The IADIS CELDA 2013 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems.
Frontline Learning Research is an open-access electronic-only journal that publishes articles on issues and trends occurring internationally in research on learning and educational sciences.
Among others, the journal focuses on articles in the following fields of research: Research on learning and instruction in formal and informal contexts, multidisciplinary research on learning and learning environments, new theoretical and methodological approaches in learning sciences, insights into learning research from disciplines other than educational sciences or psychology (e.g., cognitive neuroscience, computer science, philosophy, sociology).
The journal particularly welcomes both short and long, brief, albeit rigorous, articles reporting on emerging theoretical, methodological and empirical approaches. Innovative/risk-taking research in the learning and educational sciences is encouraged. An outlet is provided for publishing in-depth studies, including articles involving a thoroughly elaborated theoretical framework, extensive qualitative data, or complex analytical techniques. As a consequence, also dynamic data material is welcomed in the journal, such as video's, photo's, and other dynamic data.
Furthermore, multidisciplinary research that draws from cognitive, philosophical, sociological, psychological and pedagogical theoretical paradigms is highly-valued. Indicatively, the following research is encouraged to submit its work to Frontline Learning Research:
Studies focusing on issues and ideas encountered in relatively new fields, lacking a long line of research. This lack of well-developed theoretical framings and of articulated theoretical constructs and ideas, provides an avenue for initiating useful and productive scientific discussion on a range of issues. These include internal inconsistencies, phenomena which appear inconsistent with the predictions derived from the corresponding theoretical framework and available empirical evidence, indicating flaws in underlying assumptions or premises.
Studies seeking to make connections between previously unconnected established lines of research so as to integrate different theoretical frameworks
Studies using an innovative research methodology that offers a different perspective on how to conceptualise and pursue certain research questions.
What are the fundamental questions that should be driving ICT in education policy? This book is about the changing face of education in Hong Kong. It aims to provide a systematic study of the development and change in school practices, teacher practices, student practices, and student learning outcomes arising from the implementation of ICT in education since 1998, within the broader context of education policy changes in Hong Kong, particularly the comprehensive education reform initiatives that started in 2000.
This book by Nancy LAW, Allan YUEN, Man Wai LEE and Yeung LEE aims to understand the nature of the evolving changes and the impact these have made on teachers and students over this 12-year period (1998-2010), and to explore how far such changes have in fact brought about educational transformations. One of the distinctive features of this book is that it depicts the Hong Kong education changes from an international comparative perspective. This book is grounded on rigorous and systematic analysis of local and international studies in the past decade. Taking a comparative perspective, findings of various studies or projects related to ICT in education are presented to illustrate and illuminate the changing face of education in Hong Kong. By linking empirical research findings on practice with system and school level policies, this work aims also to reflect on the lessons that we can learn from Hong Kong’s first decade of ICT implementation in school education. This book has grown out of a substantial secondary analysis of the data collected from two research projects, the international comparative study SITES 2006 (http://sites.cite.hku.hk/sites2006) and the Phase II Evaluation of the Second IT in Education Strategy in Hong Kong (http://il.cite.hku.hk/). The former study seeks to understand the status of pedagogy and ICT implementation at classroom, school and system levels while the latter aims to investigate the impact of ICT implementation on student practices and student learning outcomes, in particular whether students are well prepared for the 21st century.
The Personal Learning Environment (PLE) Conference, which took place simultaneously in Aveiro (Portugal) and Melbourne (Australia) last September, was intended to produce a space for researchers and practitioners to exchange ideas, experiences and research around the development and implementation of PLEs – including the design of environments and the sociological and educational issues that they raise.
On this website, you can find all the papers that were produced for this occasion.
The C2Learn project aims to introduce an innovative digital gaming and social networking environment incorporating diverse tools, the use of which can foster co-creativity in learning processes in the context of both formal and informal educational settings.
