A New Direction for the Learner Experience. Engaging Students in Participatory Design of a 21st Century Classroom Chair-Desk
Classroom chair-desks tend to be uncomfortable and not appealing to the student.
A patent search using the term “chair-desk” reveals that students today are sitting in exactly the same rigid plastic seat, bolted to a metal-frame, high-pressure polyurethane-topped student chair-desk as their parents or grandparents did more than a half century ago in 1953. When the five major school furniture manufacturers in the United States were asked what research they relied on for their furniture designs, the response was that they did not rely on any and so have adopted a one-size-fits-all philosophy (Parcells 1999).
In an effort to put an end to one-size-fits all design of learning environments this paper presents a detailed account of the participatory design approach followed by a high school engineering technology class from Hopewell High School, Virginia, USA to re-design the traditional school chair-desk as part of their efforts in the 2010 Lemelson-MIT InvenTeams program. With a belief that students should experience an optimum state of active-dynamic learning the team used a participatory design approach to innovate an inclusively designed, accessible student chair-desk that adapts to its user’s need of healthy, ergonomic movement resulting in an improved chair-desk experience and ultimately an enhanced learning experience. Key milestones achieved, challenges encountered, and relationships forged during the design and fabrication process of this desk are also highlighted.
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning.
We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
Based on PISA 2009 data, this paper studies the relationship between students’ computer use and their achievement in reading, mathematics and science in 23 countries. After having categorized computer use into a set of different activities according to the skills they involve, we correlate PISA test-scores with an index capturing the intensity a student uses computers for each of these activities and with the total number of activities s/he performs.
Overall, we find that students’ PISA test scores in reading, mathematics and science increase with the intensity of computer use for Gaming activities while they decrease with the intensity of computer use for activities that are more related with school curricula (i.e. Communication and Collaboration activities; Technical Operations/Info Retrieval activities; Creation of Content and Knowledge Problem Solving activities). However the number of activities (and hence the diversification of activities), irrespective of the intensity of computer use, is positively correlated with students’ proficiency in all the three PISA domains in the vast majority of countries, indicating that computers breadth of use, as opposed to intensity of use in a given activity, has some positive effect on students’ performance.
E-learning, open and distance education have been important fields of intellectual excitement and innovative development. Challenges posed by the new technologies are permanent, and students constantly keep teachers under pressure to develop. Learning is becoming more and more individualized and self-managed. Individual and collective motivation, enhancement of the learning experience, and an overall improvement of learning quality are gaining ever-increasing traction. How can we do our best to make learning a thrilling experience for learners, including providing a sense of joy in the virtual classroom?
The EDEN 2013 Conference will discover and present the latest best practice in this field, share progressive concepts, inventive solutions, and promote joint-thinking and collaboration.
Discussion and debate will provide a range of innovative theories and approaches about the smart use of ICT tools, new methodologies for enhanced learning experience, content management systems, or fascinating solutions supported by game based learning, immersive environments, multimedia, etc.
Online and Social:
The 2013 Annual Conference will be supported and accompanied intensively by social networking, sharing, online and virtual presence and involvement possibilities.
This will be strengthened by and implemented through the EDEN members" portal: the NAP Members Area on the web and its services.
Call for Contributions:
We invite for the conference proposals for paper presentations in parallel sessions, posters, workshops, and short demonstrations that relate to the conference themes.
Submissions will be double peer reviewed by the Conference Committee. Accepted contributions will be published in the electronic Conference Proceedings with ISBN and their summary in the printed Book of Abstracts.
Schedule and Deadlines:
Submission of Proposals – 5 February 2013
Registration Opens – mid-February 2013
Notification of Authors – 22 March 2013
eLmL 2013 conference continutes bringing together federated views on mobileLearning, hybridLearning, and on-lineLearning. eLmL 2013 is dedicated to educators, eLearning experts, and students to exchange their ideas, experiences and lessons learnt in different facets of modern learning.
eLearning refers to on-line learning delivered over the World Wide Web via the public Internet or the private, corporate intranet. The conference is intended to provide an overview of technologies, approaches, and trends that are happening right now. The constraints of e-learning are diminishing and options are increasing as the Web becomes increasingly easy to use and the technology becomes better and less expensive.
As the ease of execution increases, more and more institutions are discovering the benefits of delivering training via the Web. Interest in e-learning is at an all-time high, and the workshop wants to serve as a stimulus to accelerate collaboration and dialog among the e-learning providers, trainers, IT researchers and the lifelong, self-directed learners. Such business trends as an increased global economy, the pressures for rapid development, and the necessity of teamwork are shaping the present state and the future of eLearning.
Employees are increasingly aware that they must continue to update and advance their skills if they want to understand the state-of-the-art technologies and remain valuable to their organizations. This means that learners will be more and more self-directed, and they will want access to what they need when they need it. The Internet based educational materials and the e-learning providers have to meet this demand.
The conference focuses on the latest trends in e-learning and also on the latest IT technology alternatives that are poised to become mainstream strategies in the near future and will influence the e-learning environment. Ubiquitous systems proliferate quickly due to the latest achievements in the industry of telecommunications, electronics, wireless, and economical globalization.
Wireless and mobility allow any user to timely use resources using various access technologies under (assumed) secured and guaranteed privacy. The family of the mobile devices expand dramatically, allowing a user to have a portable office everywhere, every time. Mobile learning became a fact, due to the technical accessibility and Internet communications. Many online classes, learning systems, university curricula, remote education, and virtual training classes are now part of the corporate education and use.
