Academic literature on the topic 'Educational digital artifacts'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Educational digital artifacts.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Educational digital artifacts"
1
Shvarts, Anna, Rosa Alberto, Arthur Bakker, Michiel Doorman, and Paul Drijvers. "Embodied instrumentation in learning mathematics as the genesis of a body-artifact functional system." Educational Studies in Mathematics 107, no. 3 (2021): 447–69. http://dx.doi.org/10.1007/s10649-021-10053-0.
Full textAbstract:
AbstractRecent developments in cognitive and educational science highlight the role of the body in learning. Novel digital technologies increasingly facilitate bodily interaction. Aiming for understanding of the body’s role in learning mathematics with technology, we reconsider the instrumental approach from a radical embodied cognitive science perspective. We highlight the complexity of any action regulation, which is performed by a complex dynamic functional system of the body and brain in perception-action loops driven by multilevel intentionality. Unlike mental schemes, functional systems are decentralized and can be extended by artifacts. We introduce the notion of a body-artifact functional system, pointing to the fact that artifacts are included in the perception-action loops of instrumented actions. The theoretical statements of this radical embodied reconsideration of the instrumental approach are illustrated by an empirical example, in which embodied activities led a student to the development of instrumented actions with a unit circle as an instrument to construct a sine graph. Supplementing videography of the student’s embodied actions and gestures with eye-tracking data, we show how new functional systems can be formed. Educational means to facilitate the development of body-artifact functional systems are discussed.
2
Morales Cardenas, Reynaldo. "Educational Digital Media Tools to Reformulate Activity and Object in Indigenous Science and Environmental Education." EDU REVIEW. Revista Internacional de Educación y Aprendizaje 8, no. 3 (2020): 127–34. http://dx.doi.org/10.37467/gka-revedu.v8.2666.
Full textAbstract:
This paper examines the functioning of and underlying assumptions about digital media in collaborative curriculum design processes in public science and environmental education, and community-designed action research learning programs. The article discusses teaching practices in US rural Northeast Wisconsin among Native Youth learning processes, from the complementation and articulation of formal and informal education to meaningful engagement and participation in science. The focus on the transformative use of digital media in science community education is intended to serve two interrelated purposes: First, it helps to address cultural-historical relations around the production of knowledge and relevant curriculums and pedagogies for rural tribal youth. Second, it intersects with the opportunities for the transferability of activity systems and action research centered around the production of mediational artifacts designed for the collective negotiation between First Nations Tribal communities and western modeled schools, institutions, workplaces, and societal roles. The transferability of this model envisions the incorporation of local actors and institutions in a deep artifact-based dialogue around epistemologies of self-determination and sustainability for Peoples who are fighting for their survival. These propositions take a new level when the transformative power of digital media shifts representations of power in historically marginalized communities, serving a larger activity of reorganizing ecologies of learning in education for culturally distinctive communities of practice.
3
Kim, Han-Jong, Yunwoo Jeong, Ju-Whan Kim, and Tek-Jin Nam. "A prototyping tool for kinetic mechanism design and fabrication: Developing and deploying M.Sketch for science, technology, engineering, the arts, and mathematics education." Advances in Mechanical Engineering 10, no. 12 (2018): 168781401880410. http://dx.doi.org/10.1177/1687814018804104.
Full textAbstract:
Recently, the demand for designing mechanism-embedded artifacts has increased in personal digital fabrication. However, it is difficult for nonexperts without engineering knowledge to design and build a prototype with a kinetic mechanism. We present M.Sketch, a prototyping tool that helps nonexperts to design and build linkage-based kinetic mechanisms. It enables the user to easily configure the linkage-based mechanism with a simple interface applying a geometry drawing metaphor. The tool features computational support, including interactive visualization, top-down optimization, and connection to digital fabrication, to obtain and build the desired movement. In order to support science–art integrated science, technology, engineering, the arts, and mathematics (STEAM) education related to digital fabrication of interactive artifacts, we deployed M.Sketch in design workshops and student contests of walking robot design. The participants in the contests were able to successfully design and build walking robots with the Theo-Jansen mechanism using various support features of M.Sketch. Based on the development and deployment in science, technology, engineering, the arts, and mathematics educational domains, we figured out several implications, and further improvement points of prototyping tools supporting nonexperts in designing mechanism-embedded interactive artifacts.
4
Friend, Jennifer, April Adams, and George Curry. "Breaking News: Utilizing Video Simulations to Improve Educational Leaders' Public Speaking Skills." Journal of Research on Leadership Education 6, no. 5 (2011): 234–49. http://dx.doi.org/10.1177/194277511100600509.
Full textAbstract:
This article examines specific uses of video simulations in one educational leadership preparation program to advance future school and district leaders' skills related to public speaking and participation in televised news interviews. One faculty member and two advanced educational leadership candidates share their perspectives of several applications of advanced technologies, including one-on-one video simulations with the instructor and collaborative peer review of video portfolios. Finally, the authors provide links to multimedia examples of these digital artifacts from an advanced educational leadership course, titled Effective Practices: Media, Government & Public Communications, offered at the University of Missouri-Kansas City.
5
Kaar, Claudia, and Christian Stary. "Digital Learning Support for Makers: Integrating Technical Development and Educational Design." Information 12, no. 5 (2021): 209. http://dx.doi.org/10.3390/info12050209.
Full textAbstract:
Makerspaces have gained momentum, not only due to novel manufacturing technologies but also the need for qualified workforce in production industries. Capacity building should not follow ad hoc procedures or arbitrary project designs to qualify for digital production, but rather should still leave room for creativity. As such, the quest has arisen for structured while empowering guidance of additive manufacturing. This can be of benefit for timely education, not only for qualifying existing workforce in production industries but also to attract students in production-related domains. In this paper, we aim to develop an integrated understanding of technical development and capacity-building support activities. We exemplify the proposed design science approach with a regional makerspace. This provides us with the user-centered evaluation of structuring additive manufacturing along an individualized education scheme. Thereby, additive manufacturing capacity building starts with individual goal setting and structuring requirements for an envisioned solution, which becomes part of a learning contract of a specific project. Learning steps are framed by design science and its stages and cycles, since artifacts can be of various kinds, stemming either from construction, modeling, material selection, or manufacturing. The evaluation study revealed essential benefits in terms of structured planning and individualization of capacity-building processes.
6
Schoueri, Kelly Marie Gillikin, and Lucio Menezes Ferreira. "A VERY SHORT INTRODUCTION TO DIGITAL ARCHAEOLOGY." Notandum, no. 54 (October 17, 2020): 143–56. http://dx.doi.org/10.4025/notandum.vi54.56244.
Full textAbstract:
Visual reconstructions of archaeological sites and materials have been around since before the formal construction of archaeology as a discipline itself. However, there has been an expansion of the methods of reconstructing and representing the past in the last decades due to the use of digital technology. 3D modelling of archaeological sites and artifacts can generate aesthetically pleasing visualizations, but there is a danger of over-exaggerating or decontextualizing the past for public audiences. As digital artists and archaeologists, we should use caution with creating and disseminating archaeological visualizations. Considerations for scientific accuracy, ethics and educational value need to be taken into account. Therefore, this article introduces some of the theoretical issues involved with the digital reconstruction as well as an overview of the practical process of performing science-based archaeological 3D reconstructions and visualizations.
