Experiencia docente con el bolígrafo digital en el aula

El uso del bolígrafo digital en el aula se ha presentado en diversas publicaciones como un avance TIC que simplificaba la tarea docente entre el profesor y el alumno. En este artículo presentamos la experiencia docente con el bolígrafo digital llevada a cabo dentro de la asignatura de Redes de Comunicaciones del Grado en Ingeniería Informática de la Universidad de Murcia. El artículo describir el método seguido, los procedimientos que se han utilizado para realizar la experiencia y los resultados obtenidos. El artículo discute la experiencia desde el punto de vista del alumno y del profesor para así facilitar suficiente información para que otro profesor pueda adaptar la experiencia expuesta a su asignatura si lo estima oportuno.SUMMARY -- Digital pen in the classroom has been presented in several articles as an advanced ICT solution that simplifies the teaching task between teacher and student. In this paper we present the teaching experience with the digital pen carried within the subject Communications Networks in University of Murcia. The article describes the method and the procedures have been used to make the experience, and finally the main results. The article discusses the experience from the standpoint of the student and the teacher in order to provide sufficient information so that another teacher can tailor the experience exposed to its subject.Peer Reviewe

Practical, appropriate, empirically-validated guidelines for designing educational games

There has recently been a great deal of interest in the potential of computer games to function as innovative educational tools. However, there is very little evidence of games fulfilling that potential. Indeed, the process of merging the disparate goals of education and games design appears problematic, and there are currently no practical guidelines for how to do so in a coherent manner. In this paper, we describe the successful, empirically validated teaching methods developed by behavioural psychologists and point out how they are uniquely suited to take advantage of the benefits that games offer to education. We conclude by proposing some practical steps for designing educational games, based on the techniques of Applied Behaviour Analysis. It is intended that this paper can both focus educational games designers on the features of games that are genuinely useful for education, and also introduce a successful form of teaching that this audience may not yet be familiar with

The Smartpen as a Mediational Tool for Learning Language and Content Areas: The Case of English Learners in Mainstream Classrooms

The use of mobile devices for supporting the instruction of second language (L2) learners is an emerging and rapidly growing area of inquiry. Previous research on mobile assisted language learning (MALL) has concentrated on the development of isolated linguistic skills through a common set of mobile technologies, such as PDAs and iPods, with limited attention given to alternative mobile devices or situations of L2 learning that require the simultaneous learning of language and academic content (Wu, Jim Wu, Chen, Kao, Lin, & Huang, 2012; Viberg & Grönlund, 2012; 2013). In particular, little is understood about how English Learners (ELs) educated within mainstream classrooms choose to appropriate mobile technologies to meet their learning needs, with respect to both their development linguistically and across academic course disciplines. To inform this gap in research, this study used a quasi-ethnographic, instrumental case study design to explore how a group of middle school ELs used an understudied mobile device, the Echo Smartpen, to mediate their learning of language skills (e.g., speaking, reading, writing, listening, vocabulary) and of academic content areas (e.g., math, science, social studies). It also sought to examine how the Smartpen could assist ELs\u27 learning processes with respect to individual learner characteristics (e.g., affective, cognitive, metacognitive). To accomplish this purpose, multiple sources of data were collected from seven student participants, their English as a Second Language (ESL) specialist, and primary mainstream teacher. These sources consisted of technologically-mediated digital data, such as the students\u27 digitized notebooks, as well as traditional methods qualitative data collection, including individual and focus group interviews, and learning artifacts. The overall theoretical framework guiding the data analysis was Vygotskian sociocultural theory (SCT), complemented by grounded theory and the constant comparison coding method (Strauss & Corbin, 1990; 1998). Key principles for the analysis were the Vygotskian notions of mediated learning through physical and psychological tool use (Lantolf, 2000). Findings from this study provide insights about the process of mediated language and content learning with the Smartpen for ELs clustered around three major themes: 1) extended opportunities for language learning through self-constructed artifacts; (2) extended opportunities for content learning through co-constructed artifacts; and (3) extended learning self with the Smartpen. In addition to the main emergent themes, research findings incorporate the participant-based metaphorical concept of time travel as an important sub-thematic element in tracing ELs\u27 use of the Smartpen across temporal and educational contexts (e.g., school and home). Finally, this study concludes with a discussion of theoretical and pedagogical implications for the integration of mobile devices for ELs in mainstream settings, as well as with recommendations for future research deriving from this research

2011 Research Day Abstract Listing

Highlighting and recognizing graduate and undergraduate student research throughout all disciplines at the University of Northern Colorado. Abstracts of oral and poster presentations from student researchers, presented at UNC\u27s Annual Research Conference during Academic Excellence Week

Expectations eclipsed in foreign language education: learners and educators on an ongoing journey / edited by Hülya Görür-Atabaş, Sharon Turner.

