1,298 research outputs found
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JuxtaLearn D3.2 Performance Framework
This deliverable, D3.2, for Work Package 3 incorporating the pedagogy from WP2 and orchestration factors mapped in D3.1 reviews aspects of performance in the context of participative video making. It reviews literature on curiosity and engagement characteristics of interaction mechanisms for public displays and anticipates requirements for social network analysis of relevant public videos from WP6 task 6.3. Thus, to support JuxtaLearn performance it proposes a reflective performance framework that encompasses the material environment and objects required, the participants, and the knowledge needed
Development of Interactive Augmented Reality Multimedia Based on Ethnomatematics
Matematika disajikan dalam konsep yang abstrak sehingga diperlukan adanya fasilitas yang dapat memberikan kemudahan dalam memahami konsep tersebut salah satunya dapat melalui penerapan multimedia interaktif. Tujuan penelitian ini adalah mengembangkan multimedia interaktif Augmented Reality berbasis etnomatematika yang dapat digunakan pada pembelajaran materi bangun ruang sisi datar. Metode yang digunakan pada penelitian yaitu Research and Development (R&D) model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Sampel penelitian yaitu kelas VIII F di salah satu SMP di Bandung sebagai kelas uji coba produk. Instrumen yang digunakan yaitu instrumen tes dan non tes. Hasil penelitian diperoleh: 1) Hasil uji validitas memiliki kriteria sangat valid dengan rata-rata persentase total sebesar 89,51%; 2) Hasil uji praktikalitas pada skala besar dengan total persentase 81,8% kriteria sangat Practical; 3) Hasil uji efektivitas pada skala besar dengan persentase 40% pada kriteria cukup efektif. Sehingga dapat disimpulkan multimedia interaktif Augmented Reality berbasis etnomatematika layak untuk digunakan dalam pembelajaran.  Mathematics is presented in an abstract concept, so it is necessary to have facilities that can provide convenience in understanding these concepts, one of which can be through the application of interactive multimedia. The purpose of this research is to develop an interactive Augmented Reality based on ethnomathematics that can be used in learning polyhedron. The method used in this research is Research and Development (R&D) with ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research sample was 8th grade calss of junior high school in Bandung city as a product trial class. The instruments used are test and non-test instruments. The research results obtained: 1) The results of the validity test shows that the developed multimedia have a very valid criteria with total average percentage of 89.51%; 2) The results of the practicality test on a large scale with total percentage of 81.8% with very practical criteria; 3) The results of the effectiveness test on a large scale with percentage of 40% on the criterion of being quite effective. So, it can be concluded that interactive augmented eeality multimedia based on ethnomathematics is feasible to use in learning
Through the Looking Glass: A Case Study of Photovoice and Digital Storytelling with Fourth Grade English Learners
The recent evolution of ICTs has sparked a catalyst of action that has led the way to the creation of innovative user experiences and created a climate for on demand learning anytime and anywhere. These experiences, at both the individual and collective level, have expanded student access and interaction to information in a way that would have been unconceivable years ago. Students who are learning English for the first time, better known as English learners (ELs), make up a greater proportion of the K-12 population than ever before. Georgia specifically has experienced a 291% growth of ELLs from 1995 to 2005. ELs, relative to their English-speaking peers, underperform on standardized tests, drop out of school at significantly higher rates, and decline to pursue postsecondary education. Technology can help these students make connections to relevant educational topics while working simultaneously to acquire a second language. This study analyzed whether participation in digital storytelling and photo voice, as a method of photo analysis, can enhance academic intrinsic motivation and perceived language acquisition in these English learners
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(In)visible Witnesses: Investigating gendered representations of scientists, technologists, engineers and mathematicians on UK children's television
How do the images that children see on TV influence their interest in science, technology, engineering or mathematics? This report provides details of the (In)visible Witnesses research project, led by members of the Open University's Centre for Research in Education and Educational Technology, that looked at how frequently images of scientists, technologists, engineers and mathematicians are are shown on children's television, how scientists, technologists, engineers and mathematicians are represented within these images and explored how children and young people interpret and contextualise such images
Ojos diferentes: una propuesta de proyecto de innovaciĂłn sobre la crisis de migraciĂłn global y el uso de textos multimodales en 4Âș curso de e.s.o
La propuesta de innovaciĂłn de este TFM surge a partir de algunas necesidades identificadas en la materia inglĂ©s en un grupo de 4Âș curso de ESO en un contexto escolar multicultural: insuficiente prĂĄctica oral o de tareas de aprendizaje cooperativo, asĂ como ausencia de textos de lectura autĂ©nticos. En consecuencia, la presente propuesta busca incorporar un tema actual que apele a la toma de conciencia, como lo es la crisis global de migraciĂłn y asilo polĂtico, como eje conductor de una unidad didĂĄctica como proyecto. La tarea final presupondrĂĄ que los alumnos elijan entre la realizaciĂłn de una novela grĂĄfica o un corto de animaciĂłn. Los principios teĂłricos y metodolĂłgicos que sustentan esta unidad son los actuales enfoques comunicativos, el aprendizaje por tareas en general, y el aprendizaje por proyectos en particular. La secuenciaciĂłn de actividades sigue el patrĂłn de diseño curricular inverso y el enfoque centrado en el lector es ampliamente aplicado en la interacciĂłn y negociaciĂłn de significados durante el proceso. Las prĂĄcticas de lectura y orales se apoyan en una dinĂĄmica de intertextualidad entre la âLa Metamorfosisâ de Kafka âadaptada como novela grĂĄficaâ, el cuento âMetamorfosis 2â de Amanda Craig y la serie de videos de animaciĂłn âBuscando Refugioâ producidos por la BBC. A su vez, las tareas finales conducen a la creaciĂłn de versiones narrativas alternativas que incorporan el uso de las TIC
Designs for Research, Teaching and Learning