7
Bissell, Blake, Mo Morris, Emily Shaffer, Michael Tetzlaff, and Seth Berrier. "Vessel: A Cultural Heritage Game for Entertainment." Archiving Conference 2021, no. 1 (2021): 1–6. http://dx.doi.org/10.2352/issn.2168-3204.2021.1.0.2.
Full textAbstract:
Museums are digitizing their collections of 3D objects. Video games provide the technology to interact with these objects, but the educational goals of a museum are often at odds with the creative forces in a traditional game for entertainment. Efforts to bridge this gap have either settled on serious games with diminished entertainment value or have relied on historical fictions that blur the line between reality and fantasy. The Vessel project is a 3D game designed around puzzle mechanics that remains a game for entertainment while realizing the benefits of incorporating digitized artifacts from a museum. We explore how the critical thinking present in solving puzzles can still encourage engagement of the story the artifacts have to tell without creating an historical fiction. Preliminary results show a preference for our in-game digital interaction over a traditional gallery and a desire to learn more about the artifacts after playing.
8
Zulfikar, Zulfikar. "BENEFITS OF WEB-BASED OR ELECTRONIC PORTFOLIO ASSESSMENT IN ESL CLASSROOM." Englisia Journal 4, no. 1 (2017): 1. http://dx.doi.org/10.22373/ej.v4i1.752.
Full textAbstract:
The effective implementation and use of electronic portfolios in educational institutions confirm their value as an essential teaching and learning instrument. An electronic portfolio is a digital documentation or collection of artifacts (audio/video clips, text, visuals, and coursework) that represent its owner, whether it is an individual, group, or organization. Personal reflection on one’s work, achievement, or thoughts is a key component in many electronic portfolios. Some still question whether electronic portfolios are actually beneficial to the educational process. This piece of work overviews recent literature related to the use of electronic portfolios and examines the issues and challenges of effectively implementing and using electronic portfolios in educational institutions.
9
Kirova, Anna, and Nicole M. Jamison. "Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads." Journal of Early Childhood Research 16, no. 3 (2018): 245–57. http://dx.doi.org/10.1177/1476718x18775762.
Full textAbstract:
This article presents findings from a 4-month qualitative intrinsic case study that examined 25 preschool children’s early multiliteracy experiences and technology uses within the context of their homes and classroom. First, to find out about the different forms of technology and literacy practices the children participated in within their homes and classroom, we surveyed 13 parents and the two classroom teachers. Next, we conducted regular in-class observations, interviewed seven children about their digital experiences, and analyzed digital artifacts created on the iPads. Vygotsky’s sociocultural theory of learning grounded our interpretation of the classroom events and artifacts regarding multiliteracy practices. We gave special attention to the role of adult and peer scaffolding. This article briefly outlines the process of teacher scaffolding and discusses in detail the instances of peer scaffolding that emerged. Of importance were two video series that demonstrated a more capable peer using various strategies and approaches to scaffold her peers in creating digital literacy texts. Based on the data, we argue that more capable peers can be important sources for scaffolding young children’s multiliteracy experiences in preschool classroom contexts. The findings from this study offer teachers and educational researchers insights into how young children may be engaged in and scaffolded by both teachers and peers in their multiliteracy practices prior to formal schooling.
10
Lubis, Januardi Rosyidi, and Deka Maita Sandi. "Museum Digital Ulos Berbasis Android." Jurnal Basicedu 5, no. 1 (2020): 256–71. http://dx.doi.org/10.31004/basicedu.v5i1.649.
Full textAbstract:
Museum is an educational institution where tangible (fossils, artifacts) and intangible (values, traditions, norms) are displayed. The museum in Medan has various range of but there has been no inventory of the Ulos as a Bataknese traditional ethnic cloth yet as one of the cultural identities of native people in North Sumatera, Indonesia. By using Android platform, this study aims to analyze and explain various patterns and motifs of the Batak Ulos in 6 (six) regencies: Karo, Pak-pak, Simalungun, Toba Samosir, Tapanuli, and Mandailing. The problems were (1) designing a digital Ulos museum using Android software, (2) describing and explaining the various motifs of Ulos representating each region, and (3) explaining noble values contained in Ulos. Therefore, people nowadays can safe time and distance as well as easily find information about the use, the meaning, and the function of each Ulos. This study uses the ADDIE (Analysis Design - Development - Implement - Evaluate) method. The results of this study are in the form of an android-based application that can be distributed offline to students, teachers, and the general public. In the future, this research is expected to develop applications that can be accessed online through various Playstores.
Dissertations / Theses on the topic "Educational digital artifacts"
1
Santiago, Larisse Barreira de Macedo. "Use of artifacts and virtual digital technology in practice of educational literacy." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11494.
Full textAbstract:
nÃo hÃ<br>The use of technological resources in education becomes ever more present. With this, new educational practices are designed to achieve a major goal of the school which is to teach literacy and letter. This paper presents the study of Technological Artifacts and Virtual Digital (ATVD) that, through the use of technologies in education, enable different educational literacy practices. We search for research by understanding how educational practices, from the use of virtual and digital technological artifacts can contribute to literacy, which, consequently, will be digital. However, our goal is to investigate the contributions of these artifacts to the literacy practices. On the path followed to answer the research question we draw the following specific objects Sort virtual and digital technological artifacts that can contribute to literacy; investigate which aspects of teaching with the use of virtual technological artifacts in digital literacy actions; Investigate possibilities and limitations of virtual technological artifacts in digital literacy actions under the vision of teachers. From the study of conceptual categories: virtual and digital technological artifacts, educational practices, literacy and digital literacy, as well as exploration of the field of research that will be the Internet. We will conduct a search through the virtual ethnography methodology for the analysis of research data and selection of artifacts that will be understood by observing and open to meet the educational practices developed that could serve as an example and encouragement to the literacy process questionnaires. The daily digital field was divided into three categories: blogs, software and video channels. Each with five representations that are closer to the subject. From the questionnaires it was possible to open educational practices developed by teachers, and know what artifacts to use literacy skills and what think they need to have to use these features. The surveys conducted enable us to understand that cyberspace and its artifacts have yet been little explored in order to publicize the actions of literacies developed by schools. Teachers recognize the importance of using these artifacts and that also require continuing education to perform meaningful work.<br>O uso de recursos tecnolÃgicos na educaÃÃo se faz cada vez mais presente. Com isso novas prÃticas educativas sÃo desenvolvidas para alcanÃar um dos principais objetivos da escola, que à alfabetizar e letrar. Este trabalho traz o estudo dos Artefatos TecnolÃgicos Virtuais e Digitais (ATVD) que, por meio do uso das tecnologias na educaÃÃo, possibilitam prÃticas educativas de letramento. Tem-se por investigaÃÃo a busca pela compreensÃo de como as prÃticas educativas, com o uso dos artefatos tecnolÃgicos virtuais e digitais, podem contribuir para o letramento, que, consequentemente, serà digital. O objetivo, contudo à investigar as contribuiÃÃes desses artefatos para as prÃticas de letramento. No caminho percorrido para responder à questÃo de pesquisa, foram traÃados os seguintes objetos especÃficos: classificar os artefatos tecnolÃgicos virtuais e digitais que podem contribuir para o letramento; investigar aspectos do ensino com o uso de artefatos tecnolÃgicos virtuais e digitais nas aÃÃes de letramento e averiguar possibilidades e limitaÃÃes dos artefatos tecnolÃgicos virtuais e digitais nas aÃÃes de letramento sob a visÃo dos professores. Com base no estudo das categorias conceituais: artefatos tecnolÃgicos virtuais e digitais, prÃticas educativas, letramento e letramento digital, bem como a exploraÃÃo do campo de pesquisa que serà a Internet realizar-se-à uma pesquisa por intermÃdio da metodologia etnografia virtual para o levantamento dos dados da pesquisa e seleÃÃo dos artefatos que serÃo compreendidos mediante da observaÃÃo e questionÃrios abertos para conhecer as prÃticas educativas desenvolvidas, que poderÃo servir de exemplo e incentivo ao processo de letramento. O diÃrio de campo digital foi dividido em trÃs categorias: âblogsâ, âsoftwaresâ e canais de vÃdeos. Cada uma delas tem cinco representaÃÃes que mais se aproximam da temÃtica. Com base nos questionÃrios abertos, foi possÃvel conhecer as prÃticas educativas desenvolvidas pelas professoras, quais artefatos conhecem e utilizam para o letramento e quais competÃncias acham que precisam ter para utilizar esses recursos. Os levantamentos realizaram nos permitem compreender que o ciberespaÃo e seus artefatos ainda sÃo pouco explorados para divulgar as aÃÃes de letramentos desenvolvidas pelas escolas. Os professores reconhecem a importÃncia de se utilizar esses artefatos e entendem que tambÃm necessitam de formaÃÃo continuada para realizar um trabalho significativo.
