effective learning environments
VIII Conferência Internacional de TIC na educação – Challenges 2013
Aprender a qualquer hora e em qualquer lugar é um desiderato essencial de qualquer sociedade moderna e assume-se como tema integrador da VIII Conferência Internacional de TIC na educação – Challenges 2013, prosseguindo a linha de promoção, reflexão e divulgação das práticas de inovação e aprendizagem com as TIC que tem orientando as edições das “Challenges”.
Numa sociedade em que a aprendizagem e o conhecimento se configuram cada vez mais como realidades em permanente desenvolvimento e mutação Learning anytime, anywhere / Aprender a qualquer hora e em qualquer lugar configura-se como um novo paradigma educacional fortemente ancorado nas tecnologias digitais e em rede que progressivamente integram os ecossistemas de aprendizagem. É neste contexto que vos convidamos a estar connosco nesta oitava edição das conferências “Challenges” a ter lugar em 15 e 16 de julho de 2013 na Universidade do Minho, refletindo, partilhando e discutindo os resultados da investigação em TIC na educação, na procura de novas agendas de investigação, de intervenção e de consolidação do conhecimento.
Numa organização do Centro de Competência em TIC na Educação do Instituto de Educação da Universidade do Minho, a conferência desenvolver-se-á abarcando uma pluralidade de temáticas, organizadas em torno de três eixos principais:
- Ambientes emergentes
- O digital e o currículo
- Avaliação digital
No eixo “Ambientes emergentes” incluem-se os contributos que visam discutir as mais recentes inovações tecnológicas procurando linhas de desenvolvimento futuro nas suas dimensões relacionadas com a educação e a formação.
Com o eixo “O digital e o currículo” pretende-se articular os contributos em torno da problemática da inovação curricular e pedagógica com as TIC, considerando não apenas os contextos curriculares formais, escolares e académicos, mas também os contextos não formais e informais de aprendizagem.
O eixo “Avaliação digital” reporta-se a diferentes dimensões de avaliação no âmbito das TIC na educação sendo aqui consideradas as problemáticas, práticas e modelos de avaliação de software, serviços, interfaces, dispositivos e cursos em ambientes digitais e online.
Contamos com a participação de todos os interessados nas problemáticas educacionais para se juntarem a nós neste evento!
VirtualiTeach: la réalité virtuelle en pédagogie
Le projet VirtualiTeach conduit par CLARTE, propose aux lycées d’enseignement technique des méthodes et outils pédagogiques inédits basés sur la réalité virtuelle et la réalité augmentée. VirtualiTeach est un programme de recherche financé par les investissements d’avenir et soutenu par l’Etat.
La réalité virtuelle rentre dans les lycées techniques
Nos générations de lycéens sont nées avec le Web, et utilisent naturellement smartphones, jeux vidéos et 3D ; ils ne peuvent que ressentir le besoin d’environnement pédagogique et de processus d’apprentissage novateurs intégrant les TICE. Le salon Educatec vient encore de montrer il y a quelques semaines, l’incursion du numérique dans le secteur de l’éducation.
VirtualiTeach se concentre sur les lycées techniques, en introduisant dans les « Labos », ces classes de travaux pratiques où l’on travaille en petit groupes, des équipements de réalité virtuelle et réalité augmentée. Dans ce contexte, ces technologies permettent une immersion sensorielle et cognitive qui met l’élève en situation d’acteur et favorise l’appropriation des concepts et des connaissances.
Le Laboratoire du futur issu de VirtualiTeach devra permettre d’aborder sur une même plateforme matérielle tout un panel de domaines d’enseignement : architecture, mécanique, thermique, environnement … Il devra aussi permettre d’expérimenter des systèmes dangereux ou trop coûteux en grandeur réelle, comme par exemple le travail sur échafaudage ou encore l’utilisation de machines outils.
« Ces cursus sont au coeur d’un véritable enjeu de formation. Les métiers et les entreprises auxquels ces jeunes se destinent, embauchent. Les nouveaux équipements et l’ingénierie pédagogique que nous allons contribuer à mettre au point, vont rendre ces formations plus attractives. », explique Jean-Louis Dautin, directeur de CLARTE, chef de file de VirtualiTeach.
