Marcelo Milrad

1
Tecnologías de interacción social en el sistema
educativo Posibilidades y desafíos

• Marcelo Milrad
• Växjö University, Sweden
• marcelo.milrad_at_vxu.se
• San José, 14 de Noviembre 2009

2
Short About VXU

• Växjö University (15000 students, 30 distance
  students)
• Videum Science Park
• IT companies, SVT, New Media, Forest Industry,
  Heavy Vehicles
• An innovative and interesting mix

• Place where Carl Vonn Linne
• grew up
• http//www.lnu.se

3
Agenda

• The social evolution of technology
• social media, mobility and learning
• Examples from our projects
• Discussion
• Questions

4
Technological Evolution Telecom
Alexander Graham Bell at the opening of the
long-distance line from New York to Chicago,1892.
Source Library of Congress
5
Mobile Phone Development
1981
6
The Web as a Space for Collaboration and Sharing

• From the ARPANET (1969) to BITNET (1979)
• From BITNET to MOSAIC/NETSCAPE (1993)
• From the WWW to Web 2.0 (2004) and beyond
• From Data Transfer to Social Communication

7
Web Applications Social Media
Social Media is the use of rich digital content
(social objects) and web based tools for the
purpose of creating spaces for sharing and
discussing information and experiences with other
people in new ways that may differ from earlier
forms of electronic communication. (Milrad, 2008)
8
The Socialization of Information and
Communication Technologies
Almost 4 Billion Mobile Users (ITU,
2008). http//www.itu.int/newsroom/press_releases/
2008/29.html
2,5 billion SMS sent last year in the EU for a
value of 800 million euros.
9
The New Mobile Landscape
This is how mobile computers look like today
10
Social Mobile Media
Social mobile media is the use of rich digital
content and web and mobile based tools for the
purpose of creating spaces and opportunities for
sharing and discussing information and
experiences with other people in new ways that
may differ from earlier forms of electronic
communication. These situations may happen across
locations and devices, using both the mobile and
the wired internet. (Milrad, 2008)
(Kurti Milrad, 2009)
11
Youth Culture
Digital Natives (Prensky, 2001)
Digital Generation (Buckinghamn Willet, 2006)
Digital Competences New Media Literacies (Coiro
et al., 2008)
12
Fundamental Changes in the Way People Learn

• The very nature of learning is changing from
  transfer, remember and recall to create,
  discover, understand, organize, interconnect,
  retrieve, and apply knowledge in a culture and
  context
• Shift in control of learning (many more options)
• Focus on the learning experience
• Socially integrated learning that engages the
  community

.
Bransford, J., B. Barron, et al. (2006).
Foundations and Opportunities for and
Interdisciplinary Science of Learning. The
Cambridge handbook of the learning sciences. R.
K. Sawyer. Cambridge, Cambridge University Press
19-34. Pea, R., R. Lindgren, et al. (2008).
"Cognitive technologies for establishing, sharing
and comparing perspectives on video over computer
networks." Social Science Information 47(3)
353-370.
13

• What is the similarity between a plane taking off
  and children entering a classroom?

Sit quite, buckle up and turn off all your
electronic devices.
14
Challenges Social and Technological

• Lankshear and Knoble (2006) claim that school
  ignores some of these trends and argue that
  mobile and wireless technologies and new media
  might be integrated into current school
  educational activities, as they are transforming
  and defining new literacies in teaching and
  learning.

Lankshear, C. Knobel, M. (2006). New
Literacies Everyday Practices and Classroom
Learning. Berkshire, UK, Open University Press.
How can schools and universities take advantage
of these latest advances in mobile communication
and social media?
15
CeLeKT Current Research Focus

• Our research activities are focused on
• The design and development of mobile systems and
  social media to support collaborative learning
  and intellectual work.
• The creation of innovative learning environments
  and the exploration of new conditions for
  teaching and learning
• Connecting Learning Theories and Technological
  Design

16
Modern Learning Old Theories

• John Dewey and project-based pedagogy (1897 My
  Pedagogic Creed 1938 Experience and Education)
• Taking leads from student interests and questions
  to foster active learning
• But tying those questions and interests to the
  latest scientific developments with guidance into
  learning conversations that advance student
  understanding

• Rudolf Steiner (18611925)
• Maria Montessori (1870-1952)
• Jean Piaget (1896-1980)
• Lev Vygotsky (18961934)
• Jerome Bruner (1915)
• Seymour Papert (1928)
• David Kolb (1939)
• Reggio Emilia approach

17
Project Samples

• Youth Communication (2006-2011)
• AMULETS, Young Children (2006)
• AMULETS, Teacher Students (2007)
• Treasure Hunt, Young People (2007-2009)
• LETS GO (2008-2011)

18
Project Young Communication http//www.ungkommun
ikation.se/
Increasing Digital Competence in Teacher
Education and Schools

• How does the digital culture of children and
  young people affect schools and learning?
• Which skills are needed from todays teachers and
  teacher students in order to face these new
  conditions for teaching and learning?
• Are new gaps created due to this development that
  schools need to take responsibility for?