2
SANTIAGO, Larisse Barreira de Macedo. "O uso dos artefatos tecnológicos virtuais e digitais nas práticas educativas de letramento." www.teses.ufc.br, 2014. http://www.repositorio.ufc.br/handle/riufc/7958.
Full textAbstract:
SANTIAGO, Larisse Barreira de Macedo. O uso dos artefatos tecnológicos virtuais e digitais nas práticas educativas de letramento. 2014. 94f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014.<br>Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-04-28T13:04:55Z
No. of bitstreams: 1
2014-DIS-LBMSANTIAGO.pdf: 1389911 bytes, checksum: 00f6ca53e0639a69db79a0aed1a872bf (MD5)<br>Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-04-28T14:23:17Z (GMT) No. of bitstreams: 1
2014-DIS-LBMSANTIAGO.pdf: 1389911 bytes, checksum: 00f6ca53e0639a69db79a0aed1a872bf (MD5)<br>Made available in DSpace on 2014-04-28T14:23:17Z (GMT). No. of bitstreams: 1
2014-DIS-LBMSANTIAGO.pdf: 1389911 bytes, checksum: 00f6ca53e0639a69db79a0aed1a872bf (MD5)
Previous issue date: 2014<br>The use of technological resources in education becomes ever more present. With this, new educational practices are designed to achieve a major goal of the school which is to teach literacy and letter. This paper presents the study of Technological Artifacts and Virtual Digital (ATVD) that, through the use of technologies in education, enable different educational literacy practices. We search for research by understanding how educational practices, from the use of virtual and digital technological artifacts can contribute to literacy, which, consequently, will be digital. However, our goal is to investigate the contributions of these artifacts to the literacy practices. On the path followed to answer the research question we draw the following specific objects Sort virtual and digital technological artifacts that can contribute to literacy; investigate which aspects of teaching with the use of virtual technological artifacts in digital literacy actions; Investigate possibilities and limitations of virtual technological artifacts in digital literacy actions under the vision of teachers. From the study of conceptual categories: virtual and digital technological artifacts, educational practices, literacy and digital literacy, as well as exploration of the field of research that will be the Internet. We will conduct a search through the virtual ethnography methodology for the analysis of research data and selection of artifacts that will be understood by observing and open to meet the educational practices developed that could serve as an example and encouragement to the literacy process questionnaires. The daily digital field was divided into three categories: blogs, software and video channels. Each with five representations that are closer to the subject. From the questionnaires it was possible to open educational practices developed by teachers, and know what artifacts to use literacy skills and what think they need to have to use these features. The surveys conducted enable us to understand that cyberspace and its artifacts have yet been little explored in order to publicize the actions of literacies developed by schools. Teachers recognize the importance of using these artifacts and that also require continuing education to perform meaningful work.<br>O uso de recursos tecnológicos na educação se faz cada vez mais presente. Com isso novas práticas educativas são desenvolvidas para alcançar um dos principais objetivos da escola, que é alfabetizar e letrar. Este trabalho traz o estudo dos Artefatos Tecnológicos Virtuais e Digitais (ATVD) que, por meio do uso das tecnologias na educação, possibilitam práticas educativas de letramento. Tem-se por investigação a busca pela compreensão de como as práticas educativas, com o uso dos artefatos tecnológicos virtuais e digitais, podem contribuir para o letramento, que, consequentemente, será digital. O objetivo, contudo é investigar as contribuições desses artefatos para as práticas de letramento. No caminho percorrido para responder à questão de pesquisa, foram traçados os seguintes objetos específicos: classificar os artefatos tecnológicos virtuais e digitais que podem contribuir para o letramento; investigar aspectos do ensino com o uso de artefatos tecnológicos virtuais e digitais nas ações de letramento e averiguar possibilidades e limitações dos artefatos tecnológicos virtuais e digitais nas ações de letramento sob a visão dos professores. Com base no estudo das categorias conceituais: artefatos tecnológicos virtuais e digitais, práticas educativas, letramento e letramento digital, bem como a exploração do campo de pesquisa que será a Internet realizar-se-á uma pesquisa por intermédio da metodologia etnografia virtual para o levantamento dos dados da pesquisa e seleção dos artefatos que serão compreendidos mediante da observação e questionários abertos para conhecer as práticas educativas desenvolvidas, que poderão servir de exemplo e incentivo ao processo de letramento. O diário de campo digital foi dividido em três categorias: “blogs”, “softwares” e canais de vídeos. Cada uma delas tem cinco representações que mais se aproximam da temática. Com base nos questionários abertos, foi possível conhecer as práticas educativas desenvolvidas pelas professoras, quais artefatos conhecem e utilizam para o letramento e quais competências acham que precisam ter para utilizar esses recursos. Os levantamentos realizaram nos permitem compreender que o ciberespaço e seus artefatos ainda são pouco explorados para divulgar as ações de letramentos desenvolvidas pelas escolas. Os professores reconhecem a importância de se utilizar esses artefatos e entendem que também necessitam de formação continuada para realizar um trabalho significativo.
