inquiry approach
Working Environment with Social and Personal Open Tools for Inquiry-based learning
weSPOT aims at promoting scientific inquiry in the classroom by relating scientific concepts to personal curiosity, experiences, and reasoning.
weSPOT, a project supported by the European Commission, addresses several challenges to building personal knowledge, specifically in the area of science. It focuses on inquiry-based learning, in which the learner takes the role of a self-motivated explorer, and provides support for building these skills.
The main problem areas weSPOT tackles are the general lack of inquiry skills in students from ages 12 to 25, the dearth of technological support to bolster students’ curiosity, linking everyday world experiences to the classroom, streamlining e-learning with inquiry-based approaches, and measuring the impact of inquiry projects.
weSPOT’s main objectives are: (a) defining a reference model for inquiry-based learning skills, (b) creating a diagnostic instrument for measuring inquiry skills, and (c) implementing a working environment that allows the easy linking of inquiry activities with school curricula and legacy systems.
EC-TEL 2011: European Conference on Technology Enhanced Learning
EC-TEL is a unique setting for researchers, practitioners, and policy makers in Technology Enhanced Learning from Europe and other continents to meet together and exchange on the current challenges and advances in the field. At EC-TEL, experts and young researchers in Computer Science, Education, Psychology, Cognitive Science, and Social Science, as well as entrepreneurs have the opportunity to establish collaborations, strengthen their links and cross-fertilize their core disciplines.
EC-TEL 2011 will push further the Ubiquitous Learning paradigm by not only tackling the challenges of exploiting new trendy devices in various contexts, but also by investigating ways to meet and support formally and informally the learners in their learning playgrounds and social environments thanks to innovative scenarios.
Keynote Speakers
- Chris Dede (Graduate School of Education, Harvard University, USA): “Emerging Technologies, Ubiquitous Learning, and Educational Transformation”.
- Carlo Perrotta (Futurelab, UK): Ubiquitous learning vs. the value of boundaries: reflections on five years of “innovation in education”.
Conference Topics
From both research and experience perspective the following topics of interest to the conference include, but are not limited to:
Technological underpinning
- Large scale sharing and interoperability
- Personalization, user modeling and adaptation
- Context-aware systems
- Social computing
- Social media
- Semantic Web
- Mobile technologies
- Serious games and 3D virtual worlds
- Network infrastructures and architectures for TEL
- Sensors and sensor networks
- Augmented reaility
- Roomware and ubiquitous learning
- Data mining and information retrieval
- Recommender systems for TEL
- Natural language processing and latent semantic analysis
- eLearning specifications and standards
- Learning analytics
Pedagogical underpinning
- Problem- and project-based learning / Inquiry based learning
- Computer supported collaborative learning
- Collaborative knowledge building
- Game-based and simulation-based learning
- Story-telling and reflection-based learning
- Instructional design and Design approaches
- Communities of learners and communities of practice
- Teaching techniques and strategies for online learning
- Learner motivation and engagement
- Evaluation methods for TEL
Individual, social & organisational learning processes
- Cognitive mechanisms in knowledge acquisition and construction
- Self-regulated and self-directed learning
- Reflective learning
- Social processes in teams and communities
- Social awareness
- Knowledge management and organizational learning
- Sustainability and TEL business models and cases
- Business-learning models
- Trust and reputation in TEL
- Fitness and evolvability of learning environments
Learning contexts and domains
- Applications of TEL in various domains
- Formal education: initial (K-12, higher education), post-initial (continuing education)
- Workplace learning in small, medium and large companies
- Aggregated learning at the workplace Distance and online learning
- Lifelong learning (cradle to grave)
- Vocational training
- Informal learning
- Non-formal learning
- Ubiquitous learning
TEL in developing countries
- ICT Inclusion for learning
- Digital divide and learning
- Generation divide and learning
- Education policies
- Rural learning
TEL, functional diversity and users with special needs
- Accessible learning for all
- Visual, hearing and physical impairments
- Psycho-pedagogic support for users
- Educational guidance for tutors
- Adapted learning flow, content and monitoring process
- Standards about accessibility and learning
Tyrimais grindžiamas požiūris, kuris suteikia galimybę geriausiai išnaudoti IRT klasėje
Pirmoje šio straipsnio dalyje nušviečiamos tiksliųjų mokslų klasėse dažniausiai pasitelkiamos technologijos bei jų teikiamos unikalios galimybės, kurios kitu atveju nebūtų įmanomos. Aptarus šių technologijų galimybes (arba jų stoką), antroje straipsnio dalyje siūloma kai kurias jų naudoti esant konkrečioms pedagoginėms sąlygoms: tyrimais grindžiamam mokymosi ciklui, kuris skirtas laboratoriniams darbams. Pagrindinis čia pateikiamo pasiūlymo tikslas – aptarti, kaip tam tikra dėstymo ir mokymosi metodika, pavyzdžiui, tyrimais grindžiamas mokymasis, ir tam tikra dėstymo ir mokymosi situacija, pavyzdžiui, mokykliniai laboratoriniai darbai, gali būti praturtintos pasitelkus IRT. Galiausiai, paaiškinamas ir detalus pavyzdys, kaip konkrečios IRT naudojamos per laboratorinių darbų užsiėmimus, taikant tiriamąją metodiką. Šis praktinis pavyzdys paimtas iš kinematikos ir dinamikos tyrimais grindžiamų užsiėmimų sekos, parengtos vidurinės mokyklos moksleiviams pagal vietos projektą REVIR.