pedagogy learning scenarios · 2013. 4. 11. · the learning models sould help designers to make...
TRANSCRIPT
Pedagogical Underpinnings of two European Projects
Prof. Mario Barajas, Universitat de Barcelona, DOE
The
Challenge
Technology
Pedagogy
Learning
Scenarios
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Overview of SCeTGo. Key aspects
Overview of PROACTIVE. Key aspects
The challenges of TEL and pedagogy
Conclusions
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SCeTGo
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SCeTGo = Science Center ToGo
Programme: Lifelong Learning, KA3 ICT
Official Start: 01/01/2010
Duration: 2 years
Consortium: 10 partners from 7 countries (Finland, Germany, Greece, Romania, Spain, Sweden, UK)
www.sctg.eu
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Science
Center
•Playful exhibit
•Motivate learning
Augmented
Reality
•Evince a phenomena
•Facilitate understanding
Real School
•Incorporated in the curricula
•Adapted to the pupils level
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a Science Museum
emphasize a Hands-on Approach
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Allows showing the invisible
Makes evident hidden phenomena
Provides additional information
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based on an inquiry-based and creative problem based approach
Integrates augmented reality (AR technology) applications on miniature exhibits
for improving science education, enhance scientific literacy and their critical thinking skills
recognises the diversity of personal learning styles and behaviours in different contexts and applications
promoting young people’s interest in science
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The miniatures support until now 5 experiments:
- The double cone paradox
- The double slits wave experiment
- Airfoil miniwing experiment
- The Doppler effect
- The Bolzman experiment
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PROACTIVE
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PROACTIVE
Programme: Lifelong Learning, KA3 ICT
Official Start: 01/01/2010
Duration: 2 years
Consortium: 6 partners from 4 countries (Italy, Romania, Spain, UK)
www.proactive-project.eu
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In natural situations learners combine simultaneously 5 metaphors for learning: Imitation, Participation, Acquisition, Exercising, and Discovery
Game-based learning (GBL) supports creativity and inquiry-based learning processes
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PROACTIVE GOAL is to Foster Teachers’
Creativity
Acquisition: transfer of knowledge, from teacher to learner
Imitation: modeling behaviours observing others
Exercising: repetition of action in order to learn
Participation: learning by participation with others
Discovery: by doing things by yourself, you discover… allows for incidental learning.
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Using video games in educational settings can enhance students’ motivation towards learning.
Video games can provide challenging experiences that promote the intrinsic satisfaction of the players and therefore keep them engaged and motivated
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Creative teachers encourage students to becreative
The educational systems encourages the no creativity paradigm (no errors, no try out, no different answers, etc.
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Two game editors: EUTOPIA - a free of charge 3D
virtual environment allowing collaborative interaction of the learners; University of Napoli
<e-Adventure> - an Open Source framework for implementing 2D user-centred adaptable scenarios; UCM
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• Is a socio-cultural approach to teachingwith games
•Allows teachers to use games in theirsituated contexts
•Uses the situated action as unity of analysisand takes in care the contexts, the subkects and the tools.
•Is the students favourite learning
•Is a self directed learning practice
•The sharing of the game allows students tonegotiate with teachers the whole learningprocess and to reshape the game itself
•Is a cultural artifact that can be shared withstudents and reshaped within their practices
•Is tailored on teachers’ needs, according toinstitutional constraints
•Lets PROACTIVE partners to fosteringteachers’ creativity
•Makes teachers becoming aware of differentlearning models
•Helps teachers acting as a mediator betweenstudents and institution expectations
•Will be delivered within a socio-cultural approach of teaching with games
The Game Design Process
The Game Created
The Game Based
TeachingProcess
The Game Based
LearningProcess
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• Open
• Varied
Pedagogy
• Game editors
• Flexible on
content
Technology• Real
• Curriculum
Scenarios
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PROACTIVE: Designing gamespromote creativity amongteachers…and as a consequence, among students
The metaphors would helpteachers to stimulate theirreflective processes on how theyteach.
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• IBL
• Well defined
aproach
Pedagogy
• AR – limited
miniatures
• Fixed technology
Technology• Real
• Contextual /
institutional
aspects
Scenarios
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The learning models sould help designers tomake explicit their technological decisions, and facilitate teachers to put TEL innovations intopractice.
A well defined pedagogical approach (IBL) embedded into rich (AR) experiments, couldimprove the educational outcomes (SCeTGo)
A creative teacher varies his/her teachingstrategies: by designing educational games, thiscould be possible (PROACTIVE)
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Contact:◦ Mario Barajas Frutos
http://www.futurelearning.org