3
Perry, Gabriela Trindade. "Uma perspectiva cognitiva sobre o design de artefatos digitais educacionais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/27964.
Full textAbstract:
No sistema produtivo contemporâneo, o design é uma atividade central, pois responde pelo projeto de bens e serviços. Design não está, todavia, relacionado apenas com as capacidades criativas ou com leituras estéticas do projetista – como faz crer o uso popular da palavra - englobando profissionais dos mais diversos domínios. Um engenheiro eletrônico que projeta circuitos; um engenheiro mecânico que projeta motores; um arquiteto que projeta um edifício; um designer gráfico que projeta uma marca; um analista que projeta um software: todos são designers. Em comum estes profissionais têm o mesmo tipo de problema, e assim o percurso cognitivo destes profissionais é similar. Da mesma forma, espera-se que um designer que projeta um artefato educacional digital também apresente comportamentos semelhantes durante o processo de projeto. Todavia, como é regra para a atividade de design, o projeto de artefato educacionais digitais tem seus desafios. Neste caso específico, o desafio do designer está no fato de que ele não pode projetar sozinho. Até mesmo nas etapas iniciais do projeto - quando se está gerando idéias e explorando conceitos, quando não se tem clara a forma ou mesmo a estrutura do artefato – o designer não pode projetar sozinho. Isto porque, para este tipo de artefato, o conhecimento e as habilidades do designer precisam ser orientadas por educadores e especialistas no domínio. Neste cenário se colocam as questões de pesquisa desta tese, que buscam compreender qual papel o designer tem enquanto membro de uma equipe de desenvolvimento de artefatos digitais educacionais. Como se entende que o designer não pode projetar este tipo de artefato sozinho, os objetivos específicos desta tese relacionam-se à cooperação com outro especialista: o educador. Deseja-se investigar como estes profissionais constroem colaborativamente o espaço do problema; quais estratégias de projeto os designers utilizam; e se há evidências de sobreposição entre os domínios pertinentes ao problema (neste caso, “educação”, “design” e “química”). Utilizando métodos adaptados à análise de atividades de design, investigou-se a atividade de duas duplas – formadas por um designer e por um educador especialista no domínio – buscando regularidades que pudessem responder à tais questões. Os resultados sugerem que a complexidade do tema não é um fator tão marcante para a qualidade do projeto quanto a estratégia utilizada pelo designer. Quando o designer decidiu tentar “brifar” seu colega – a fim de estruturar seu conhecimento sobre o tema para embasar o projeto – o efeito da complexidade do tema se fez sentir. Já quando o designer buscou integrar rapidamente as informações recebidas de seu colega educador ao projeto - sem antes buscar estruturar seu conhecimento sobre o tema – o efeito do tema foi tênue. Nenhuma destas estratégias corresponde à descrição de processos de design reportadas na literatura. Ao utilizar a estratégia de “integrar o mais rápido possível”, o designer deixou claras algumas de suas concepções a respeito dos processos de ensino e aprendizagem; teorias implícitas provavelmente construídas durante sua exposição à educação formal. Ao usar a estratégia “estruturar para depois projetar”, o designer não demonstrou identificar implicações e potenciais estruturais da orientação teórica seguida pelo seu colega. Estes resultados podem fundamentar – em pesquisas futuras - uma discussão a respeito da necessidade da atenção à formação de designers para trabalhar no projeto de artefatos digitais educacionais.<br>In the contemporary production system, design is a central activity, as it is the mean to provide artifacts and services. Design is not, however, related solely to the creative skills or aesthetic preferences of the designer - as the popular use of the word may seem to - comprising professionals from various fields. An electronic engineer who designs circuits, a mechanical engineer who designs engines, an architect who designs a building, a graphic designer who designs a brand, an analyst who designs software: they are all designers. These professionals have in common the same kind of problem, and thus their cognitive routes are similar. Likewise, it is expected that a designer who designs an educational digital artifact also presents similar behavior during the design process. However, as a rule for the design activity, the design of educational digital artifact has its challenges. In the case of this particular class of problem, the designer's challenge is the fact that he cannot design alone. Even in the early stages of the project – idea generation and concept exploration, when there is no clear shape or structure of the artifact - the designer cannot design alone. This is because, for this type of artifact, the knowledge and skills of the designer need to be guided by educators and specialists in the field. In this scenario, the research questions of this thesis is raised, which seeks to understand what role the designer has as a member of a team of educational development of digital artifacts. How does he build the problem space? What strategies does he use when he has knowledge to design alone? How do the domains of design and education intersect and overlap? Using methods adapted to the analysis of design activities, the activity of two pairs of subjects were recorded – the pairs consisting of a designer and an expert educator in the field - looking for regularities that could answer the questions of the thesis. The results suggest that the complexity of the subject area (chemistry) was not a factor as remarkable for the quality of the project as the strategy used by the designer. When the designer decided to "brief" his colleague - to structure his knowledge on the subject area to support of the project - the effect of the complexity of the issue was felt. But when the designer sought to quickly integrate the information received from his fellow educator within the project - without first seeking to structure his knowledge on the subject - the effect of topic was tenuous. None of these strategies corresponds to the description of design processes reported in the literature. By using the strategy “integrate as soon as possible”, the designer made his perception about the processes of teaching and learning clear: implicit theories probably built during his exposure to formal education. By using the strategy "structure and then design”, the designer did not spot potential structural implications of the theoretical orientation followed by his colleague. These results support a discussion about the need of special education for designers who will work with educational digital artifacts.
4
Delahaye, Thierry. "Rôle du portfolio "web classeur ONISEP" dans l'élaboration du parcours professionnel de l'élève en classe de Prépa-Pro." Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0672.
Full textAbstract:
L’orientation scolaire et professionnelle est cruciale dans la scolarité de chaque élève. À l’issue du collège, l’élève a le choix entre la voie professionnelle courte qui conduit vers un diplôme professionnel ou la voie générale et technologique qui repousse d’au moins trois ans le choix d’une filière professionnelle. Pour accompagner les élèves les plus faibles dans le choix d’une filière professionnelle, l’école propose la construction d’un porfolio numérique présentant les expériences et les compétences que chacun des élèves développe lors du parcours de découverte du monde économique et professionnel en classe de troisième Prépa-Pro. A l’ère du numérique, paradoxalement, la diversité, la multiplicité et l’hétérogénéité des Environnements Informatiques pour l'Apprentissage Humain, EIAH, mis à disposition des enseignants peut paradoxalement constituer un frein quant à leurs exploitations à des fins pédagogiques avec les élèves au sein de la classe. Après avoir analysé les conditions de mise en œuvre de ce parcours au sein des troisièmes Prépa-Pro de l’académie de La Réunion, nous nous proposons de mettre à l’épreuve l’utilisabilité de FOLIOS, EIAH mis à disposition des équipes pédagogiques pour accompagner les élèves dans la construction de leur portfolio numérique<br>Career and academic guidance are of the greatest importance for every student. At the end of middle school, a pupil has to choose either vocational education - which leads to a vocational high school degree - or general and technological studies. Choosing general studies postpones career choice by three years.To support the weakest students in choosing a career, the school proposes the setting up of a digital portfolio. This portfolio contains the skills and experience the students acquired during their economic and job discovery option in pre-vocational eighth grade (3ème Prépa-Pro).Paradoxically, in the digital age, the diversity and the multiplicity of Intelligent Tutoring Systems (ITS) available to teachers may be an obstacle to their use for teaching purpose in class. After having analysed the implementation conditions of this job discovery option in pre-vocational eighth grade in the academy of La Réunion, we intend to test the usability of FOLIOS and ITS made available for teachers to assist the students in the development of their digital portfolio
5
"Film Annotation for the L2 Classroom: A Tech-Mediated Model for Intercultural Learning." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.54966.