11 lycées associés dans 3 académies
Ce sont les nouveaux aspirants au baccalauréat STI2D (sciences et technologies de l'industrie et du développement durable), qui constitueront les élèves pilotes de ce projet. Intéressés par l'industrie, l’innovation technologique et la préservation de l’environnement, ils expérimenteront les propositions de VirtualiTeach dans 11 lycées en France.
Ce projet sélectionné par le Ministère de l'Education Nationale, réunit des représentants du monde de la recherche et de l’industrie - Cadware, le Centre de recherches en psychologie, cognition et communication (CRPCC) de l’Université Rennes 2, le CEA et CLARTE -, et des partenaires du monde de l’éducation, les Académies de Nantes, de Créteil et de Rennes.
D’un montant total de 3 M d’euros, mobilisant une vingtaine de personnes sur 3 ans dans les différentes équipes associées au projet, il est co-financé par les Régions de Bretagne et de Pays de la Loire et reçoit un soutien de 1,35 M d’euros de la part de la Caisse des Dépôts et Consignations.
Fort de son expérience, CLARTE prend en charge le pilotage de ce groupe de travail qui devra mettre au point les logiciels, les équipements et les méthodologies nécessaires à un fonctionnement opéré directement par les professeurs et les élèves dans chaque classe.
Les travaux débuteront en janvier 2013 à Laval par la tenue d’un kick off avec tous les partenaires.
A propos de clarté
CLARTE est un centre de recherche, d’étude et de transfert technologique spécialisé dans le domaine de la Réalité Virtuelle et de la Réalité Augmentée. Créé en 1996 avec pour objectif de participer au développement économique de Laval et de la Mayenne par l'innovation et la technologie.
Results from the VISCED webinar on outputs of the VISCED Project
On 10 December 2012 the VISCED Partnership organised a 60 minute webinar on the main outputs of the VISCED Project. This webinar was well attended with 44 participants from 17 different countries, including some representatives of the virtual schools that have been researched as case studies by the VISCED partners. Participants could interact with one another and ask questions to the speakers via the live chat.
The programme, as well as the webinar recording and speakers' presentations are available in the VISCED project site.
Programme for the webinar 'Virtual Schools and Colleges in Europe – outputs of the VISCED Project'
| 15.00 | Welcome and introduction to the agenda - Sally Reynolds, ATiT, Belgium (WP7) |
| 15.05 | Introduction to VISCED - project background, rational, partnerships and main activities - Prof. Paul Bacsich, Sero Consulting, UK and Project Coordinator (WP1) |
| 15.15 | Prevalence of Virtual Schools throughout the world and a summary of case examples from different parts of Europe - Giles Pepler, Sero Consulting, UK (WP2) |
| 15.25 | Critical success factors for the success of Virtual Schools - Anthony F. Camilleri, EFQUEL, Belgium (WP4) |
| 15.35 | Main recommendations for policy-makers - Prof. Paul Bacsich, Sero Consulting, UK and Project Coordinator (WP3/WP8) |
| 15.45 | Open discussion, question and answer opportunity - moderated by Sally Reynolds, ATiT, Belgium |
LanCook:The European Digital Kitchen
LanCook: The European Digital Kitchen involves constructing and trialling digitally enhanced portable kitchens that communicate with learners in 7 languages and instruct them in how to cook a typical dish of that country or language.
We’ve named our project, LanCook, which is short for ‘Learning languages, cultures and cuisines in digital interactive kitchens’: This EU-funded project develops language learning materials for European languages and cuisines: English, German, Spanish, Catalan, Italian and Finnish.
The project involves partners throughout Europe: Newcastle University (UK), Università degli Studi di Modena e Reggio Emilia (Italy), Helsingin yliopisto (Finland), Universität Paderborn (Germany) and Universitat Autònoma de Barcelona (Spain).
Our project will demonstrate both the utility and potential of the materials to promote genuinely situated language learning. We will also develop the first truly embedded sensing environment that can be used for complex real world tasks that comprise meaningful activities that people are highly motivated to engage in, such as cooking.
The materials are represented in terms of a ‘portable digital kitchen’, made up of tablet PC with touch screen and a set of utensils with embedded sensors and additional sensors for other kitchen equipment. This portable digital kitchen can function in any existing kitchen setup, ideally where there is access to kitchen equipment such as a counter, sink and an oven etc.
