from 2007-2011 using grounded theory-inspired coding of qualitative data from observations, interviews, and documents.
3) Key findings included that a respectful remediation strategy alone was not effective, and that alignment with curricular goals, supporting identities, and in-world
The document discusses learners' perceptions of learning in open and networked environments. It finds that such learning is connected, as learners are connected through various tools and networks to people, resources, and each other. It is also disruptive, as the unstructured nature of open learning can be challenging to manage. Learners must self-organize, determining how to learn, what tools to use, and how to develop connections. The learning is emergent and unpredictable as interactions and activities grow rhizomatically. Learners are expected to create, share, and expand their knowledge in this complex, distributed, and chaotic environment.
E. Kyza: Motivating teacher and student science learning Brussels, Belgium
The document summarizes lessons learned from two European Union-funded projects, CoReflect and PROFILES, about motivating teacher and student science learning. It discusses how participatory design of inquiry-based learning environments with customizable digital tools can engage students by situating concepts in authentic contexts. Studies found that such environments significantly increased student motivation to learn science and improved conceptual understanding compared to traditional methods. The projects also supported teacher professional development and continuous learning.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Knowledge Practices through Personal Learning Environments (PLE)
1. Diverse Knowledge Practices through
Personal Learning Environments
(PLE)
Sabine Reisas, M.A.
Kiel University, Germany
2. Diverse Knowledge Practices through Personal Learning Environments (PLE)
Why do students need a diverse repertoir of
knowledge practices in higher education and
what does it have to do
with PLEs?
Image Reference: http://jaeselle.com/2012/04/planning-ness/
Kiel University, Faculty of Arts and Humanities,
Sabine Reisas, M.A. (@srmpbi)
Department of Media Pedagogy/Educational Computer Sciences
3. Diverse Knowledge Practices through Personal Learning Environments (PLE)
What course concepts should address
• Consider latent needs of students
• Explore context situations and the use of technology
• Initiate reflective processes
„Media are not only ‚new toys‘ but a possibility to gain
experiences with practices in contexts.“ (Fiedler &
Väljataga 2010)
Kiel University, Faculty of Arts and Humanities, Sabine Reisas (@srmpbi), Kiel
Department of Media Pedagogy/Educational Computer Sciences University
4. Diverse Knowledge Practices through Personal Learning Environments (PLE)
Underlying assumptions
• Actual teaching and learning situations (in higher
education) are affected significantly by personal
learning environments and incorporated
knowledge practices.
• Personal Learning Environments as activity
systems are helpful for students to articulate
knowledge practices.
Kiel University, Faculty of Arts and Humanities,
Sabine Reisas, M.A. (@srmpbi)
Department of Media Pedagogy/Educational Computer Sciences
5. Diverse Knowledge Practices through Personal Learning Environments (PLE)
Aim of this research
• to facilitate refining and co-production of diverse
knowlege practices
• to allow critical reviewing of negotiated practices
• to encourage students to take over responsibility
• to enable students to transform their own Personal
Learning Environment (PLE)
Kiel University, Faculty of Arts and Humanities,
Sabine Reisas, M.A. (@srmpbi)
Department of Media Pedagogy/Educational Computer Sciences
6. Diverse Knowledge Practices through Personal Learning Environments (PLE)
Research questions
• Is it possible to conceptualize a PLE as a sociocultural/ socio-
material practice?
• Is a PLE in terms of the activity system a vehicle to make
explicit practices observable for empirical research ?
• Which incorporated knowledge practices can become
explicit?
• Which interventions facilitate reflective processes?
• Which kind of intervention are able to induce dissonance in
specific situation to challenge practices and therefore the
transformative development of PLEs?
• How do students recognize discrepancies between the
systemic relations of an activity system and how do students
deal with them?