Full textAbstract:
abstract: With the fast pace of globalization and the rise of encounters in digital spaces, CALL scholars have become increasingly interested in how digital tools mediate intercultural encounters. However, despite their evident success in connecting students from around the world, current online intercultural exchanges continue to present problems such a promotion of positive experiences over deep intercultural learning and lack of real-life value (O’ Dowd, 2018). In addition, digitally-mediated intercultural learning research is based on the same theoretical approaches to learning that guide CALL research (Firth & Wagner, 1997; Lafford, 2017). Although such frameworks are successful in allowing researchers to conceive of digital tools as mediators for human interaction, they have yet to embrace the potential of digital artifacts themselves as intercultural interlocutors. Aiming to address this gap in the research, this investigation used Atkinson’s (2010, 2014) sociocognitive approach to language learning to understand the role that digital tools have in intercultural learning. Also integrating Dervin’s (2011) liquid approach to interculturality—which focuses on understanding intercultural learning as a co-constructed process—the research questions that guided this investigation asked: (a) does film annotation mediate intercultural learning? and, (b) in what ways does film annotation mediate intercultural learning? In answering these questions, the study looked at the intercultural learning process of five advanced learners of Spanish, as they interacted with annotated film clips, and engaged in peer discussion around the themes of colonialism and coloniality presented in the film clips. Data were collected through pre and post-tests, video recordings of peer discussions, and screen recordings of participants’ interaction with the annotated film clips. Findings showed that film annotation allowed participants to notice, retrieve and take notes on important cultural information, which they later incorporated in discussion with peers. Based on this evidence, and aligned with the aforementioned theoretical frameworks, this investigation poses that intercultural learning is a fluid, iterative process. The study also suggests that digital artifacts—as well as human interlocutors—play an important role in enabling learning processes, therefore, the role of such artifacts should be studied more in depth.<br>Dissertation/Thesis<br>Doctoral Dissertation Spanish 2019
6
Henriques, João. "Catálogo de características para análise e avaliação de Recursos Educacionais Abertos (REA) : ferramenta de avaliação no formato checklist." Master's thesis, 2017. http://hdl.handle.net/10400.2/6631.
Full textAbstract:
Este estudo teve como foco a compreensão dos princípios e características de um Recurso Educacional Aberto (REA). O objetivo foi identificar quais as caraterísticas que um artefacto digital deve possuir para poder ser considerado um REA. Metodologicamente, a pesquisa foi exploratória e o processo de obtenção de dados teve por base procedimentos empregues no método Delphi. Recorreu-se a um inquérito por questionário, respondido por especialistas internacionais com trabalhos publicados na área dos REA. Apurou-se, desta forma, um conjunto de itens de avaliação que obtiveram consenso entre os peritos. Com base nas respostas obtidas através do questionário foi construída uma ferramenta de avaliação de REA no formato checklist, com 28 itens de avaliação denominado Catálogo de Características para Análise e Avaliação de REA. Com o objetivo de validar a ferramenta de avaliação de REA produzida neste trabalho, foi efetuada a análise de 18 artefactos digitais, depositados em repositórios online. Percebeu-se que, dos recursos apreciados, apenas 7 possuíam todas as caraterísticas elencadas no catálogo de características para análise e avaliação de REA. Também foi constatado que todos aqueles que não foram considerados REA reprovaram em itens do domínio direitos autorais. Como resultado, destaca-se que a aplicação da ferramenta de avaliação de REA no formato checklist permite perceber se determinado artefacto digital pode, ou não, ser considerado aberto. Verificou-se que, perante esta ferramenta, a maioria dos recursos depositados nos variados repositórios não possui as caraterísticas necessárias para ser considerado REA. Observou-se que o tema REA carece, ainda, em toda a comunidade científica, de muito esclarecimento. Os tópicos onde o consenso é verificável ainda são escassos. Portanto, conclui-se que continuar investindo na elaboração e aperfeiçoamento de ferramentas de avaliação de REA pode ser uma contribuição fundamental para consolidar educação livre e aberta.<br>This study focused on understanding the principles and characteristics of an Open Educational Resource (OER). The objective was to identify the characteristics that a digital artefact must possess in order to be considered an OER. Methodologically, the research was exploratory and the process of obtaining data was based on procedures employed in the Delphi method. A questionnaire survey was used, which was answered by international experts with published works in the OER area. Thus, we obtained a set of evaluation items that reached consensus among the specialists. Based on the answers obtained through the questionnaire, an OER evaluation tool was built in checklist format, with 28 evaluation items, called Characteristics Catalog for OER Analysis and Evaluation. With the objective of validating the OER evaluation tool produced in this study, 18 digital artefacts, deposited in online repositories, were analyzed. It was noticed that of the evaluated resources, only 7 had all the characteristics listed in the characteristics catalog for OER analysis and evaluation. It was also found that all those who were not considered OER have failed in copyright domain items. As a result, it should be noted that the application of the OER evaluation tool in checklist format allows us to understand whether or not a particular digital artefact can be considered open. It was verified that, by this tool, most of the resources deposited in the various repositories do not have the necessary characteristics to be considered OER. It was noted that the OER theme still needs clarification throughout the scientific community. Topics where consensus is verifiable are still scarce. Therefore, it is concluded that continuing to invest in the development and improvement of OER assessment tools can be a key contribution to consolidating free and open education.
7
Souza, Rogéria Eler Silva. "A educação do século XXI nas mãos da inteligência coletiva : narradores midiáticos nos reflexos dos narcisos digitais." Doctoral thesis, 2016. http://hdl.handle.net/10400.2/5477.
Full textAbstract:
Com a proliferação das mídias, conectadas à rede mundial de computadores, tem-se expandido as oportunidades de expressão e criação de um público cada vez mais crescente. Este advento tecnológico, associado às características do sujeito pertencente ao conceito denominado modernidade líquida, vêm alterando gradualmente as relações sociais. A motivação deste trabalho advém da urgência em sinalizar ao contexto educativo, desde o ensino básico ao acadêmico, sobre as alterações ocorridas no perfil de seu público alvo, tornando-se necessária uma revisão nos métodos, para que esses venham acrescentar abordagens aos desafios emergentes.
O primeiro objetivo, a partir do referencial teórico e estudo de caso, visa identificar as características do sujeito influenciado pelo consumismo midiático, apontando para as narrativas transmídia como influências advindas do mercado de consumo interativo, destacando, contudo o interesse pela arte da narrativa. O segundo objetivo, na mesma estrutura, procura destacar exemplos de metodologias que têm o contexto acadêmico como lócus de integração e diálogos entre áreas afins.