The pedagogical materials are stored as a software programme in the unit and comprise of an integrated suite of materials for pre-task, during cooking task and post-task use. Each set of pedagogic materials will be produced in 5 different EU languages. Take a look in our gallery where you can see samples of the portable digital kitchen set-up.
Edmodo
Edmodo helps connect all learners with the people and resources needed to reach their full potential
2nd International Workshop on Interaction Design in Educational Environments - IDEE 2013
During the last few years, new devices have been invading the pacific waters of educational environments. Different kind of tablets, laptops, whiteboards, mobile devices and other exciting computer systems have been introduced in classrooms together with the recurrent claim for which they help to improve the learning process in.
Oblikovanje in razvoj mobilnih učnih aplikacij v študentskih ekipah iz raznih držav
Članek poroča o mednarodni kooperaciji študentov z različnih univerz pri oblikovanju in razvoju mobilnih učnih aplikacij. Sodelovali so v interdisciplinarnih ekipah in uporabljali družbene in mobilne medije. Avtorji opisujejo koncept, proces in rezultate tega sodelovanja vključno z izzivi, ki jih predstavljata oblikovanje in razvoj mobilnih učnih aplikacij v virtualnih ekipah.
The PLE Conference 2013 Personal Learning Environments: Learning and Diversity in the Cities of the Future
The 4th International PLE Conference 2013 will be held in Berlin, Germany together with a parallel event in Melbourne, Australia (#PLECONF) from the 10th to the 12th July 2013. The PLE Conference intends to create a space for researchers and practitioners to exchange ideas, experiences and research around the development and implementation of Personal Learning Environments (PLEs) – including the design of environments and the sociological and educational issues that they raise.
Personal Learning Environments (PLEs) are an approach to Technology- Enhanced Learning based on the principles of learner autonomy and empowerment. PLEs include methods, tools, communities, and services constituting individual learning infrastructures or ecosystems which learners use to direct their own learning and pursue their educational goals. This represents a shift away from the traditional model of learning based on knowledge transfer towards a model of learning based on knowledge construction where learners draw connections from a growing pool of online and offline resources to plan, organise, engage in, reflect on and evaluate their learning and development. By focusing on the enhancing learning of individual, yet interconnected learners, the PLE approach encompasses a diversity of learners, tools, perspectives and knowledge.
So far Personal Learning Environments have been designed and implemented in formal and informal learning contexts, such as school and higher education, work-based learning and in-company training, and in continuing education. The potential of Personal Learning Environments for crossing the boundaries of traditional learning contexts, connecting diverse communities and infrastructures has not been fully realised. Therefore, the 4th PLE Conference in 2013 aims at taking the discussion on Personal Learning Environments a step forward, providing a new impulse for PLE research and development.
The theme for the conference is learning and diversity in cities of the future. In view of the “Smart City” concept and the key priorities for research and innovation expressed in the EU Horizon 2020 framework, innovative, sustainable and inclusive solutions become crucial not only in terms of future and emerging technologies but first and foremost in terms of (i) human knowledge and skills, (ii) diverse and inclusive communities, as well as (iii) learning and knowledge networks. Hence, new forms of connected, interdisciplinary learning and cross-boundary cooperation are seen to play a critical role in the development of creative solutions and in the intelligent exploitation of networked urban infrastructures. In smart urban spaces, people, organisations and objects become interconnected by means of new technologies and media, forging new patterns of cooperation, production, research and innovation.
As smart cities we understand smart urban spaces sensu Michael de Certeau, i.e. “practiced places”, places which are transformed and constituted by dynamic and diverse elements (“a tour is different than a map”). From this perspective the following questions emerge:
What shapes can Personal Learning Environments take to support diversity, cross-boundary learning and interdisciplinary transformation of urban spaces? How can we design and implement Personal Learning Environments as part of highly interconnected social and technological infrastructures of smart cities? What technology-enhanced scenarios can be envisaged to enhance learning and diversity in cities of the future?
PLE Conference 2012- Papers
The Personal Learning Environment (PLE) Conference, which took place simultaneously in Aveiro (Portugal) and Melbourne (Australia) last September, was intended to produce a space for researchers and practitioners to exchange ideas, experiences and research around the development and implementation of PLEs – including the design of environments and the sociological and educational issues that they raise.
On this website, you can find all the papers that were produced for this occasion.