scenario convergence

Inquiry-Based Science Teaching Scenarios

FIP CO320 Course Introduction

S. Garlatti

JM. Gilliot

I. Rebai

Inquiry-Based Science Teaching V. 1

Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320

Inquiry Based Science Teaching: IBST V. 1

IBST features

• Authentic and problem-based learning activities which are ill-

defined 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").

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The complete 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?rubrique17

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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 writing

6. Institutionalization / discussion

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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.

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Inquiry-Based Science Teaching V. 2


Web 1.0 – Web 2.0

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Utilisateur

Utilisateur

Utilisateur

Site Web

Webmestre

http://www.google.fr/imgres?imgurl=http://www.aaaho.de/userfiles/image/blogspot-logo.png&imgrefurl=http://www.aaaho.de/ueberuns.htm%3Fsprache%3DFR%26PHPSESSID%3D629096566236681e3fbb12c017848485&usg=__VwMhOkRjXZ9qadoBcry7RzTFF50=&h=368&w=370&sz=7&hl=fr&start=9&sig2=FQTJzuyQCE4jGrBrEkpTEw&itbs=1&tbnid=dorAo7rj5K3pZM:&tbnh=121&tbnw=122&prev=/images%3Fq%3Dlogo%2Bblogger%2Bpng%26hl%3Dfr%26safe%3Doff%26tbs%3Disch:1&ei=3W8PTIasCYv-4AbSltD3DA


Réseaux sociaux & nuages

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Données& Traitements


Identité numérique

• Recherche• Fils de nouvelles• Syndication• Filtrage• Recommandation

• Self Generated content• Blogs • Wikis

• Balisage (tags)• Gestion collective de liens

(social bookmarking)

Visualisations variées

Brouillage entreformel et informel


Mobilité et objets

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• Localisation• Identification • Reconnaissance

• Partout• Toujours• Interconnecté ?• Contextuel ?

• Localisée• Intégré dans

l’environnement• Consolidée

Wikitude 6th senseVille augmentée



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 writing

6. Institutionalization / discussion

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Smartphones

• Camera,

• GPS

• Network access

Three groups

• Site visit

• Information seeking in navy museum

• Information seeking in local public records

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Recommend suitable entities

Resources, activities, tools, persons, … – Depending on the current situation without any human

interventions

Push mode

• Groups or individuals can be notified according to the situation changes.

• The group/individual can select or not one of the given recommendations.

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Three Push 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.

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Pull Mode

• 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 localization

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Is-it possible to manage

• Context Awareness,

• Adaptation

• Seamless Learning

By Search engine like

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We need a kind of


Activities Tool families Content produced

Searching information

Search engines, Social book-marking,

Blogs, Wikis, etc.

Shared bibliographyAnnotations, Notes, images, videos, etc., potentially geo-localised.

Site visit Smart terminal with Camera, GPS and CMS

Geo-localised text, pictures, videos.

Group communication

Chat, Microblogging, Voice, Video, etc.

Real-time information sharing for work group coordination.

Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320 page 19


Activities Tool families Content produced

Collaborative Collected Data analysis

Maps Mind map tools.

Knowledge restructuration

Collaborative Report writing

Shared bibliography Annotations, Notes, Images, Videos, etc. and Collaborative Writing Tools

Final report : knowledge construction

Peer assessment Collected Group work Quality analysis, Hints, Rating based on an assessment scheme

Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320 page 20


Conclusions

Convergence of

1. WEB 2.0 Tools

2. Ubiquitous & Mobile Computing

3. Semantic Web

Main Issue

How could we change our practices and/or activities to enhance user’s experiences?

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scenario convergence

Education

pervasif fip co320 page

science teaching

pervasif fip co320 vestige

thecomplete problem

problem analysis

current landscape

needed information

historical reading