Também, procura aproximar do contexto dos meios de comunicação transmidiáticas, em seus regimes de controle, recursos de consumo e processos formativos informais, advindos destas dinâmicas. O terceiro objetivo propõe reflexões sobre os resultados de uma proposta com dois grupos de pesquisa e os
expectadores de uma instalação de arte digital intitulada E-Reflexos. A dinâmica permeou em integrar os estudantes e espectadores em mestiçagens, unindo abordagens metodológicas aos conhecimentos prévios, na criação de narrativas e jogos, onde os conceitos e reflexões, advindos deste trabalho, foram
problematizados e avaliados. O quarto objetivo integra reflexões sobre os principais resultados dos objetivos acima, considerando que é possível ao contexto acadêmico mediar propostas que venham reverter o potencial narrador midiático emergente para o contexto cultural, destacando a relevância das áreas de Arte nesse processo formativo.<br>With the proliferation of media, connected to the World Wide Web, the opportunities of expression and creation of an increasing public have expanded.
This technological advent, associated with the characteristics of the subject belonging to the concept called late modernity, is gradually changing social relationships. The motivation of this work comes from the urgency to signal the educational context, from basic education to the academic, on changes in the profile of its target audience, making it necessary to revise the methods so that these will add approaches to the emerging challenges.
The first objective, from the theoretical framework and case study, aims to identify the characteristics of the subject influenced by the media consumerism, pointing to the transmedia storytelling as influences coming from the interactive consumer market, highlighting, however, the interest in the art of storytelling. The second
objective, in the same structure, seeks to highlight examples of methodologies that have the academic context as the locus of integration and dialogue between related areas. It also seeks to approximate the context of transmedia in their control systems, to resource consumption and informal training processes arising from these dynamics. The third objective proposes reflections on the results of a proposal with two research groups and the installation spectators of digital art media, entitled e-reflexes. Whose dynamic was to integrate the students, the academic context, in miscegenation, combining methodological approaches to previous knowledge, to create narratives and games at where the concepts and reflections, arising from this work, were problematized and evaluated, also in. The fourth objective integrates reflections on the main results of the above objectives, considering that it is possible to mediate academic context proposals that may reverse the potential emerging media storyteller to the cultural context, highlighting the relevance of Art areas in this formative process.
Book chapters on the topic "Educational digital artifacts"
1
Hahn, Annemarie. "Educating Things: Art Education Beyond the Individual in the Post-Digital." In Post-Digital, Post-Internet Art and Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-73770-2_13.
Full textAbstract:
AbstractCurrent digital infrastructures have not only profoundly changed the way people communicate with each other, but also the material conditions in which people relate to other people, people relate to things, and also things relate to things. These emerging alliances have an impact on relationships between human and non-human actors, and thus also on concepts of individual subjectivity. In the field of art, with neo-materialistic theoretical approaches, a new relationship can be observed between the artist-subject and the art-artifacts, which places the materials in the focus of the dissonance. This displacement is to the disadvantage of the individual artist-subject. In this chapter, these theoretical considerations are exemplified by an examination of the relations between people and things in the exhibition “Co-Workers - Network as Artist” at the MAM in Paris (2015/16). The exhibition is particularly interesting because of its understanding of digital materiality.
2
Santos, Vasco, Ana Ferreira, and Eduardo Gonçalves. "The Impact of Analogic, Digital and Hybrid Representations in the Ideation Phase of an Artifact Design: An Educational Perspective." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11051-2_73.
Full text
3
Erete, Sheena, Caitlin K. Martin, and Nichole Pinkard. "Digital Youth Divas." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2005-4.ch008.
Full textAbstract:
Women use technology to mediate numerous aspects of their lives, yet women of color are grossly underrepresented in the fields of computer science and engineering. Decisions about participation in STEM are frequently made prior to high school, and these decisions are impacted by prior experience, confidence, and sense of fit with community. The Digital Youth Divas (DYD) is an out-of-school program that uses narrative stories to launch the creation of digital artifacts and support non-dominant middle school girls' STEM interests and identities through virtual and real-world community. This chapter describes the framework of the Digital Youth Divas program, which blends narratives with project-based design challenges in an informal learning environment. Results suggest that our narrative-centered, blended learning program increases non-dominant girls' knowledge, confidence, and sense of fit in STEM activities.
4
Twidale, Michael B., and David M. Nichols. "Computational Sense for Digital Librarians." In Handbook of Research on Digital Libraries. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-879-6.ch057.
Full textAbstract:
This chapter discusses the role of technology in digital library education. It explores how elements of computer science and library science can be blended to produce an appropriate “computational sense” for future digital librarians. Elements of this approach include: metacognitive skills in learning about new computational resources, fluency in tailoring applications and a view of computing applications as codesigned artifacts that can evolve in response to the changing needs of users. The development of spreadsheets is used as an example of technological development that was well-designed to support both ease of use and incremental skill acquisition. The discussion in this chapter aims to inform the development of digital library software tools—particularly those used in educational contexts.
5
Araújo, Rafael D., Hiran N. M. Ferreira, Renan G. Cattelan, and Fabiano A. Dorça. "A Hybrid Architecture for Adaptive, Intelligent, and Ubiquitous Educational Systems." In Digital Technologies and Instructional Design for Personalized Learning. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3940-7.ch006.
Full textAbstract:
Ubiquitous learning environments (ULEs) allow real and virtual study materials to be combined to enrich learning experiences. Classrooms equipped with electronic devices produce artifacts that can reconstruct the captured experiences for later use and review. Those environments have the potential to turn themselves into a factory of learning objects (LOs), which may become useless if appropriate means for reaching them are not provided to students. On the other hand, adaptive educational hypermedia (AEH) have appeared as a way of personalizing educational content in web environments and modern intelligent tutoring systems (ITS) provide personalized resources for automating pedagogical tasks. In this way, this chapter explores the concept of ULEs together with AEH and ITS for generating and providing personalized LOs to students. The proposed approach is grounded in artificial intelligence, pedagogical concepts, and computational systems technologies such as ontologies, Bayesian networks, learning styles, and ULEs for creating better individual learning experiences.
6
Jordan, Michelle E. "Interweaving the Digital and Physical Worlds in Collaborative Project-Based Learning Experiences." In Academic Knowledge Construction and Multimodal Curriculum Development. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4797-8.ch017.
Full textAbstract:
The purpose of this chapter is to help educators and educational scholars consider new possibilities for interweaving the digital and physical worlds in order to reconsider disciplinary and interdisciplinary learning across academic curricula. To explore how print and digital media may be interwoven to support children’s creation of physical artifacts in project-based learning environments, the author describes uses to which students in one fifth grade class put multimodal print and digital texts as they collaborated in small groups to design robots. The author identifies the range of textual resources used across phases of the engineering design task in order to examine the interplay between digital and print-based texts in the design and production of physical artifacts. Focusing on the role of digital texts in this project-based learning experience, episodes of collaborative talk illustrate student processes of consuming and producing texts.