Kiel University, Faculty of Arts and Humanities,
Sabine Reisas, M.A. (@srmpbi)
Department of Media Pedagogy/Educational Computer Sciences
7. Diverse Knowledge Practices through Personal Learning Environments (PLE)
Personal Learning Environments
as Practices
technologically- pedagogigcally-
oriented view of PLEs oriented view of PLEs
(e.g. Jones, 2008) (e.g. Downes, 2007)
Co-evolutionary:
practice-oriented
view of PLEs
Kiel University, Faculty of Arts and Humanities,
Sabine Reisas, M.A. (@srmpbi)
Department of Media Pedagogy/Educational Computer Sciences
8. Diverse Knowledge Practices through Personal Learning Environments (PLE)
Key concepts for the research
Ethnography Activity Theory Legitimate peripheral Sociomateriality
(Garfinkel, 1967, (Engeström, 2007) participation in (Orlikowski, 2007)
2003) Communities of Practice
(Lave & Wenger, 1991)
• Frictions of • How and why • How students move • Material and
Intervention students from „peripheral social
are visible interact in participation to full practices are
in students` specific context membership in a constitutively
behavior sitations community“ entangled
• Observing • Role of • Learning as participation • Co-
disorganized epistemic evolutionary
interactions to artefacts perspective
understand
how activities
are produced
and maintained
Kiel University, Faculty of Arts and Humanities,
Sabine Reisas, M.A. (@srmpbi)
Department of Media Pedagogy/Educational Computer Sciences
9. Diverse Knowledge Practices through Personal Learning Environments (PLE)
Personal Learning Environments
as socio-material Practices
dynamic activity system
tool
Given task
Material
environment
Constitutive
entanglement
subject object (Orlikowski, 2007)
Social Cultural
environment environment
rules division
community
of labor
Kiel University, Faculty of Arts and Humanities,
Sabine Reisas, M.A. (@srmpbi)
Department of Media Pedagogy/Educational Computer Sciences
10. Diverse Knowledge Practices through Personal Learning Environments (PLE)
Exploring seminar settings
1) Seminar Setting 2) Seminar Setting
Development of Development of
ebook concepts collaborative scenarios
(task: Exploring the act (task: Exploring a
of reading) collaborativ process)
Kiel University, Faculty of Arts and Humanities,
Sabine Reisas, M.A. (@srmpbi)
Department of Media Pedagogy/Educational Computer Sciences
11. Diverse Knowledge Practices through Personal Learning Environments (PLE)
Mixed-method approach
• Artefact analysis (Students as co-researchers)
• Activity system analysis
• Conversation analysis
• Semi structured interviews
Kiel University, Faculty of Arts and Humanities,
Sabine Reisas, M.A. (@srmpbi)
Department of Media Pedagogy/Educational Computer Sciences
12. Diverse Knowledge Practices through Personal Learning Environments (PLE)
References
• Bryant, S. L., Forte, A., Bruckman, A. (2005). Becoming Wikipedian:
Transformation of Participation in a Collaborative Online Encyclopedia.
GROUP`05 (ACM), November 6-9, 2005, Sanibel Island, Florida, USA.
• Buchem, I., Attwell, G., & Torres, R. (2011). Understanding Personal Learning
Environments: Litera-ture review and synthesis through the Activity
Theory lens. In Proceedings of the The PLE Conference 2011 (pp. 1–33).
Retrieved from http://journal.webscience.org/658/1/
PLE_SOU_Paper_Buchem_Attwell_Torress.doc
• Fiedler, S. & Väljataga, T. (2010). Personal learning environments: concept or
technology?
• Engeström, Y. (2007). Activity theory and individual and social transformation.
In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on
activity theory (pp. 19–38). Cambridge: Cambridge University Press.
• Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate peripheral
participation. Cambridge.
• Orlikowski, W. J. (2007). Sociomaterial Practices: Exploring Technology at
Work. Organization Stu-dies, 28(9), 1435–1448.
Kiel University, Faculty of Arts and Humanities,
Sabine Reisas, M.A. (@srmpbi)
Department of Media Pedagogy/Educational Computer Sciences