1. Inquiry-Based Science Teaching Scenarios FIP CO320 Course Introduction S. Garlatti JM. Gilliot I. Rebai

2. Inquiry-Based Science Teaching V. 1 3. Inquiry Based Science Teaching: IBST V. 1 IBST features Authentic and problem-based learning activities which are illdefined and have several answers A certain amount of experimental procedures, experiments and activities involving practical experience of equipment and including searching for information; Self regulated learning sequences where student autonomy is emphasized; Discursive argumentation and communication with peers ("talking science").page 2Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 4. Inquiry Based Science Teaching: IBST V. 1 Thecomplete problem Problem 1: understand the industrial landscape in the area of the bridge (Brest is a shipbuilding arsenal for the Navy). Problem 2: understand what is the historical and technological method of problem solving that led to the construction of the swinging bridge. Problem 3: understand the rotating mechanism of the swinging http://plates-formes.iufm.fr/ressources-ehst/spip.php?rubrique17page 3Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 5. Inquiry Based Science Teaching: IBST V. 1page 4VestigeConvergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 6. Inquiry Based Science Teaching: IBST V. 1 Prototypical Scenario 1. Problem analysis in small groups 2. Activation of prior knowledge 3. Elaboration of a strategy to find needed information(define collaborative and cooperative activities) 4. Collaborative work and exploitation 5. Collaborative report writing6. Institutionalization / discussionpage 5Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 7. Inquiry Based Science Teaching: IBST V. 1 Historical reading and understanding of an industrial landscape (scenario stage 4) Photograph all elements of the current landscape with historical aspects about cranes and bridges of the arsenal, Locate the different elements on a current map of Brest, Identify and photograph the actual bridges and cranes linked existing bridges and cranes from previous: what continuities ? What ruptures? Store and publish information on the corresponding tools.page 6Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 8. Inquiry-Based Science Teaching V. 2 9. Web 1.0 Web 2.0WebmestreSite WebUtilisateurUtilisateurUtilisateur page 8Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 10. Rseaux sociaux & nuages Donnes & TraitementsSelf Generated content Blogs Wikis Balisage (tags) Gestion collective de liens (social bookmarking) page 9Brouillage entre formel et informel Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320Recherche Fils de nouvelles Syndication Filtrage RecommandationVisualisations varies Identit numrique 11. Mobilit et objetsLocalisation Identification ReconnaissanceDonnes & TraitementsWikitude 6th sense Ville augmentepage 10Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320Localise Intgr dans lenvironnement ConsolidePartout Toujours Interconnect ? Contextuel ? 12. Inquiry Based Science Teaching: IBST V. 2 Prototypical Scenario 1. Problem analysis in small groups 2. Activation of prior knowledge 3. Elaboration of a strategy to find needed information(define collaborative and cooperative activities) 4. Collaborative work and exploitation 5. Collaborative report writing6. Institutionalization / discussionpage 11Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 13. Inquiry Based Science Teaching: IBST V. 2 Smartphones Camera, GPS Network access Threegroups Site visit Information seeking in navy museum Information seeking in local public records page 12Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 14. Inquiry Based Science Teaching: IBST V. 2 Recommendsuitable entities Resources, activities, tools, persons, Depending on the current situation without any human interventions Pushmode Groups or individuals can be notified according to the situation changes. The group/individual can select or not one of the given recommendations.page 13Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 15. Inquiry Based Science Teaching: IBST V. 2 ThreePush modes Recommend information from Navy museum and local public records retrieved by other group members or subgroup according to the needed domain concepts identified on the port and/or the current activities Recommend and provide information from subgroup visiting the port to other subgroups or group members Recommend checking some domain concepts missed by students or subgroups on the port. page 14Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 16. Inquiry Based Science Teaching: IBST V. 2 PullMode A query filters concepts, resources, activities and persons Write queries - On relevant domain concepts like crane, bridge, etc. according to the current context (activities and localization), - On retrieved information from other group members or subgroups according to activities and/or localizationpage 15Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 17. Inquiry Based Science Teaching: IBST V. 2 Is-itpossible to manage Context Awareness, Adaptation Seamless Learning By Search engine likepage 16Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 18. Inquiry Based Science Teaching: IBST V. 2We need a kind ofpage 17Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 19. Inquiry Based Science Teaching: IBST V. 2 ActivitiesTool familiesContent producedSearching informationSearch engines, Social book-marking, Blogs, Wikis, etc.Shared bibliography Annotations, Notes, images, videos, etc., potentially geo-localised.Site visitSmart terminal with Camera, GPS and CMSGroup Chat, Microblogging, communication Voice, Video, etc.page 18Geo-localised text, pictures, videos. Real-time information sharing for work group coordination.Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 20. Inquiry Based Science Teaching: IBST V. 2 Activities Collaborative Collected Data analysis Collaborative Report writingTool families Maps Mind map tools. Shared bibliography Annotations, Notes, Images, Videos, etc. and Collaborative Writing ToolsPeer assessment Collected Group workpage 19Content produced Knowledge restructurationFinal report : knowledge constructionQuality analysis, Hints, Rating based on an assessment schemeConvergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 21. Conclusions Convergenceof1. WEB 2.0 Tools 2. Ubiquitous & Mobile Computing 3. Semantic Web Main Issue How could we change our practices and/or activities to enhance users experiences?page 20Convergences mobile, smantique, ubiquitaire, pervasif - FIP CO320 22. Internet of Things 23. Internet of Thingspage 22 24. Google Glass https://www.youtube.com/watch?v=vG9vfjdcmRw https://www.youtube.com/watch?v=yRrdeFh5-io&list=PLyR4fvjGTgA47JSh5X4sVoUdigAbJiNo&index=4page 23