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CSCL Lecture B: Examples from the laboratories and field experiments Jari Laru, University Teacher, Department of Educational Sciences, University of Oulu
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From PPT by Jermann, P. Scripting collaboration with ManyScripts http://manyscripts.epfl.ch/
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http://vodpod.com/watch/15508281-alan-kays-dynabook-rare-nhk- video-ipad-1960-1970-lukujen-taitteessa?u=larux&c=mobiililuento http://www.slideshare.net/larux/1-luento-tieto- ja-viestinttekniikan-perusteet-opintojaksolla-tvt- opetuskytn-historia
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1850 -> 1980 -2000 1990-2000 Virtual classroom Learning management systems Sosial media Short history of distance learning Kuvat Wikimedia Commons Anu Pruikkonen (2011) http://www.slideshare.net/apruikkonen/etopetuksen-mahdollisuudet- tunturilapissa
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Learning environments are rapidly changing 1/2 Future Learning Environment 3 - fle3.uiah.fi nstudy - http://learningkit.sfu.ca/lucb/celc-2009- nStudy.pdfhttp://learningkit.sfu.ca/lucb/celc-2009- nStudy.pdf Gstudy / Learning Kit - http://learningkit.sfu.ca/index.html http://learningkit.sfu.ca/index.html nstudy ohjeita (LET) - http://www.slideshare.net/LEToulu/ohjeet-nstudy http://www.slideshare.net/LEToulu/ohjeet-nstudy
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Learning environments are.. 2/2 Group awareness widget, Kreijns, kirchner & johchems (2002)
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Roomware & augmented reality 1/3 Tinkertable: http://www.youtube.com/watch?v=zSwuyM4WkN4 Tinkersheets: http://www.youtube.com/watch?v=Bms4_i9DI2g&feature=related “ Traditional learning technologies fit with students who sit on a chair in front of a table with a computer in a quiet environment. What is the potential of learning technologies for students who move all the time, carry objects, may have dirty hands and work in a noisy environment? Are learning technologies irrelevant for them or should we develop new ways to use technologies that are more appropriate to these contexts? ” Leading House - DUAL T project: Integrating technologies in heterogeneous contexts, CRAFT-EPFL Switzerland
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Roomware… 2/3 http://www.youtube.com/watch?v=cN3ltvIERD4 An Interactive Table for Supporting Participation Balance in Face-to-Face Collaborative LearningBachour, Khaled ; Kaplan, Frédéric ; Dillenbourg, Pierre Accepted in: IEEE Transactions on Learning Technologies, 2010 Institute of Electrical and Electronics Engineers, 2010. ISSN: 1939-1382Bachour, Khaledc ; Dillenbourg,: IEEE Transactions The table, Reflect, addresses the issue of unbalanced participation during group discussions. By displaying on its surface a shared visualization of member participation, Reflect is meant to encourage participants to avoid the extremes of over- and under-participation.
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“Outdoor ware” 3/3 http://www.youtube.com/watch?v=zxdoKsjQbyw
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http://www.slideshare.net/larux/3-luento-tieto-ja-viestinttekniikan- pedagogiset-perusteet-tietokoneavusteinen-yhteisllinen-oppiminen-cscl http://www.fkaplan.com/file/ca if-interpersonal.doc Kaplan, F., DoLenh, S., Bachour, K., Kao, G. Y.-ing, Gault, C., Dillenbourg, P., Huang, J., et al. (2009). Interactive Artifacts and Furniture Supporting Collaborative Work and Learning (Vol. 10, pp. 1-17). Boston, MA: Springer US. Retrieved from http://www.springerlink.com/content/uxr3q7t022751275/ 2008: (interpersonal computers)
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Roomware Tangibles http://www.youtube.com/watch?v=I5GWUx3ZSMw Tangibles Phidgets Wearables http://www.youtube.com/watch?v=4hXM6paYOME http://www.youtube.com/watch?v=5U PiFeJhwS4 http://www.youtube.com/watch?v=RmLU4GS7zAI
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What was emergent yesterday is contemporary technology today
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Roschelle, J., & Pea, R. (2002). A walk on the WILD side: how wireless handhelds may change CSCL, 51-60. Retrieved from http://dl.acm.org/citation.cfm ?id=1658616.1658624 2002 “His 2002 paper with Roy Pea, "Walk on the Wild Side," has been influential in understanding the future possibilities for wireless handheld learning devices”
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Fig. 2. Gartner's Hype Curve and development of ‘mobile learning’.
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Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a case study with K-12 learners Social patterns in mobile technology mediated collaboration among members of the professional distance education community 1st generation: mobile versions of desktop tools: FLE3mobile wlan 2nd generation: context- aware peer-to-peer mobile tools: flyers mobile encounter network (bluetooth) 3nd generation: mobile social media: mobile clients + flickr + wordpress + wikispaces + google reader 3G connectivity mLearning
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Reality in year 2011: Educational use of social media tools is approaching mainstream..
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From PPT by Jermann, P. Scripting collaboration with ManyScripts http://manyscripts.epfl.ch/
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