Between June 2-4, 2011 Sabancı University School of Languages welcomed colleagues from 21 different countries to a collaborative exploration of the challenging and inspiring journey of learners and educators in the field of language education.\ud \ud The conference provided an opportunity for all stakeholders to share their views on language education. Colleagues met with world-renowned experts and authors in the fields of education and psychology, faculty and administrators from various universities and institutions, teachers from secondary educational backgrounds and higher education, as well as learners whose voices are often not directly shared but usually reported.\ud \ud The conference name, Eclipsing Expectations, was inspired by two natural phenomena, a solar eclipse directly before the conference, and a lunar eclipse, immediately after. Learners and educators were hereby invited to join a journey to observe, learn and exchange ideas in orde

Exploring Critical Thinking and Negotiation of Meaning Through \u3cem\u3eMinecraftEDU\u3c/em\u3e: A Case Study of Elementary Language Learners

Critical thinking and problem solving are identified as 21st century skills crucial to the process of foreign language acquisition, and include negotiating and co-constructing meaning in order to effectively communicate with others (Committee for Economic Development, 2006). The purpose of this study was to replicate earlier research in which university-aged French language learners participated in task-based activities within the social game environment of SecondLife to produce discourse representing critical thinking and negotiation of meaning. Through purposeful modifications, this replication study investigated the collective discourse produced by a group of elementary-aged English Language Learners (ELLs) engaged in task-based activities within the social gaming environment of MinecraftEDU in order to determine if patterns of critical thinking, problem solving, and negotiation and co-construction of meaning were present. This qualitative study employed a case study methodology, utilizing Hull and Saxon’s (2009) Coding Table for Social Constructivist Interactions to determine levels and occurrences of critical thinking, problem solving, and negotiation and co-construction of meaning. Through the course of the nine-day intervention, patterns of negotiation and con-construction of meaning were not identified. Students overwhelmingly engaged in conversations containing simple observations and opinions, as well as clarifying questions that reflected lower-order thinking skills. Additionally, the researcher used qualitative content analysis to identify emergent themes indicating the ways in which the students communicated with one another in the target language. From this analysis, three themes emerged that are classified as Independent Game Play, Importance of Objectives, and Deviant Behavior. Implications from this study include social game design and use within foreign language instruction, identity exploration within an online environment, and reduced fear of failure when participating in a social game. Recommendations for future research are suggested

InSEA European Regional Congress: Tales of art and curiosity

Proceedings volume from the International Society for Education through Art (InSEA) European Regional Congress

Experiencia docente con el Bolígrafo Digital en el aula

El uso del bolígrafo digital en el aula se ha presentado en diversas publicaciones como un avance TIC que simplificaba la tarea docente entre el profesor y el alumno. En este artículo presentamos la experiencia docente con el bolígrafo digital llevada a cabo dentro de la asignatura de Redes de Comunicaciones del Grado en Ingeniería Informática de la Universidad de Murcia. El artículo describir el método seguido, los procedimientos que se han utilizado para realizar la experiencia y los resultados obtenidos. El artículo discute la experiencia desde el punto de vista del alumno y del profesor para así facilitar suficiente información para que otro profesor pueda adaptar la experiencia expuesta a su asignatura si lo estima oportuno.Digital pen in the classroom has been presented in several articles as an advanced ICT solution that simplifies the teaching task between teacher and student. In this paper we present the teaching experience with the digital pen carried within the subject Communications Networks in University of Murcia. The article describes the method and the procedures have been used to make the experience, and finally the main results. The article discusses the experience from the standpoint of the student and the teacher in order to provide sufficient information so that another teacher can tailor the experience exposed to its subject

Design and semantics of form and movement (DeSForM 2006)

Design and Semantics of Form and Movement (DeSForM) grew from applied research exploring emerging design methods and practices to support new generation product and interface design. The products and interfaces are concerned with: the context of ubiquitous computing and ambient technologies and the need for greater empathy in the pre-programmed behaviour of the ‘machines’ that populate our lives. Such explorative research in the CfDR has been led by Young, supported by Kyffin, Visiting Professor from Philips Design and sponsored by Philips Design over a period of four years (research funding £87k). DeSForM1 was the first of a series of three conferences that enable the presentation and debate of international work within this field: • 1st European conference on Design and Semantics of Form and Movement (DeSForM1), Baltic, Gateshead, 2005, Feijs L., Kyffin S. & Young R.A. eds. • 2nd European conference on Design and Semantics of Form and Movement (DeSForM2), Evoluon, Eindhoven, 2006, Feijs L., Kyffin S. & Young R.A. eds. • 3rd European conference on Design and Semantics of Form and Movement (DeSForM3), New Design School Building, Newcastle, 2007, Feijs L., Kyffin S. & Young R.A. eds. Philips sponsorship of practice-based enquiry led to research by three teams of research students over three years and on-going sponsorship of research through the Northumbria University Design and Innovation Laboratory (nuDIL). Young has been invited on the steering panel of the UK Thinking Digital Conference concerning the latest developments in digital and media technologies. Informed by this research is the work of PhD student Yukie Nakano who examines new technologies in relation to eco-design textiles