Week 3

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Roxy Pilly

Tecnologia

Architecture Technology Education Architecture of Learning Environments E19.2017 (Image: Zarazoga Digital Mile, accessed from http://www.interactivearchitecture.org/zaragoza-digital-mile.html)

WEEK 3 Human Computer Interaction Components Design Principles for authoring dynamic, reusable learning objects* Software Design Principles What are learning objects and why are they important? Object-based programming languages? Smalltalk? Squeak, Scratch, etc

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],“ Fundamental” Human Computer Interaction issues

Squeak http://www.squeakland.org/ ,[object Object],[object Object],[object Object],[object Object],Think objects

Elements/Components/Modules ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Universal Design in Education requires: ,[object Object],[object Object],[object Object],[object Object],[object Object]

Principles…. What are they? Standards? Codes? Rules? Beliefs? Traditions? Guidelines? Opinions? Are There Fixed Rubrics? Bottom-line… .how do we PLAN for building effective technologies? And what does effective mean? For whom? For what purposes?

Universal Design in Education (??): Principles and Applications While the proposed notion of “Universal Design” includes a broad range of users with different characteristics—gender, race/ethnicity, age, stature, disability, learning styles, experience levels…one must ask…… is it possible to design educational technology and environments for the optimal access and use of all individuals and groups ? Source: http://www.cartoontraining.co.uk/cartoon-group.jpg

Week 4: Issues Folksonomies Authority Findability

Folksonomies: Tagging ,[object Object],[object Object],[object Object],[object Object],[object Object]

Tagging- Social Tagging ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

FINDABILITY ,[object Object],[object Object],[object Object],[object Object],[object Object]

Question: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Authority ,[object Object],[object Object],[object Object],[object Object]

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Week 3

1. Architecture Technology Education Architecture of Learning Environments E19.2017 (Image: Zarazoga Digital Mile, accessed from http://www.interactivearchitecture.org/zaragoza-digital-mile.html)

2. WEEK 3 Human Computer Interaction Components Design Principles for authoring dynamic, reusable learning objects* Software Design Principles What are learning objects and why are they important? Object-based programming languages? Smalltalk? Squeak, Scratch, etc

5. Logo programming for kids: “Scratch” Source: http://vistasmalltalk.wordpress.com/2007/05/16/mits-scratch-programming-language/ Components Loose Coupling History of ideas: Alan Kay, Seymour Papert, Mitchell Resnick

9. Principles…. What are they? Standards? Codes? Rules? Beliefs? Traditions? Guidelines? Opinions? Are There Fixed Rubrics? Bottom-line… .how do we PLAN for building effective technologies? And what does effective mean? For whom? For what purposes?

10. Universal Design in Education (??): Principles and Applications While the proposed notion of “Universal Design” includes a broad range of users with different characteristics—gender, race/ethnicity, age, stature, disability, learning styles, experience levels…one must ask…… is it possible to design educational technology and environments for the optimal access and use of all individuals and groups ? Source: http://www.cartoontraining.co.uk/cartoon-group.jpg

11. Week 4: Issues Folksonomies Authority Findability

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Week 3

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Week 3