This bookoffers a coherent theoretical and multimodal perspective on research, teaching and learning in different non-formal, semi-formal, and formal learning environments. Drawing on examples across a range of different settings, the book provides a conceptual framework for research on learning in different environments. It provides conceptual models around learning design which act as a framework for how to think about contemporary learning, a guideline for how to do research on learning in different sites, and a tool for innovative, collaborative design with other professionals. The book highlights concepts like multimodal knowledge representations; framing and setting; transformation, transduction, and re-design; signs of learning and cultures of recognition in different social contexts. The book supports innovative thinking on how we understand learning, and will appeal to academics, scholars and postgraduate students in the fields of education research and theory, learning sciences, and multimodal and social semiotics. It will also be of interest to school leaders, university provosts and professionals working in education
Latine family math engagement: a phenomenological study of co-design approaches
Mathematics achievement at school entry is the strongest predictor for eighth-grade performance, regardless of race, gender, or family socioeconomic status. Yet, California Latine children continue to lack in math proficiency, struggling with concepts such as knowledge of numbers, counting, and spatial and pattern skills development. Existing literature has demonstrated that Family Engagement support childrenâs development. However, Latine parents often feel less comfortable doing math themselves and in participating in their children\u27s math learning. This interpretive phenomenology research study was designed to uncover participantsâ cultural repertoires and learning experiences to explore how Latine families perceived and engaged in co-design workshops to develop a mathematics activity for their 3-5 years old children. This study collected data from (a) semi-structured interviews and (b) co-design workshops (including co-design workshop recordings, transcriptions, photos and screenshots). Thematic analysis identified the key findings that emerged from the semi-structured interviews are (a) traditional education virtues, (b) familismo, (c) role of language, (d) ecological environment, (e) views on knowledge, (f) interest-driven learning, (g) identity formation related to (math) learning. Further, building upon existing frameworks, this studyâs results and analysis suggest that through co-design approaches, Latina mothers engaged in (h) teamwork and collaboration, (i) sense-making, (j) intrapersonal openness, and (k) conscientiousness in the co-design and co-construction of a mathematics activity for their children. In centering Latina mothers as designers and users of their own mathematics learning experience, it positioned them as experts in their own and their childrenâs learning and allowed for the co-design and co-creation of a meaningful learning math experience. Co-design approaches may be helpful to engage marginalized groups, such as the Latina mothers in this study, to achieve successful family engagement outcomes. Co-design approaches herald a different way of engaging Latine families as an alternative to standard family engagement interventions
STEAM Education in Ontario, Canada: A Case Study on the Curriculum and Instructional Models of Four K-8 STEAM Programs
STEM (Science, Technology, Engineering, and Mathematics) learning and project-based learning are important educational initiatives in North America. However, it is important to consider whether current STEM educational practices are sufficient to prepare students for the world they are to live and work in. This prompts discussions about STEAM (Science, Technology, Engineering, Arts and Mathematics) which is shifting educational paradigms towards art integration in STEM subjects. This study investigates the STEAM education reform movement in Canada to better understand the STEAM curriculum and instructional programs offered by non-profit organizations and publicly funded schools. This research study addresses the following major questions: 1) what curriculum and instruction models of STEAM education are implemented in non-profit and in-school contexts in Ontario, Canada? 2) What do students learn through different models of STEAM education? 3) What types of assessment of student learning is happening in STEAM education? 4) How do classroom teachers view such models of STEAM education in meeting their curriculum and instruction goals? To explore these questions, I took a small sample of four different STEAM programs in Ontario, Canada. I conducted interviews, observations, content analysis of curriculum documents and a focus group interview. At the four research sites, the main pedagogies used are design-based and inquiry-based models which focused on the studentsâ interests and encourages students to construct their own knowledge. Students learn character-building skills that empower them to solve real-world problems, develop perseverance and grit, engage in their community and develop a global perspective. The instructors/teachers describe the STEAM tasks at each site as rich and authentic experiences. The findings also suggest that sharing the learning in the STEAM program with the community extends the learning experiences to a wider community and contributes to the collective knowledge about how students learn. This study can inform teaching practices for teachers who seek to engage and motivate students by integrating the arts in STEM subjects. This study also promises to deepen the fieldâs understanding of STEAM education in Canada and to provide new insights into the practicality, affordances, and tensions of designing and implementing a STEAM program
Technology to Improve the Assessment of Learning
The methodologies of assessment are one of the indicators of quality in teaching, to the point that the idea "tell me how you evaluate and Iâll tell you how you teach" is very accepted. To that we can add, and with what technology? When it is proposed that learning experiences have served to think and reflect on what we learn, learn about ourselves, self-regulate our learning ... Technologies have many functions and possibilities to improve these processes of diagnostic assessment, summative and formative, customize teaching, communicating and reflecting on what has been learned, making feedback more interactive and instantaneous, more motivating activities, easier and faster to manage evaluation data, essential in e-learning, b-learning and m-learning models. At the same time, these digital resources may have problems that we must also attend to. In summary, technologies are essential resources for the evaluation of learning. These are questions from this work: What technologies can we develop a formative assessment with? What emerging technologies are there to assessment?
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