Progress is made in user modeling and adaptive learning models. The generalization of successful practices on mobile learning is favored by many national and international projects and policy synchronization boards. Adaptation implies also the use of the classical methods, still in use and useful in some contexts and for some categories of users. Hybrid learning is an increasing trend in education today. The traditional classroom learning has been historically proven beneficial. Hybrid learning is rather a series of different learning strategies going from teacher-centric to student-centric. This improves the critical thinking, creativity, self-management, self-study, and advance problem solving thinking of the student.
We solicit both academic, research, and industrial contributions. We welcome technical papers presenting research and practical results, position papers addressing the pros and cons of specific proposals, such as those being discussed in the standard fora or in industry consortia, survey papers addressing the key problems and solutions on any of the above topics short papers on work in progress, and panel proposals.
Industrial presentations are not subject to the format and content constraints of regular submissions. We expect short and long presentations that express industrial position and status.
Tutorials on specific related topics and panels on challenging areas are encouraged.
The topics suggested by the conference can be discussed in term of concepts, state of the art, research, standards, implementations, running experiments, applications, and industrial case studies. Authors are invited to submit complete unpublished papers, which are not under review in any other conference or journal in the following, but not limited to, topic areas.
All topics and submission formats are open to both research and industry contributions. You can check them all here.
Engagement may be a precursor to meaningful interaction among classmates, and between instructors and students. Disengaged students often have limited interaction with course materials. Online educators may need to deliberately incorporate learning activities aimed at increasing student engagement.
Arts-based learning activities can foster student social and academic engagement as they assist students and instructors in becoming more “real” to one another in the online learning milieu. Examples of arts-based learning activities that may facilitate student engagement include Photo Cascades, “My” Music Moments, and Word Sculptures.
Die Universität Potsdam bietet Hochschulen, Schulen, Forschungseinrichtungen und Verbänden ein Forum zur Diskussion aktueller Anwendungen innovativer Prozesse und neuester Ergebnisse zum Thema E-Learning.
Lehrende und E-Learning-Praktiker und -Entscheider tauschen ihr Wissen über etablierte und geplante Konzepte im Zusammenhang mit dem Student-Life-Cycle aus. Der Schwerpunkt liegt hierbei auf der unmittelbaren Unterstützung von Lehr- und Lernprozessen, auf Präsentation, Aktivierung und Kooperation durch Verwendung von neuen und etablierten Technologien.
Das Symposium greift die erfolgreiche Veranstaltungsreihe auf und führt das Thema „Forschungsdatenmanagement“ aus dem Vorjahr nun zu innovativen Technologien für Lehren und Lernen.
The Learning 2.0 Conference is a unique chance to participate in a global conversation on rethinking teaching and learning in the age of the Internet. Subject strands include changes in the classroom (social media, 1:1 computing, "flipped classrooms," digital literacy, maker spaces, gaming, open educational resources, digital textbooks), in student learning (individualized learning, student-directed learning, "hacking" education, personal success plans, ePortfolios, and building a digital presence), in teacher personal and professional growth (lead learning, personal learning networks, peer / open / self-directed PD), in schools (virtual and online schooling, mobile learning, blended learning, MOOCs, immersive environments, learning spaces, entrepreneurship, school leadership, big data, assessment models), and in pedagogy (from teaching to learning, social learning, social / educational networking, passion-based learning, learning how to learn, brain-based learning).
Strand 1: Classroom 2.0 - The Changing Nature of the Classroom
Strand Tag: "classroom 2.0"
- Social media in classroom
- 1:1 / BYOD programs
- Flipped Classrooms
- Digital Writing
- Digital Literacies / Search Literacies
- Gaming in Education
- Open Educational Resources (OER)
- Digital Textbooks
- Changes to teaching specific subjects: e.g., Math 2.0
Strand 2: Student 2.0 - Changes to Student Learning
Strand Tag: "student 2.0"
- Individualized / personalized learning
- The learner as agent
- Student-directed learning
- Hacking education
- Personal Learning Networks (PLNs) for Students
- Personal learning or success plans
- Resume 2.0
- Personal websites and "branding"
- Building a digital presence
Strand 3: Teacher 2.0 - Personal and Professional Development
Strand Tag: "teacher 2.0"
- The teacher as lead learner
- Personal Learning Networks (PLNs) and Personal Learning Communities (PLCs)
- Peer Professional Development (PD)
- Open PD
- Self-directed PD
- Passion-based teaching
- Schools of Education 2.0
Strand 4: School 2.0 - The Where, When, and How of Formal Learning
Strand Tag: "school 2.0"
- Virtual and online schooling
- Blended learning
- Mobile learning
- Massive Open Online Courses (MOOCs)
- Immersive environments
- Alternative Education Models (homeschooling, unschooling, Democratic schooling)
- School leadership
- Schools as community hubs
- Education reform
- Disruptive innovation
- Solving digital divides
- Architecture and learning Spaces
- Educational entrepreneurship
- Big data and data analytics
- Assessment models
Strand 5: Pedagogy - Re-evaluating Teaching and Learning Methods
Strand Tag: "pedagogy"
- From teaching to learning
- Social Learning
- Social / educational networking
- Passion-based learning
- Technology and pedagogy
- Learning how to learn
- Brain-based (cognitive) learning