miri barak & yehudit judy dori technion, israel institute of technology pedagogical framework
Post on 19-Dec-2015
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Theoretical Basis: ConstructivismTheoretical Basis: Constructivism
The pedagogical framework is based upon constructivist principles:
Learners need to be exposed to experiences that enable them to construct their own knowledge (Cobb 1994; Driver et al. 1994).
Learners construct knowledge while applying inquiry-based learning situated in real-world phenomena (Bruner, 1990; Tobin, 1990).
Knowledge is constructed through social interaction with peers, applying ideas in practice, modification of ideas, and reflection (Bruner, 1990; Solomon, 1987; Vygotsky, 1978).
Mayer’s Cognitive Theory Mayer’s Cognitive Theory
The dual channel - knowledge is represented and manipulated through both the visual-pictorial channel and the auditory-verbal channel.
The limited capacity - the channels can become overloaded when too many words or pictures are presented.
The active processing - meaningful learning occurs when students engage in active learning by selecting relevant words and pictures, organize them into pictorial and verbal models, and integrate them with prior knowledge.
General ObjectivesGeneral Objectives Develop a toolbox of generic technologies for The preservation of cultural heritage.
Empower communities to conceptually model their virtual worlds using the technological infrastructure.
Societal ObjectiveSocietal ObjectiveSet forth the vision of multiethnic and multicultural societies, and mitigating xenophobia, racism, and anti-Semitism in particular.
ObjectivesObjectives
Virtual Virtual Expeditions Expeditions
Virtual Virtual Expeditions Expeditions
Pedagogical Pedagogical ObjectivesObjectives
Constructivist
Principles
Constructivist
Principles
Cognitive Theory
Cognitive Theory
Educate for tolerance, pluralism, open-mindedness, and cultural diversity.
Enable learning experiences that enhance higher order thinking: critical and argumentative thinking skills.
Users will be able to: Explore different landscapes in 3D worlds. Visit places that evoke their interest and motivation. Read, see and hear about a person or artefact. Play games or answer riddles. Get help and directions from a 3D guide.
Virtual ExpeditionsVirtual Expeditions
The exploration of alternative trails that displays pre-selected Heritage Items (HI)
The exploration of alternative trails that displays pre-selected Heritage Items (HI)
Virtual ExpeditionsVirtual Expeditions
A sequence of HI presented with
VG tutorial
A sequence of HI presented with
VG tutorial
StructuredStructuredStructuredStructuredSemi-Semi-StructuredStructured
Semi-Semi-StructuredStructured
DemoDemoDemoDemo
VE based on a question posed to the users
VE based on a question posed to the users
VE based on users' questions
and interest
VE based on users' questions
and interest
Virtual Guide (VG) Virtual Guide (VG) Virtual Guide (VG) Virtual Guide (VG)
The VG will be able to communicate with the user by: Asking questions and replying to the user’s questions. Showing a recommended path. Giving feedback and providing hints and help. Suggesting semantic search, browsing and GIS maps.
Virtual Guides (VG)Virtual Guides (VG)
A 3D avatar that can be chosen by the usersA 3D avatar that can be chosen by the users
Each VG has its own special characteristics and forms. Each VG has its own special characteristics and forms.
Communities of LearnersCommunities of Learners
Forums by groups or themes
Forums by groups or themes
Collaborative UsageCollaborative UsageCollaborative UsageCollaborative Usage
Peer Assessment
Peer Assessment
Creating ones own VE
Creating ones own VE
Annotating and
uploading HI
Annotating and
uploading HI
Analysis, Synthesis and
Creative
Analysis, Synthesis and
Creative
Reasoning and ArgumentativeReasoning and Argumentative
Critical Evaluation
Critical Evaluation
Thinking skills
enhanced:
The VEs will be integrated as part of an educational project in different European schools, at different grade levels.
The educational projects will be developed collaboratively with the school’s pedagogical team.
Educational AssimilationEducational Assimilation
The projects will involve not only teachers and students but also their communities (parents and elderly citizens).
The projects will include 5-6 weekly meetings of one to two hours. Each meeting will include five parts:
1) Teacher presents a certain topic to the students.
2) Students participate in a VE and perform related tasks.
3) Students reflect upon their knowledge by writing an "Expedition diary“.
4) Students respond to an online survey.
5) Teacher and students participate in a concluding discussion.
Educational ProjectEducational Project
Four VE Themes:Four VE Themes:
Jewish WomenJewish Women
Mosses as LeaderMosses
as LeaderTreasure
HuntTreasure
HuntFamily
GenealogyFamily
Genealogy
Jewish women who
contributed to science and technology.
Different Jewish artifacts, their history and
whereabouts.
Online, interactive
successions constructing a family tree.
A generic topic for Christian and Muslim communities
An online survey A closed item questionnaire for capturing users’ views on: 1) Extent of familiarity with the Jewish culture and heritage, 2) Multicultural society and tolerance, 3) Learning experience and the development of critical
thinking.
Assessing user experienceAssessing user experience
Expedition diaryAn open input prompt at the end of each Virtual
Expedition, in which visitors can:1) Write their impressions, ideas, and remarks. 2) Provide contact information for further correspondence.
User
Semantic Annotation
Semantic browsing
Virtual expeditionsCreation of VE
Participating in a forum
Semantic Search
GIS/TIS navigation
Open Actions Monitored Actions
Moderators
Managing content
Managing groups
Managing ForumsBoard of Editors
Appointing moderators
Ruling on controversial issues
MOSAICA’s AuthoritiesMOSAICA’s Authorities
Partners
ORT FranceFrance
Fondazione IARDItaly
Stowarzyszenie Miasta w InterneciePoland
The Jewish Agency for IsraelIsrael
Sheffield Hallam UniversityUK
Technion - Israel Institute of TechnologyIsrael
Straight Technology LtdUK
Instituto de Engenharia de Sistemas e de ComputadoresPortugal
XLAB Razvoj Programske Opreme in Svetovanje d.o.o.Slovenia
CybercultusLuxemburg
IDEA Information Systems. Mishmar HaemekIsrael