Freedom vs Control
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Transcript of Freedom vs Control
Freedom vs Control:Effective Learning in Exploratory Environments
Sergio Gutiérrez SantosBirkbeck College, Univ. of London
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Initial assumptions
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Focus is on discussion
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Focus is on discussionnot on lecture
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
I may pass over details quickly
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
I may pass over details quicklyI am happy to answer questions at the end
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
“Hello. Results are good.Results are on paper. Thanks.”
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
I did not come to talk about my book.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
I would like to share some ideas and hope that they are helpful.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Learning Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploration
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Wander about the environment
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Follow dead tracks
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Make mistakes
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Make mistakeslearn from mistakes
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Games have been doing this for years
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Adventure games encouraged different kinds of exploration: talking to different people, moving to different places...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
More modern games provide additional opportunities for exploration: different terrains, different avatars / abilities, different constraints...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Strategy games take exploration to a new level: what would you do if you had a blank slate on which to build the perfect city? Different types of buildings, of citizens, of enemies... what is your most pressing challenge at every moment?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Games like The Incredible Machine allowed players to play with the Laws of (Classical) Physics...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Why is exploration so important?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploration is personal
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploration is meaningful
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
When you explore a world...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
...it becomes your world.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
You develop a sense of ownership.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Is this relevant for learning?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
A lot.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning is the process of acquiring knowledge.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning is the process of acquiring knowledge.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning is the process of acquiring knowledge.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning is the process of acquiring knowledge.
ownership
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning is the process of acquiring knowledge.
ownership
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning is the process of acquiring knowledge.
ownershipexploration
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Since Piaget we know that we learn
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
by adapting what we perceive from the world
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
into our own mental structures.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
New knowledge becomes our knowledge
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
New knowledge becomes our knowledge
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
New knowledge becomes our knowledge
ownershipexploration
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
In the same way
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
that technology has allowed games to be more exploratory
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
so we must use technology to make learning more exploratory.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Why?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Education is not (should not be) about drilling,
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Education is not (should not be) about repetition,
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Education is (should be) about finding original solutionsto problems...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
...like sharing information with colleagues
WWW
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
...like finding the right stuff on the internet
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
...like finding new materials
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Learning Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
provide learning opportunities
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
and stimulate creativity.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploration is not necessarily positive for learning
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploration can be harmful
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning is more than just exploring
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
There are many potential pitfalls
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
in exploratory learning:
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Greater opportunities for distraction
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Lack of criteria to recognise good information
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Development of bad habits
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Lack or loss of goals
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Therefore, we need guidance and support
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
“Exploration is not learning without support”
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Guidance/support means many things
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means providing a goal
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means providing a goal(or goals)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means keeping focus on the goal(s)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
This is especially true with young children
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means providing help with difficulties
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means providing feedback on mistakes
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means providing hints for exploration
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means providing hints for exploratione.g. where others have gone
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means providing hints for exploratione.g. where you have not gone yet (but should)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means putting it all together
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means putting it all togetherConnecting to other learners
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means putting it all togetherConnecting to other learners
Connecting to the learner's past
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support means putting it all togetherConnecting to other learners
Connecting to the learner's pastConnecting to the learner's future
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
In the end, support/guidance is
what (good) teachers do
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
The art is in finding the right balance
Support
Exploration
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
<main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
with appropriate support and guidance
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
are extremely positive for learning.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Supportive Exploratory Learning Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for learners
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for teachers
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for collaboration.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
</main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
First
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Positive for learners
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
The problem of support
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Support is usually provided by a human
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But... what happens in the classroom?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But... what happens in the big classroom?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
We do not have enough teachers...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
...the only way forward is computer-based support
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But how?There are many problems
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Problem: too much data
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Problem: too unstructured data
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Problem: where is support needed?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Problem: when is support needed?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Problem: when is support needed?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Problem: how should support be provided?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Attacking all these problems at the same timeis extremely difficult
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
(and maybe pointless)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Solution: Divide and conquer!
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Layered design for Intelligent Support
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Three layers: analysis, reasoning, feedback
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Purpose: analyse the traces from ELE
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Layer contains many specialised modules
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
One module, one purpose(unix-style)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Different computational techniques for each case
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Each module focuses on one aspect(easier to design and program)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Learning Environment
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Learning Environment
Problem1
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Learning Environment
Problem1 Problem2
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory Learning Environment
Problem1 Problem2 Problem3
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Exploratory Learning Environment
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But analysis alone is not enough toproduce feedback:
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But analysis alone is not enough toproduce feedback:
- Who sets priorities between different results?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But analysis alone is not enough toproduce feedback:
- Who sets priorities between different results?- Not all modules can produce feedback on their own
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But analysis alone is not enough toproduce feedback:
- Who sets priorities between different results?- Not all modules can produce feedback on their own
Another layer is necessary
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Reasoning layer
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
The reasoning layer combines informationfrom different analysis modules
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
The reasoning layer decideswhat feedback to show
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
and when
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Different reasoning techniques can be applied
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Microworld (e.g. eXpresser)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Microworld (e.g. eXpresser)
Aggregation / Reasoning
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But still there is something missing...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But still there is something missing...
