LEARNING ACTIVITIES WITHLEARNING ACTIVITIES WITH … · 2014-10-21 · Online support...
Transcript of LEARNING ACTIVITIES WITHLEARNING ACTIVITIES WITH … · 2014-10-21 · Online support...
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Lisbon, October 15th, 2014
LEARNING ACTIVITIES WITH SEMANTICLEARNING ACTIVITIES WITH SEMANTIC HYPERMEDIA IN HIGHER EDUCATION António Maneira
Ad i P f C l C i (FCSH UNL)Advisor: Prof. Carlos Correia (FCSH‐UNL)Co‐Advisors: Prof. Joan Hughes (UTA) and Prof. João Correia de Freitas (FCT‐UNL)
Fellowship:
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PhD vivaPhD vivaPhD Presentation
The research problem An alternative approach An alternative approach The research methodology The study implementation Results and contributions Results and contributions
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There are still great traditional classes
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1 The research problem1. The research problem
Higher education is not fully adjusted to an increasingly digital worldincreasingly digital world
What the literature says: Teaching models and practices are not easy to change
Teaching practices are outdated Teaching practices are outdated
Students have low digital media literacy
l f l f h b l d No single formula for change can be applied
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2 An alternative approach2. An alternative approach
Improving the teaching and learning model Using new media formats Using new media formats Using the internet and social networks
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2 An alternative approach2. An alternative approach
Improving the teaching and learning model Project Based Learning Project Based Learning
Challenging the one‐to‐many standard Learning by Design Learning by DesignRequiring students to be active producers Di L i Discovery Learning Using online search engines and resources P f t t lt t Professor as tutor or consultantSupporting participation and discussion
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2 An alternative approach2. An alternative approach
The use of new media formatsVid (D i d I i ) Video (Dynamic and Immersive)
Databases or archives (Categories and tags)Di it l t t lli (S ti l lti li t k ) Digital storytelling (Sequential multi‐linear networks)
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2 An alternative approach2. An alternative approach
The use of the internet and social networksO d i l ( & ) Open educational resources (programs & content)
Remixing online materials Sharing media in online platforms Discussion and collaboration networks
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3 The research methodology3. The research methodology
A participatory approachTh h f d d The researcher engages professors and students in the processh f id d k The professors’ ideas and suggestions are taken
into account The model is adjustable to class subjects and objectives
The model is adaptable to real situations
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3 The research methodology3. The research methodologyDesigng
D l tDevelopmentAnalysis
Design‐Based Research
E l ti Implementation
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Evaluation Implementation
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4 The study implementation4. The study implementation
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4 The study implementation4. The study implementation
12The focus group session at Austin
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4 The study implementation4. The study implementation
13The class in Lisbon
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How Korsakow worksHow Korsakow works
Out Keywords“What next?” In KeywordsWhat next? In Keywords
**
14*Smal Narrative Unit
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How Korsakow worksHow Korsakow works
****
15*Smal Narrative Unit
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Student’s final hypervideoStudent s final hypervideoSNUs’ Previews
Main Media
Buttonswith fixed links
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5 Results and Contributions5. Results and ContributionsI enjoyed the overall learning activity where we d l d i t ti i
70%
80%developed interactive movies.
50%
60%
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30%
40%
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Austin
Lisbon 1
10%
20%
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Lisbon 2
0%Strongly Agree Neither
A Disagree Strongly
Di
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agree Agree nor Disagree
Disagree
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5 Results and Contributions5. Results and Contributions
Supported skills:S th i i Synthesizing
CategorizingRQ1
RQ2 Appropriation Conceptualizing
RQ1
Multi‐linear editing NetworkingRQ3 RQ2g Negotiation
RQ3
18RQ ‐ Research question
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5 Results and Contributions5. Results and Contributions
Supported attitudes:E l t t Exploratory engagement
Self managementRQ1
“Shoe‐shifting” Cooperation & collaboration
RQ3 Team work
RQ3
19RQ ‐ Research questions
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5 Results and Contributions5. Results and Contributions
Some resulting design principles :I t d ti f h t bl l i ti iti Introduction of short problem solving activities
Online support exemplificationRQ4 Visual map for the project structure development Early presentation of semantic structures
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Some Korsakow recommendations: Allowing project’s online developmentAllowing project s online development Allowing projects’ keyword cloud visualization
RQ5
20RQ ‐ Research question
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“How is education to fulfill its societal f f
role of clarifying confusion (...)
[in] the growing complexity and [ ] g g p y
confusion of information abundance?”f f f
Siemens & Tittenberger (2009 p 1)Siemens & Tittenberger (2009, p.1)
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Thank You.
Under financial support of Fundação para a Ciência e
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Under financial support of Fundação para a Ciência e Tecnologia (PhD fellowship SFRH / BD / 33917 / 2009)
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Lisbon, October 15th, 2014
LEARNING ACTIVITIES WITH SEMANTICLEARNING ACTIVITIES WITH SEMANTIC HYPERMEDIA IN HIGHER EDUCATION António Maneira
Ad i P f C l C i (FCSH UNL)Advisor: Prof. Carlos Correia (FCSH‐UNL)Co‐Advisors: Prof. Joan Hughes (UT‐A) and Prof. João Correia de Freitas (FCT‐UNL)
Fellowship:
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Reference:Reference:
How is education to fulfill its societal role of clarifying confusion when tools of
control over information creation and dissemination rest in the hands of learners, f f ,
contributing to the growing complexity and confusion of information abundance?
Siemens, G. & Tittenberger, P. (2009). Handbook of Siemens, G. & Tittenberger, P. (2009). Handbook of Emerging Technologies for Learning. University of Manitoba. Retrieved May 8, 2012 http://ltc.umanitoba.ca/wikis/etl/index.php/Handbook_of_Emerging_Technologies_for_Learning
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