7
Davis, L. Johnson. "Liminal Learning." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2101-3.ch003.
Full textAbstract:
Current educational systems have been built around the faulty metaphor of industry in which human learning is equated to machine learning or learning that is computational, linear, and void of meaning. This metaphor has been extended to how digital systems and spaces are utilized in the classroom. Recent research and conceptual frameworks built upon human learning from a metaphoric mind perspective (learning built upon meaning making and experiential connections within a social matrix), may work toward recontextualizing the use of digital technologies as methods for understanding individual experience and documenting human learning at work. A novel conceptual framework describes the digital space as a liminal learning space in which the learner enters to co-construct meaning within a social matrix, which may be evidenced by current digital artifacts. Implications for contextualizing digital technologies as liminal learning spaces are explored.
8
Notargiacomo, Pollyana, Felipe Cabrini, Daniel Ohata, Rafael Martins, Rafael Brancaccio, and Rafael Marin. "The Uses of Games That Transcend the Play and Mediate Learning." In Handbook of Research on Immersive Digital Games in Educational Environments. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5790-6.ch006.
Full textAbstract:
The digital games market is around 109 billion dollars. In this scenario, games as tools for mental and educational stimulation have been highlighted. They allow the connection between friends, the narrowing of family ties, artistic expression, improvement of aspects related to health, institute mechanisms for business and advertising, as well as constitute opportunities for differentiated training and simulations. Such artifacts are also mediators for building knowledge, as well as developing or exercising skills and attitudes, since they involve the flow state. For this it is necessary to make use of adaptability that in the educational scope allows the personalization of the experience to extend the immersion and fun. The present chapter presents a review to subsidize the expansion of the mapping of games' uses developed by Klopfer, Osterweil, and Salen, as well as to establish their relation with the deliberate practice to institute immersive and meaningful educational proposals.
9
Palilonis, Jennifer Ann. "Multimedia Active Reading." In Handbook of Research on Instructional Systems and Educational Technology. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2399-4.ch014.
Full textAbstract:
In the age of online textbooks and digital reading devices, the nature of active reading has changed. During active reading, learners build and analyze the materials they read by applying specific strategies, such as annotating, summarizing, and developing study guides or other artifacts in an effort to comprehend, memorize, and synthesize information. However, research suggests that as textbooks migrate to the digital space, contemporary active reading may be more accurately conceptualized as, at least in part, dependent upon the medium or the platform on which it occurs. This chapter proposes a novel perspective for understanding active reading called Multimedia Active Reading, which is empirically grounded in prior research that uncovered ways in which learner behaviors in the tablet textbook environment map to common physical active reading strategies (i.e., annotation, reorganization, browsing, and cross-referencing) and introduced and evaluated novel active reading support designed for the tablet textbook environment.
10
Shepp, Mandi. "Digitizing the Humanities." In Advances in Library and Information Science. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8444-7.ch001.
Full textAbstract:
Scholarship in the humanities is rapidly becoming digital, and patrons expect libraries to offer new resources. The influence of Web 2.0, especially social media, amplifies these changes and enhances digital scholarship. The collaborative creation of digital collections allows libraries to modernize their available resources while encouraging dynamic patron participation in the educational process through initiatives like crowdsourcing. The developing digital elements of humanities scholarship and how they can be affected by the participatory web is examined through discussion and review of literature, and applied and observed through a case study of The Skeptiseum, a digital museum of physical artifacts, and how digitization contributes to modern scholarship in the humanities.
Conference papers on the topic "Educational digital artifacts"
1
Raimúndez-Urrutia, Elena, and Mariella Azzato Sordo. "New pedagogical configurations for traditional learning tools: a proposal." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5149.
Full textAbstract:
Digital technologies have changed the world dramatically and, as a consequence, higher education is undergoing significant teaching and learning transformations based on their use. The need to plan and produce disruptive innovations for traditional learning tools brings a challenge in this sense. One of these modern pedagogical perspectives is the use of transmedia storytelling in education, which has given a new configuration to instructional tools and have changed their forms and educational function. We present a proposal of specialized vocabulary in reproductive biology of plants using the principles of transmedia storytelling. The design of an educational transmedia artifact for the particular terminological entry of the term «polinizador» is shown to illustrate the proposed structure for the vocabulary. This artifact is constituted by diverse resources made with the use of different media and is based on the use of tags linked to each resource, which allow interactive navigation between them, structuring the storytelling about the selected term. Each resource adds particular information on the definition of the term, so that the student can obtain the answer he needs. Transmedia storytelling allows the students’ interaction with resources in a way consistent with their own interests, making them the center of their learning.
2
Diethelm, Ira, Torsten Brinda, and Nina Schneider. "How Pupils Classify Digital Artifacts." In WiPSCE '17: 12th Workshop in Primary and Secondary Computing Education. ACM, 2017. http://dx.doi.org/10.1145/3137065.3137079.
Full text
3
Kordaki, Maria. "COLLABORATIVE METHODOLOGIES FOR THE DESIGN OF DIGITAL ARTIFACTS BY THE STUDENTS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2377.
Full text
4
Duarte, Emanuel Felipe, Vanessa Maike, Yusseli Lizeth Méndez Mendoza, Camilla Brennand, and M. Cecília Baranauskas. ""The Magic of Science:" Beyond Action, a Case Study on Learning Through Socioenaction." In Workshop de Informática na Escola. Sociedade Brasileira de Computação, 2019. http://dx.doi.org/10.5753/cbie.wie.2019.501.
Full textAbstract:
Recent advances in Human-Computer Interaction (HCI) can significantly affect technology-enhanced educational contexts. Our evolving relationship technology is a challenging topic of investigation, but alternative theories to cognition and socially aware empirical studies can shed light on the subject. In this paper, we explore "The Magic of Science" workshop, conducted in an educational museum context. With a background on learning through action and enactivism, our objective is to observe how people can individually and socially experience pervasive digital technology in educational contexts. Our study included 15 participant children and adolescents, who explored an exhibit of three interactive artworks and then built an interactive artifact from scratch during the workshop. We observed how these interactions took place and collected feedback on the experience of the workshop. Our results indicate that new ways of interacting with pervasive technologies allow us to expand the concept of learning through action, towards learning through socioenaction.
5
Vasudevan, Nitish, and Conrad S. Tucker. "Digital Representation of Physical Artifacts: The Effect of Low Cost, High Accuracy 3D Scanning Technologies on Engineering Education, Student Learning and Design Evaluation." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-12651.
