Archive for Multimedia Learning
This Concept Map, created with IHMC CmapTools, has information related to: Learning Theory, organisational learning Nonaka & Takeuchi, zone of proximal development The area of capabilities that learners can exhibit with support from a teacher or peer., text & conversation theory An organization is created and defined by communication. communication
Sourced through Scoop.it from: cmapspublic3.ihmc.us
It seems odd that constructionism is the only “paradigma” that has no distinctive principlies or no link to keyconcepts and it seems exaggerated that no links are connecting instructivism to any other paradigm, but it is still a very good representations of the whole picture.
Mais uma apresentação no Rio de Janeiro e mais uma oportunidade para conhecer mais investigadores interessados no tema das Narrativas Digitais e do Hipervídeo Semântico.
Desta vez a convite da Professora Vera Dobedei no âmbito das actividades do linha de pesquisa de Memória e Património associada ao Programa de Pós-Graduação em Memória Social da Universidade Federal do Estado do Rio de Janeiro (UNIRIO)
Yesterday afternoon (morning in Texas) the final presentation and discussion of my PhD took place in the New University of Lisbon. Here are the presentation slides.
Luis von Ahn describes the model for the free language-learning platform, Duolingo. The idea, he says, goes back to his childhood, where he imagined a model for a gymnasium that sustained itself by reselling people-produced energy. Von A…
Great idea and great results! According to wikipedia it has 12,5 million users worldwide (and counting). Nice presentations. I like how he puts in words the idea that humans are better learning online than producing electricity!
(“The world around us”)
“If theory is rapidly forgotten, gestures and the artistic experience rest in the body, in the memory, in the look”
Is a great example of how artistic expression and storytelling greatly supports learning activities with young students. With the support of Fundação Caloust Gulbenkian “Os filhos de Lumière” developed in several schools activities with students that ultimately resulted in short movies where kids create their stories, direct and produce their own movies.
More and more teachers are using Korsakow in their classes. From early adopters in 2009 like Scott Wilson in California to Adrian Miles in Australia there are many projects all over like Jennifer Proctor’s in the University of Michigan-Dearborn. I am realy happy to see that more and more people are exploring this application’s characteristics for inovating and improoving their student’s learning experiences.
An interview with the professor: Korsakow in the Classroom: Jennifer Proctor
The III Colóquio Luso-Brasileiro de Educação a Distância e Elearning was truly inspiring. It was especially interesting to hear António Dias Figueiredo and his perspective of what is needed regarding the area in higher education institutions, particularly in Portuguese ones. He presented several dichotomies that should be explored starting with the need of having not only tactics to deal with day to day situations but also a long-term strategic view for innovation.
“Quem não constrói castelos no ar não os constrói em nenhum lugar” (spanish saying, translated would be something like: “Those that don’t build castles in the air won’t build them anywhere else”)
From his presentation (Portuguese): http://www.slideshare.net/adfigueiredoPT/adf-coloq-lusobraseaduaberta
Also inspiring was Marco Silva’s presentation that introduced his view on useful uses of computer and the internet in education separating distance learning from online (or networked) learning. This idea goes side by side with a need for a paradigm shift in education that could foster a participatory learning environment that may cope with the emerging cyber-cultures. He presented his view of a Parangolé pedagogy based in the importance of empowering students in their own interactivity with the learning environment. The following keynote speaker, João Mattar, building on the Parangolé metaphor, presented a discussion between dressing the Parangolé and dressing the Batman cape as metaphors for the dichotomy between the industrial didactic models and post-industrial educational models. Mattar, building on Sherry Turkle’s and others’ ideas, supported the importance of students building their own identity rather than learning to follow rules of behavior dressing a predefined character cloak. He emphasizes the idea that in an industrial era respecting rules was convenient for those interested in reproduction but that today in the emerging informational era anthropophagic paradigms will be much more important for inspiring needed innovations. These ideas seem to have string relations with the also mentioned author Lawrence Lessig and his last book Remix.
Web 2.0 and innovative practices’s presentations were also inspiring and reflected on some level ideas presented by António Quintas Mendes. In his presentation, Mendes addressed the computer as the semantic tool. Building on several authors like Walter Ong and Basil Bernstein, he addressed the topic of a return to a new orality.This perspective is highly supportive of a learning model that supports emerging digital media formats that valorize connectivity at a semantic and personal level like the one I am exploring in my work.