Beginning teacher's situated emotions : study about first classroom's experiences

International audienceThis paper both presents a framework for analyzing situated emotions and describes the evolution of two teachers' emotions during their first classroom experiences. Based on Peirce's three categories of experience (1931-1935), we categorized teachers' emotions into affective states, sentiments and emotions-types. The principal results show (a) the emotional flow during ordinary teaching situations, (b) the emergence of contradictory emotions related to phenomena of emotional hysteresis between the affective states and sentiments, (c) the typical character of their emotions related to dependence on the lesson plan and the need to maintain student activity, and (d) the importance of typicalization of emotions in learning to teach

Micro-augmentations: situated calibration of a novel non-tactile, peripheral museum technology

Micro-augmentations provide novel ways to interact directly with the past. This is a new concept that uses minimum stimulation to achieve maximum effects in spaces of cultural heritage. We experiment with new implicitly interactive and almost transparent museum technologies to create a holistic emotional visitor experience and solve a number of museum problems (i.e. misconceptions, intra-group communications, and visitor engagement). The paper presents the rationale for the design decisions, as well as the technical challenges faced during implementation. Audio micro-augmentations were firstly used at the UCL Grant Museum of Zoology. Initial user testing data from the system's calibration phase at that museum revealed the entertaining and learning potential of the application, together with issues for future development

A Study of Alabama Educators\u27 Perceptions of Electronically Delivered Professional Development Modules

The purpose of this study was to discover which technological delivery media (web-based, CD-ROM, PDF documents as downloadable files for print from the Internet) Alabama public school educators select most often for delivery of their own professional development, as learning modules, why they select them, and whether or not they prefer those modes of professional development to the more traditional modes previously experienced. There were 28 participants in this study. The questionnaire which attempted to assess the role of the media for delivery of professional development learning modules was specifically designed for this research. Demographic information collected from the 28 respondents included grade levels of school, highest degree held, and years of teaching experience. The questionnaire also requested preferences regarding delivery of professional development including: 1) online, 2) CD-ROM, 3) PDF documents downloaded from the Internet, 4) staff development workshops (meetings, conferences, 1-2 day sessions), and 5) college or other formal classes. Descriptive statistics were used to identify patterns in the educators’ preferences and perceptions. Major conclusions of the study were the following: 1) The medium selected most often was online (82% of respondents); 2) Reasons most often cited by respondents for selecting the medium: convenience and ease of access (64%), directed to use the that medium (73%), and control of time/schedule (50%); 3) Online delivery was the most preferred method of professional development, regardless of degree level; 4) For those with 5 years or fewer of classroom experience, online professional development and college coursework were equally as popular as formal college courses (40%); 5) For respondents with 6-10 years of experience, online delivery was the preferred mode (100% of respondents). A majority of respondents with 11 or more years of experience (57%) also selected online delivered as their preferred mode

A visual approach for exploring computational design

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Architecture, 2001.Includes bibliographical references (p. 137-139).This thesis concerns the use of computers for learning about computational design and shape grammars. It discusses how software can be developed to create "microworlds" for designing, and how to take into account the needs of designers whilst retaining a transparency of process in computational design. The broader context pertains to the learning and practice of design. Through analysis of computation in a workshop setting, consideration is given to the role of the computer as a facilitator for designing with shape grammars. Prototype software for facilitating the learning of shape grammars, called Shaper2D, was created as a focus for this study. It is written in the Java programming language for cross-platform compatibility, and is available both as an applet and stand-alone application.by Miranda Clare McGill.S.M

Interacção, emoção e aprendizagem

Mestrado em Multimédia em EducaçãoO presente trabalho propõe uma abordagem aos sistemas multimédia educativos baseada na relação entre a aprendizagem, a interacção no contexto das interfaces gráficas e as emoções. Os produtos multimédia com finalidades educativas para crianças nem sempre fornecem um suporte válido para o desenvolvimento da criatividade, das capacidades (cognitivas, perceptivo-motoras e emocionais) e para a aquisição de conhecimento. De modo a cumprirem estas funções é necessário que esses produtos sejam desenvolvidos com vista à integração das necessidades, interesses e capacidades das crianças. Partindo dos pressupostos que interfaces com diferentes paradigmas e estilos de interacção produzem diferentes reacções emocionais nos utilizadores, e que essas reacções emocionais interferem na aprendizagem, este projecto procurou evidências desses pressupostos através de um estudo de caso para o qual foi desenvolvido e testado um sistema multimédia vocacionado para o ensino da História da Arte.The present work proposes an approach to multimedia educational systems based on the relationship between learning, interaction in the context of graphical interfaces and emotions. Educational multimedia systems, addressed for children, don’t always provide a valid support for the development of creativity, skills or knowledge acquisition. In order to fulfil these functions multimedia systems need to be developed aiming for the integration of children’s capacities and needs, as perceptive motor skills, cognitive and emotional skills. Assuming that interfaces with different paradigms and styles of interaction produce different emotional reactions in the users, and that these emotional responses interfere/interplay with learning, this project looked for evidences of this assumptions through a case study for which was developed and tested a multimedia system with a theme from Art History

An exploration of multimedia programs in the teaching of photosynthesis

This thesis investigates the effectiveness of two multimedia programs in delivering an understanding of the light - dependent reaction of photosynthesis. One program, Cells and Energy, was adaptive, whilst the other, Photosynthesis Explorer, was interactive (a practical simulation). To inform the value of these different designs an empirical study was conducted. Ten pairs of participants were allocated to use one or other of the programs. During their use and with the researcher's support, members of each pair attempted to learn about the light-dependent reaction. Whilst doing so, audio and visual data were captured to provide information as to participants' and researcher's activities related to this learning process. Each participant's understanding was determined by matched pairs tests - as a pre-test and as immediate and delayed post-tests. The programs generated a highly significant difference (p Photosynthesis Explorer group took about three times as long to deliver this equivalent effect. By employing Laurillard's Discourse Model for evaluating events, which were recorded during the programs' use, this research provided evidence of the importance of feedback as scaffolding and support in delivering knowledge and understanding. The recorded, as well as test, data revealed misconceptions. Their effects on learning were complex as were cognitive conflict episodes arising from them, whose resolution was multifaceted