Exploring Teachers Perceptions on Modeling Effort Demanded by CSCL Designs with Explicit Artifact Flow Support

Producción CientíficaArtifact flow represents an important aspect of teaching/learning processes, especially in CSCL situations in which complex relationships may be found. However, explicit modeling of CSCL processes with artifact flow may increase the cognitive load and associated effort of the teachers-designers and therefore decrease the efficiency of the design process. The empirical study, reported in this paper and grounded on mixed methods, provides evidence of the effort overload when teachers are involved in designing CSCL situations in a controlled environment. The results of the study illustrate the problem through the subjective perception of the participating teachers, complemented with objective parameters, such as time consumed, errors committed, uncertainty and objective complexity metrics.Ministerio de Economía, Industria y Competitividad (Project Project TIN2014-53199-C3- 2-R)Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14)Junta de Castilla y León (programa de apoyo a proyectos de investigación – Ref. VA082U16

Supporting orchestration of blended CSCL scenarios in distributed learning environments

El diseño y gestión en tiempo real de escenarios de aprendizaje colaborativo soportado por ordenador (en inglés, CSCL) es una tarea compleja y difícilmente realizable por profesores no expertos, que en los últimos años ha dado en denominarse "orquestación". La presente tesis doctoral profundiza en este concepto de orquestación, y de hecho la primera contribución de la tesis es un marco conceptual para caracterizar la orquestación, destinada a su uso por científicos en el campo del CSCL, validado mediante dos paneles de científicos del CSCL. La tesis también propone los "patrones atómicos" como herramientas conceptuales para que profesores no expertos realicen dicha orquestación, y que se han validado mediante cuatro talleres con profesores de educación primaria y superior. Finalmente, se propone GLUE!-PS, una infraestructura tecnológica para el despliegue y gestión en tiempo real de escenarios CSCL, validada a través de talleres y experiencias auténticas con profesorado universitario.Departamento de Teoría de la Señal y Comunicaciones e Ingeniería Telemática2012-11-2

The student-produced electronic portfolio in craft education

The authors studied primary school students’ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe

Promoting Andean children's learning of science through cultural and digital tools

Conference Theme: To see the world and a grain of sand: Learning across levels of space, time, and scaleIn Peru, there is a large achievement gap in rural schools. In order to overcome this problem, the study aims to design environments that enhance science learning through the integration of ICT with cultural artifacts, respecting the Andean culture and empower rural children to pursue lifelong learning. This investigation employs the Cultural-Historical Activity Theory (CHAT) framework, and the Design-Based Research (DBR) methodology using an iterative process of design, implementation and evaluation of the innovative practice.published_or_final_versio

Invention Pedagogy – The Finnish Approach to Maker Education

This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discusses what can be learnt and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly

Supporting teacher orchestration of across-spaces learning situations

La tesis doctoral trata sobre la orquestación de situaciones de aprendizaje “a través de espacios” (across-spaces, AS, en inglés): situaciones de aprendizaje que integran actividades que tienen lugar en múltiples espacios físicos y virtuales, y donde se da una transición suave, o continua, entre los distintos espacios. En particular, la tesis intenta proporcionar herramientas conceptuales y tecnológicas para apoyar a los docentes en la orquestación de este tipo de situaciones de aprendizaje, que puedan incluir espacios físicos, web y mundos virtuales 3D. Siguiendo la Metodología de Investigación de Desarrollo de Sistemas, y con un paradigma de investigación interpretativo subyacente, se proponen dos constructos (modelo de POI y noción de cubo de aprendizaje o learning bucket) y dos sistemas (GLUEPS-AR y Bucket-Server), para ayudar a los docentes en la orquestación de situaciones de aprendizaje AS. Para la evaluación de las propuestas, se realizaron múltiples análisis de características, estudios pilotos y estudios de evaluación, enmarcados en un modelo de evaluación “receptivo”Departamento de Teoría de la Señal y Comunicaciones e Ingeniería TelemáticaNota: In reference to IEEE copyrighted material which is used with permission in this thesis, the IEEE does not endorse any of Universidad de Valladolid's products or services. Internal or personal use of this material is permitted. If interested in reprinting/republishing IEEE copyrighted material for advertising or promotional purposes or for creating new collective works for resale or redistribution, please go to http://www.ieee.org/publications_standards/publications/rights/rights_link.html to learn how to obtain a License from RightsLink. If applicable, University Microfilms and/or ProQuest Library, or the Archives of Canada may supply single copies of the dissertation

Invention Pedagogy – The Finnish Approach to Maker Education

This collection, edited and written by the leading scholars and experts of innovation and maker education in Finland, introduces invention pedagogy, a research-based Finnish approach for teaching and learning through multidisciplinary, creative design and making processes in formal school settings. The book outlines the background of, and need for, invention pedagogy, providing various perspectives for designing and orchestrating the invention process while discusses what can be learnt and how learning happens through inventing. In addition, the book introduces the transformative, school-level innovator agency needed for developing whole schools as innovative communities. Featuring informative case study examples, the volume explores the theoretical, pedagogical, and methodological implications for the research and practice of invention pedagogy in order to further the field and bring new perspectives, providing a new vision for schools for decades to come. Intermixing the results of cutting-edge research and best practice within STEAM-education and invention pedagogy, this book will be essential reading for researchers, students, and scholars of design and technology education, STEM education, teacher education, and learning sciences more broadly

Eye on Collaborative Creativity : Insights From Multiple-Person Mobile Gaze Tracking in the Context of Collaborative Design

Early Career WorkshopNon peer reviewe