Connecting digital and physical ... - Luxatia International · Learning as way-finding involves...

Susanne Dau, Ass. Professor and Head of the Research Program "Professional Development & Educational Research" Department of R & D, UCN

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3rd Innovative Learning Spaces Summit 20-21 September Barcelona

Connecting digital and physical space in educational practice - Challenges and potentials for future learning design

University College of Northern Denmark


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Agenda

Setting the scene21 st Century skillsTeaching practice

Blended LearningFlipped ClassroomMOOC´s

SpaceLearning spaces

Maker spaceGame based LearningVirtual reality (VR) and Augmented reality (AR)

Empirical researchLearning ecology

Case studyPhysical and digital spaces

Reflective basisLearning Design


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Setting the scene

21 st Century skills

Teaching practice

Blended Learning

Flipped Classroom

MOOC´s


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21 st Century skills (students)


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21 st Century skills (teachers)

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European Framework for the Digital Competence of Educators (DigCompEdu)


Teaching practice

Online/offline?


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Dau, S. (2015). Studerendes orientering i fleksible professionsuddannelsers læringsrum – et narrativt casestudie af vidensudviklingens veje og afveje. Aalborg University.

Teaching Practice – connecting digital and physical learning?

Learning

design

element

Face-to-face Online

Collaboration • Physical

• Situated

• Embodied

• Include direct eye contact

• Include socio emotional

• Include touch and smell

• Virtual

• Distant

• Visual or written

• Flexible

• Analogue or synchronic

Project work • Verbal and socio emotional clarification

• Embodied facilitated communication and discussion

• Writing, reading, and remediating the content together in the physical setting

• Collaborative or cooperative commitment

• Cooperative

• Structured by the setup

• Progression is documented and visible

• Asynchronous writing and discussion

• Commitment is weakened

Instruction • Interruptive

• Bodily discharges and language supplementing the content

• Changeable in situ

• Direct clarification possible

• Precisely

• Visual afforded

• interfering in situ elements are offset

• Online offset is initial present

Tasks • Peer-to-peer, group or individual in situ

• Commitment to peers and teacher is given priority

• Direct clarification possible

• Mostly individualized

• Differentiation possible

• Mainly written

• Quality of the work is clear and documented


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Cass, A. & Dau, S. (2018). Booklet, Aalborg University (in press)

Teaching practice

Blended learning

Flipped

Classroom

MOOCs


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Space

Learning spaces

Maker space

Game based Learning

Virtual reality (VR)

and Augmented reality (AR)


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Learning spaces – Basho (Ba)


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Physical

Physical

Cyperspace

Mental space

Social

Learning spaces

Maker space


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Learning spaces

Game based Learning


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Learning spaces

Virtual reality (VR) and Augmented reality (AR)


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Empirical research – digital and blended learning

Learning ecology

Case study

Physical and digital spaces

Reflective basis

Learning Design


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Learning ecology

“…as the accessed set of contexts, comprised of configurations of activities, material resources and relationships, found in co-located physical or virtual spaces that provide opportunities for learning” (Barron, 2004, p. 6).

“…a learning ecology is best conceptualized as a dynamic entity that can be characterized by the diversity and depth of learning resources and activities”. (Barron, 2006, p. 217)


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Learning ecology – a case study

Student´s orientation in Blended Learning environments (spaces)


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Dau, S & Ryberg, T. (2014). Disruptions and disturbances as challenges in a blended learning environment and the role of embodied habit orientation. Proceedings the 13th European Cobference on e-Learning. Copenhagen, Denmark.

Methods

Case- study

Mixed methodFocus-group interviews (students N=8, lectures N=4, practitioners N=2, mentors N=2)

Survey : questionnaires (students N= 21, 66%)

Observations (classroom and public school)

Critical hermeneutical interpretationMimesis 1, mimesis 2,mimesis 3

Burke, RB. & Onwuegbuzie AJ. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher 33(7), 14-26.

Dau, S. (2014). The use of the three fold mimesis. New Approaches, Old Realities. Academic Quarter, vol 9, 112-125

Ricoeur, P. (1984).Time and Narrative.Vol. 1. and Vol. 2 Trans. Kathleen McLaughlin and David Pellauer. Chicago and London: The University of Chicago Press.

Educational places and spaces of learning

Places

UCN

Public schools

Home

Spaces

Mental - enmined

Physical - embodied

Social – engaged

Digital

Dau, S. (2014). Forskellige læringsrum – forskellige muligheder og begrænseninger. In C.H. Jensen Flexvidere (p. 97-117). Book on Demand, Aalborg: UCN

Learning design - Challenges and potentials in relation to 21st Century skills


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Prerequisite and conditions vs. demands

Structure and clarity (mapmaking) vs. autonomyand students initiative

Unclear navigation online vs. sufficient use of ICT, BL and online study activities (map using)

Self-direction and leadership vs. teacher-led or collaborative

Overload of possibilities vs. limited possibilities

Creativity vs. pre-defined curriculum

Habits vs. adaptability and mobility

• Sociality

• Competence and Identity seeking

• Embodied habits and familiarity

• Contextual orientations processes and navigation in peripersonal spaces

• Disruptions and blurred ecotones between leisure, daily life and learning activities

Paper presentation at the conference: "On the Definition of Learning", Odense 28th-29th August 2014

Empirical findings

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Learning as way-finding is characterized as acquisition and/or development of knowledge, skills and competences through embodied and enminedintrapersonal, interpersonal and extrapersonal actions within peripersonal spaces of individuals, communities and organizations. Learning as way-finding involves development in cognition and/or skills and/or attitudes through movements in peripersoanl spaces within physical, online and mental spaces in motions.

Paper presentation at the conference: "On the Definition of Learning", Odense 28th-29th August 2014

Theoretical findingsLearning as way-finding is positioned within a phenomenological-ecological approach to learning with some relations to embodied cognition, activity theory and situated learning

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Reflective basis

Learning both formal and informal can be conceptualized by the metaphor of way-finding; embodied, emotionally and/or cognitive both individually and socially. Way-finding, is argued, to be a contemporary concept for learning processes, knowledge development and identity-shaping, where learning emerges through motions, feeling and thinking within an information rich world in constant change.


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Learning as

wayfinding

Sociality

Interaction

Identity

EmotionSpatiality

Mobility

Structure

Reflective basis

Learning design


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(Daziel et al., 2016)

Selected references

Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1-36.Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193-224. Retrieved from https://search.proquest.com/docview/224007893?accountid=35465Dalziel, J., Conole, G., Wills, S., Walker, S., Bennett, S., Dobozy, E., … Bower, M. (2016). The Larnaca declaration on learning design. Journal of Interactive Media in Education, 2016(1).Dau, S. (2015). Studerendes orientering i fleksible professionsuddannelsers læringsrum: Et narrativt casestudie af vidensudviklingens veje og afveje. Aalborg Universitet, Facultyof Humanities.


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https://search.proquest.com/docview/224007893?accountid=35465

Thank you for Your attention

Questions & Comment?


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Connecting digital and physical ... - Luxatia International · Learning as way-finding involves...

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