19
The Young Communication Approach Working groups

• Creating meeting places and working in thematic
  groups with
• university lecturers
• teachers from working practice
• teacher training students
• Link experts to the groups from different areas
• pedagogy, computer science, cross media,
  sociology, mathematics, science, social science,
  language
• Outside the academia ICT-pedagogues from the
  region and organisations working with young
  people

20
AMULETS

• AMULETS stands for Advanced Mobile and
  Ubiquitous Learning Environments for Teachers and
  Students.
• Supporting new ways to integrate outdoors
  learning in the classroom using social media,
  mobile and positioning technologies
• Collaboration among teachers, children, students
  and researchers
• Integration with the actual curriculum
• Mobile Content and Digital maps as spaces for
  reflection

21
AMULETS Activities

• Learning about the forest and the environment
• Pre visit Classroom discussion and preparation
• Field group activity Game like, data collection
  and content delivery and generation on the spot
• Reporting the collected data
• Post visit Digital maps as spaces for reflection
• Classroom discussions and reflection

22
AMULETS Field trip
23
AMULETS Field trip
www.ungkommunikation.se www.ungkommunikation
.blogg.se
24
Digital Maps as Spaces for Reflection
www.ungkommunikation.se www.ungkommunikation
.blogg.se
25
AMULETS History of the Växjö Square Through
the Centuries

• 26 students over 2 days
• 3 groups of divided into 2 subgroups
• Indoor / Outdoor (Field / Museum)
• Context information can be used to explore
  collaboration between groups

26
Teacher Students From mobile users to mobile
designers, May 2007

• 17 students over 2 weeks
• 4 groups
• Indoor / Outdoor (Field / Lab)
• Collaborative Problem
• Solving
• Division of Tasks

27
AMULETS, Mapping Växjö Skattjakt
Skattjakt Film
28
Mobile Games Informal Learning Children as
designers
Skattjakt Film
29
Learning Aspects

• The different scenarios offer a challenging
  arena for
• children and adults to learn and to experience a
  variety
• of learning domains in novel ways.
• Multidisciplinary learning
• Situated Learning
• Multimodal representation
• Combining Physical and Intellectual Activities
• Content creation and not only content delivery
• Collaborative Knowledge building perspective

30
Findings

• The type of rich technical learning environments
  we
• have presented may offer potential situations
  where
• learners might get overwhelmed by the technology.
  
• This indicates that innovative situated learning
  activities
• enhanced by mobile technologies should not be
• regarded as stand alone activities, as they
  should
• be part of a well developed educational flow that
  also
• is combined with traditional ways of teaching and
  
• learning (Kurti, Spikol Milrad, 2008).

31
LETS GO Learning Ecology with Technologies from
Science for Global Outcomes

• Developing an approach to learning ecological
  science - content and inquiry strategies
• Leveraging new tools
• Science sensors and digital cameras
  for data capture and mapping
• Information visualization for data-analysis
• Low-cost mobile computers with networking
• Pen-based paper computing (Livescribe)

32
LETS GO Partners
33
LETS GO incorporates geo-tagging

• In todays participatory media culture a tag is a
  way to annotate media
• A geo-tag annotates media with GPS location
• The media tagged can range from photos to video
  to data collected from sensors
• Flickr (photos) as an example
• Google Maps as a map display for geo-tagged data

34
Geo-tagging why and for what?

• Why? Localizing learning is important in the
  learning process Geotagging can make the
  abstract local
• A sense of ownership my data, our data, our
  place
• Geotagging can help users find a wide variety of
  location-specific information.
• Geo-tagging for what?
• Geo-tagging sensor data, photos, video from
  specific data-collection areas of the school site
  (or other venues)
• Publishing on the web the geo-tagged data,
  photos, video so that they can be viewed through
  a web browser by others.
• Sensor, photo, video data students geo-tag can be
  view on computer projector for analysis and
  reflection in class

35
LETS GO Activities Spring 2009 Trials in
California and in Växjö

• Working with teachers and students
• Redwood High, USA, March 2009 (ages
  15-18)
• Katedralskolan, Sweden, May 2009
  (ages 16-17)
• Kronoberg skolan, Sweden, May 2009 (ages
  14-15)

36
Trials in Växjö, Sweden May 2009
37
LETS GO Technical Componenets
Geo-temporal visualization of all the collected
data
38
Learning Aspects

• The different scenarios offer a challenging arena
• for students to learn and to experience science
• inquiry in the field of ecology in novel ways
• through
• Collaborative Knowledge building perspective
• Multidisciplinary learning
• Situated Learning across settings and contexts
• Multimodal representation
• Localized content creation, not only remote
  content delivery

39
On-Going Efforts 2009-2013

• AMULETS cont, with a focus on Math Education
  (GeM). (2008-2010)
• Gifted Kids and Math, Swedish Research Council,
  (2008-2010)
• Mlearn2GO (on-going), physical activity mobile
  games
• ICT Learning Research Relevant for the Teacher
  Training Program, Strategic Multidisciplinary
  Effort (Pedagogy, Media Communication
  Science, Humanities, Media Technology and
  Mathematics Education). Funded by the
  Board of Educational Science at VXU (LnU).
• Science to Go, a new EU project funded by the
  LifeLong Learning program to start by
  01/10. Mobile AR in Science Education.
  (2010-2013)

40
Conclusions

• Mobile Technologies and social media offer new
  possibilities to support the design of innovative
  educational activities
• Interplay between novel educational activities,
  technology and the context in which learning is
  taking place
• New roles for teachers coaching, mentors and
  content providers
• Redefining the notion of literacy for both
  learners and teachers
• Beyond innovation sustainable learning
  ecosystems

41
The Multiple Dimensions of TEL (Technology-Enhanc
ed Learning)
Organizational and financial
42
Beyond Innovation Sustainable Learning
Ecosystems
Interaction between
The Importance of Promoting Creativity
http//www.youtube.com/watch?viG9CE55wbtYfeatur
echannel
43
Contact Information
Dr. Marcelo Milrad, Professor School of
Mathematics and Systems Engineering, Växjö
University, 351 95, Växjö, SWEDEN E-mail
marcelo.milrad_at_vxu.se http//www.celekt.info

44
(No Transcript)