In developing this project, we are innovating methodologically by introducing two new non-linear thinking processes, as fundamental heuristic devices in assisting the user to generate new types of candidate solutions. These innovations are based on most recent results of cognitive science research, which have marked a breakthrough in our understanding of the roots of reasoning and its relation to emotion and representation: Diagrammatic Reasoning and Emotional Reasoning.
We shall also implement these non-linear thinking methodologies in game environments, especially for school age users, in order to enhance the motivational component and to enrich the manner and opportunities of engagement with these activities. In so doing, we shall be guided by an acclaimed educational theory on how to use digital gaming and social networking technology to promote creative thinking in children and the young.
The C2Learn environment will be an open-world "sandbox'' (non-linear) virtual space enabling learners to freely explore ideas, concepts, and the 'shared' knowledge available on the semantic web and the virtual communities in which they participate. In this open-world sandbox, creativity is contextually defined as open-ended, and has no pre-sets or barriers. So too will be the virtual game environment housing nonrestrictive opportunities for learners to engage in creative problem-finding and creative problem solving. These new computational tools - rather than setting a series of preset problems and challenges based on players' previous actions in the virtual game environment - will afford and generate potential playful experiences surrounding creative problem solving and non-linear thinking tasks.
The Go-Lab project will open up remote science laboratories, their data archives, and virtual models (“online labs”) for large-scale use in education. Go-Lab enables science inquiry-based learning that promotes acquisition of deep conceptual domain knowledge and inquiry skills and directs students to careers in science.
For students (10 to 18-years old), Go-lab offers the opportunity to perform personalized scientific experiments with online labs in pedagogically structured and scaffolded learning spaces that are extended with social communication facilities.
For teachers, Go-Lab offers pedagogical “plug, share, and play” through a Web-based interface and a community framework to disseminate best practices and find mutual support. A modular approach and inquiry classroom scenarios promote a seamless incorporation of online labs into the classroom.
For lab-owners, Go-Lab provides open interfacing solutions to easily plug in their online labs, construct their virtual didactic counterparts, and share them in the Go-Lab federation of online labs. Go-Lab will thus promote their scientific activities.
The project starts with a set of online labs from worldwide renowned research organisations (e.g., CERN, ESA) and then from selected universities and, based on initial in-depth pilots, will gradually improve and expand its series of online labs and associated inquiry learning opportunities with the increasing contribution of teacher and lab-owner communities. More advanced and later versions will be evaluated and validated in large scale pilots. The Go-Lab project throughout Europe will expand the resources for teaching science in schools and provide more challenging, authentic and higher-order learning experiences for students. Its sustainability will come from the opportunity for the larger science education community to add new online labs. An open and Web-based community will capitalize on the ‘collective intelligence’ of students, teachers, and scientists.
Este Atlas Didáctico nos ofrece contenidos de geografía. Pueden ser utilizados en el último ciclo de primaria y en secundaria en función de los temas que escojamos de la web. Son destacables sus juegos, diseñados para comprobar al aprendizaje en los distintos contenidos tratados, algunos de ellos en formato quiz. En su portal de Cartografía didáctica podremos encontrar muchos otros recursos como puzzles, mapas mudos (en formato pdf, muy adecuados para imprimir y trabajar con nuestros alumnos) y unidades didácticas.
Irá decorrer entre os dias 15 e 17 de novembro de 2012, na Universidade Aberta, o Pólo Nacional /Local Chapter em Portugal da Conferência Internacional SLACTIONS2012.
Trata-se de um evento organizado pelo Laboratório de Educação a Distância & eLearning (LE@D) da Universidade Aberta e do Grupo de Agentes Inteligentes e Personagens Sintéticas (GAIPS/INESC-ID/IST) em colaboração com o Gabinete de e-learning da Universidade de Trás-Montes e Alto-Douro (UTAD).
A Conferência SLACTIONS 2012 tem como foco a investigação acerca dos mundos virtuais, caracterizando-se por ser a primeira conferência híbrida a decorrer em simultâneo no Second Life® e presencialmente a partir de vários países. Os outros pólos nacionais/local chapters da SLACTIONS 2012 são até à data EUA, Itália, Irlanda, Peru e Brasil.