Full textAbstract:
This paper aims to address two fundamental challenges in engineering education; i) the disconnect between digital and tactile learning activities in traditional Engineering Design curricula and ii) variations in standards used to assess digital activities completed by students. Digital 3D scanning technologies have the potential to mitigate the disconnect between digital and tactile learning activities by providing students with a real time understanding of the relationship between the digital and tactile design space in a real time, dynamic manner. In the process, students are introduced to the concept of reverse engineering as a means of understanding product assembly/disassembly as tactile activities, which can be then seamlessly represented/augmented in the digital space. The researchers of this work aim to understand the impact on the learning outcomes experienced by students when digital and tactile engineering activities are integrated in a real time dynamic manner. To mitigate variations in standards used to assess digital activities completed by students, the authors propose employing a 3D similarity metric that quantifies the differences between digital solutions created by students and a baseline solution from which student solutions are compared against. By establishing a quantitative similarity metric to assess student solutions, variations in grading across different instructors can be minimized and scores finalized in a more timely and efficient manner. The case study presented in this work is based on an Introduction to Engineering Design course, where freshmen students working both in individual and team based design projects are introduced to both digital and tactile activities. The research findings reveal students’ perception of 3D scanning technologies as it relates to their experiences with digital and tactile learning activities. After being introduced to digital and tactile activities, students’ performance are quantified through controlled design activities that are then assessed/graded using the proposed digital similarity metric.
6
Dugal, Sanjiv, Rahoul Singh, Robert Kinder, et al. "THOUGHT-IMAGES AS CULTURAL ARTIFACTS: FORMING A COLLECTIVE IDENTITY IN DIGITAL SPACE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2694.
Full text
7
Casciani, Daria, Chiara Colombi, and Federica Vacca. "Reverse Metadesign: Pedagogy And Learning Tools For Teaching The Fashion Collection Design Process Online." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13181.
Full textAbstract:
The present article discusses the experience of redesigning the pedagogy and learning tools of a pillar course at the School of Design of XXX, the Metadesign studio course. Metadesign is a design methodology that leads to the concept definition of a new product or service, through a research process that synthesizes design goals, technological and productive constraints, market context and consumption trends for a consumers’ group of reference. It represents a unique methodological approach characterizing the design education as it provides a consolidated research practice able to support the design process. The course structure foresees the reconstruction in phases and successive elaborations of all the elements of context that come into relation with the object of the design process (product, space, service, communication artifact…) influencing its characteristics and creating the “abacus” of elements that make its development possible. In line with the ever-increasing need to reshape the whole education system through the paradigms of digital transformation, and due the acceleration the COVID-19 emergency pushed to the request for on-distance courses, the article presents a renewed reverse course structure, highlighting strengths and opportunities for further improvements that represent a solid base for innovating a fashion design education.
8
Coffin Murray, Meg, and Jorge Pérez. "Informing and Performing: A Study Comparing Adaptive Learning to Traditional Learning." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2140.
Full textAbstract:
Technology has transformed education, perhaps most evidently in course delivery options. However, compelling questions remain about how technology impacts learning. Adaptive learning tools are technology-based artifacts that interact with learners and vary presentation based upon that interaction. This paper compares adaptive learning with a conventional teaching approach implemented in a digital literacy course. Current research explores the hypothesis that adapting instruction to an individual’s learning style results in better learning outcomes. Computer technology has long been seen as an answer to the scalability and cost of individualized instruction. Adaptive learning is touted as a potential game-changer in higher education, a panacea with which institutions may solve the riddle of the iron triangle: quality, cost and access. Though the research is scant, this study and a few others like it indicate that today’s adaptive learning systems have negligible impact on learning outcomes, one aspect of quality. Clearly, more research like this study, some of it from the perspective of adaptive learning systems as informing systems, is needed before the far-reaching promise of advanced learning systems can be realized. A revised version of the paper was published in Informing Science: the International Journal of an Emerging Transdiscipline, Volume 18, 2015
9
Tubaishat, Abdallah. "Can E-Portfolio Improve Students’ Readiness to Find an IT Career?" In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2136.
Full textAbstract:
[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] An E-Portfolio Assessment Management System (EAMS) can be an innovative tool that provides students with flexible opportunities to demonstrate the acquisition of skills and abilities in an outcome-based institution. The system has been developed and used for the past ten years to create, reflect, revise, and structure students’ work. It is a repository management system that facilitates collecting, sharing, and presenting artifacts of student learning outcomes via a digital medium. Therefore, it provides students with flexible opportunities to demonstrate the acquisition of skills and abilities to demonstrate growth of achieving learning outcomes. The rationale of the EAMS is to allow students to demonstrate competences and reflect upon experiences to improve their learning and career readiness; hence, they are accountable for their learning. The system was built around two defined set of learning outcomes: institutionally agreed upon set of learning outcomes, and learning objectives that are related to major requirements. The purpose of this study is to analyze students’ perceptions and attitudes when using an e-portfolio to support their employment opportunities. The participants were 217 students in the College of Technological Innovation. The students reported that the developing of e-portfolios was extremely helpful. The results showed that students have positive opinions about using e-portfolios as a beneficial tool to support their readiness for employment; they believe an e-portfolio increases their confidence to find a job in the IT field because it can allow them to showcase artifacts that demonstrate competencies and reflect upon experiences, and they can provide their supervisors during their industrial training with an e-resume that includes views of their actual work of what they have learned and are able to do when they complete their degree. Employers then can review e-portfolios to select prospective employees work readiness skills; hence, graduates are more likely to obtain a job in their workplaces. In conclusion, students do like the idea of e-portfolios when it is presented to them as a career showcase rather than a process for documenting learning. A career center can use e-portfolios as a tool to help students find a job. Furthermore, our analysis and evaluation uncovered learning issues involved in moving from the traditional approach of learning toward an integrated learning system that can be used after graduation.
10
Bollini, Letizia. "Fixed, liquid, fluid. Rethinking the digital design process through the ecosystem model." In Systems & Design: Beyond Processes and Thinking. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3013.
Full textAbstract:
According to the visions and conceptualizations from philosophers to design thinkers such as Habermas, Maturana &amp; Varela or Levin, the design applied to digital artifacts, products and services —due to the convergence of media, communication, deceives and technologies— is becoming even more a a bio-sphere —or better to say with the words of Vernadskij— a Noosphere. The cultural shifting is represented both in the process side and in the approach to the whole design materials and outcomes. On one hand, the organizational structure is moving from an “industrial” approach characterized by a waterfall-process —organized in subsequent of well-structured phases— to an iterative activity —that cycle among ideation, prototyping, testing assessing and redesign phases before to implement and release a project— to the agile and lean approach of the information-era in which the project itself persist constantly in a work-in-progress status —where upgrades and updates have replaced new releases. On the other hand, the object of the project itself is deeply changing according to a vision of a digital ecosystem and consequently to the design approach that is moving from a fixed —a two-dimensional page borrowed-model— to a liquid, then fluid solutions beside the divergences of media and devices and the convergence of user context and experience. Paraphrasing Maldonando we’re moving from virtual to real, from intangible to tangible, from the web to intelligent environment, both digital and physical. In this hybrid space the design process gambles his challenge to change process and purpose embracing both a traversal and a deep vertical approach to single elements of the eco-system and the eco-system in its wide complexity. Nevertheless this transition implies design to face with the challenges of emerging and upcoming phenomena: the designer education —skills, competences, methods— in an hybrid context, the anthropological mutation brought up by the new generation of digital natives and finally the social impact and emotional implication of the confluence of virtual and real experience —mediated by technologies— that people live in their daily life.DOI: http://dx.doi.org/10.4995/IFDP.2016.3013