The analysis layer finds evidence in the flow of unstructured data...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But still there is something missing...
The analysis layer finds evidence in the flow of unstructured data...
The reasoning layer decides what feedback to provide and when to provide it...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But still there is something missing...
The analysis layer finds evidence in the flow of unstructured data...
The reasoning layer decides what feedback to provide and when to provide it...
...but how to provide it?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
How to provide feedback involvesseveral important pegagogical questions:
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Level of interruption
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Level of interactivity
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Modality
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Point of view
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
A new layer that takes care of this issues
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
facilitates the design(separation of concerns)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
and allows collaboration withnon-technical partners
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Microworld (e.g. eXpresser)
Aggregation / Reasoning
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Microworld (e.g. eXpresser)
Aggregation / Reasoning
Feedback
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
This separation in layers has a double benefit:
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
first, it facilitates the design
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
second, it facilitates the evaluation
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Evaluation of a SELE is costly
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Evaluation of a SELE is costly- A fully assembled system takes a long time to build
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Evaluation of a SELE is costly- A fully assembled system takes a long time to build- When errors are detected, it can be difficult to identify the cause
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Evaluation of a SELE is costly- A fully assembled system takes a long time to build- When errors are detected, it can be difficult to identify the cause
Separation in layers reduces cost
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Evaluation of a SELE is costly- A fully assembled system takes a long time to build- When errors are detected, it can be difficult to identify the cause
Separation in layers reduces cost- More precise problem detection
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Evaluation of a SELE is costly- A fully assembled system takes a long time to build- When errors are detected, it can be difficult to identify the cause
Separation in layers reduces cost- More precise problem detection- Earlier problem detection
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Evaluation of a SELE is costly- A fully assembled system takes a long time to build- When errors are detected, it can be difficult to identify the cause
Separation in layers reduces cost- More precise problem detection- Earlier problem detection- Facilitates involvement of non-technical partners
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
How is this relevant for EEE?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory activities on digital whiteboards and multi-touch tabletops
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory activities in the (augmented) real world...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory activities in 3D worlds...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
<main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
with appropriate support and guidance
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
are extremely positive for learning.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Supportive Exploratory Learning Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for learners
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for teachers
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for collaboration.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
</main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Positive for teachers?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Teachers need support too!
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
In order to support their students
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
they need to understand their students' needs
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
They also need to keep control of the classroom
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
They also need to keep control of the classroom:“where am I needed the most?”
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Class Dynamics teacher tool
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
They need to know what students have done
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Goal Tracking teacher tool
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
They also want to know if students learn
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
They also want to know if students learn(we are working on this)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
How is this relevant for EEE?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Orquestration of activities
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Orquestration of activities
knowledge
requires
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Orquestration of activities
knowledge
students' achievements students' activity
requires
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
<main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
with appropriate support and guidance
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
are extremely positive for learning.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Supportive Exploratory Learning Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for learners
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for teachers
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for collaboration.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
</main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Collaboration in exploratory environments?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Collaborative learning, anyone?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Collaborative learning means discussion
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Collaborative learning means reflection
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Collaborative learning means deeper learning
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Collaborative learning means deeper learning(if done right)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
What is the key for productive discussion?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
A common goal (of course)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
and complementarity
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Using some intelligent analysis techniques
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
we can find complementary approachesto the same tasks
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
and make groups for collaborative activitiesbased on that information
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
<main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Exploratory environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
with appropriate support and guidance
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
are extremely positive for learning.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Supportive Exploratory Learning Environments
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for learners
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for teachers
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
can be positive for collaboration.
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
</main-idea>
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
And they are the future of (technology-enhanced) learning
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Thanks for listening!
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Learning rests on one basic assumption:
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Motivation
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
“You cannot teach anyone who does not want to learn”
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Motivation is usually negative...
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
...positive motivation works better, but isharder to achieve (ELE work well here)
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
“Exploration needs more time”
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Of course!
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
But learning needs time!
???
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Do we want students to learnor just to pass the exams?
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Microworld (e.g. eXpresser)
Aggregation / Reasoning
Feedback
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Microworld (e.g. eXpresser)
Aggregation / Reasoning
Feedback
Valladolid, 14-Nov-2011 Orchestrating Educational Reflected Spaces
Analysis
Microworld (e.g. eXpresser)
Aggregation / Reasoning
Feedback