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Knowledge Media in a Digital World

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Knowledge Media in a Digital World

  1. 1. Knowledge Media in a Digital World *José Bidarra | Universidade Aberta | Portugal
  2. 2. 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.
  3. 3. • 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)
  4. 4. • 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)
  5. 5. 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
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  9. 9. *Time-Space Matrix (Bidarra & Rusman, 2015) (example based on Johansen, 1988)
  10. 10. 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)
  11. 11. 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.
  12. 12. *MOOCs
  13. 13. *MOOCs - Evolution
  14. 14. *MOOCs - Dropout rate
  15. 15. *Flipped class & SPOCs (Small Private Online Courses) (Brian White, edX)
  16. 16. *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.
  17. 17. * 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.
  18. 18. * *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.
  19. 19. * *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.
  20. 20. * *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.
  21. 21. * *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”…
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  23. 23. * 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.
  24. 24. * M D E MDE model Badges Avatars Votes Leaderboards Achievements Boss Fights Virtual GoodsGuilds Quests Rewards Progress Bars Skill Trees Experience Points Stat Points
  25. 25. * ICT
  26. 26. * ICT
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  28. 28. * Odisseia, 2006
  29. 29. * 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.
  30. 30. * 20 ARIS uses GPS to show you where to go http://arisgames.org
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  35. 35. *Mobile Learning Learning Anytime, Anywhere…
  36. 36. *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)
  37. 37. *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
  38. 38. *M-Learning Research (Aberdour, 2013)
  39. 39. *Moodle Mobile
  40. 40. *Apps or eBooks?
  41. 41. *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, …).
  42. 42. *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.
  43. 43. *Augmented Reality (AR)
  44. 44. *Surgery with AR MITK pille - German Cancer Research Center in Heidelberg.
  45. 45. *Batlló House AR (Barcelona)
  46. 46. *Music Teaching (AR) Aurasma application for music
  47. 47. *Microsoft Hololens
  48. 48. *Virtual Reality (VR)
  49. 49. *Virtual Reality (VR)
  50. 50. *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...)
  51. 51. *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.
  52. 52. *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.).
  53. 53. *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
  54. 54. JOSÉ BIDARRA JOSE.BIDARRA@UAB.PT CIAC – UALG – UAB 2018 *THANK YOU!

Notas do Editor

  • In order to progress in the game the players are encoraged to perform Gestures matching to certin words or frases.

    These gestures are recorded in real time using the Kinect and a pair of 5 DT Gloves.

    After being saved, the gesture is analysed, and the player performence is evaluated.
  • This chart shows the correlation between learner-control and levels of teaching (from information transfer to skills to knowledge creation to real work and learning).

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