Research seminar communication presented at Graz University of Technology (TU Graz, Austria) on 17 November 2016

1. Blended Learning
Meets Digital Media
José Bidarra | Universidade Aberta | Portugal

2. The classroom today…

3. • 8 AM
• 12 AM
• 2 PM
• 4 PM
• 7 PM
“ICTs are not mere tools but rather environmental forces that are
increasingly affecting us. For instance blurring the distinction
between reality and virtuality, and blurring the distinction between
human, machine and nature” (L. Floridi)

4. Educational Technology
According to the EU
Commission initiative
Opening Up Education,
between 50% and 80%
of students in EU
countries never use
digital textbooks,
exercise software,
podcasts, simulations or
learning games.

5. Classroom
Learning
Online
Learning
Mobile
Learning
4
Affordances
facilitating
b-learning
processes
5

6. • STUDENT SUCCESS
• PROGRAM QUALITY
• MANAGEMENT
• RESPONSIVENESS
• IMPROVEMENT
Today’s Agenda
Creativity - the ability to develop from scratch new
solutions to emerging problems (communication, digital
literacy);
Critical thinking - the capacity to read, interpret, and
evaluate new information (citizenship, communication,
digital literacy;
Problem solving - the ability to make decisions and
implement the best solutions (communication,
collaboration, digital literacy);
Productivity - the ability to be more productive and
apply higher-level skills (ICT competences are important
here).
21st Century Competences by Voogt & Pareja Roblin (2012)

7. WebTechnology 3D,AR,VRTechnologiesMobileTechnology
Smartphones and
tablets use is
widespread. Many
educational apps,
ebooks, and videos
are available.
These more advanced
technologies are now
coming of age with
new hardware and
software.
Inexpensive and user
friendly. There are
many educational
tools available online
and offline.
Trends Showcase

8. Classic Teaching Model

9. Current Teaching Model

10. Connected Learning

11. Time-Space Matrix
(Bidarra & Rusman, 2015)
11
(application example based on Johansen, 1988)

12. A Design Framework
We propose an instructional design framework to support science education
through blended learning, based on a participatory and interactive approach
supported by ICT-based tools, called Science Learning Activities Model (SLAM).
This started as a response to complex changes in society and education (e.g. high
turnover rate of knowledge, changing labour market, fast pace of technology
renewal), which require a more creative response to the world problems that
surround us. Many of these challenges are related to science and it would be
expected that students are attracted to science, however the contrary is the case.
Article to be published in Open Learning: The Journal of Open, Distance and e-Learning

13. Context 1 Technology 2 Pedagogy 3
Context usually refers to
broad concepts such as
society and
organizations,
knowledge domains,
experts and peers, tools
and techniques, time and
location, among other
aspects.
Educational technology
is concerned with
connectivity, ubiquitous
learning, web interface
systems, and learning
platforms. Many of these
allow access to remote
labs and equipment.
New pedagogies are
emerging every year and
the account of the last
years has been very
prolific: scale,
connectivity, reflection,
extension, embodiment
and personalisation.

17. MOOCs

18. MOOCs - Evolution

19. MOOCs - Dropout rate

20. Flipped class & SPOCs
(Small Private Online Courses)
(Brian White, edX)
20

21. Digital Storytelling
Storytelling is based on a set of
four elements that are still valid in
the digital age, namely:
• A narrator
• A plot
• A setting
• Characters
There is usually a conflict of some
kind. Some common types of
conflict may include:
• Conflict between one person
and another or between groups;
• Conflict between a person and
the natural environment;
• Conflict between an individual
and the society.
21

22. Content Gamification
"the use of game design elements in non-game contexts" (Deterding et al., 2011, p.1)
• Points: points are fantastic motivators and can be used to reward users/students across multiple
levels or dimensions of a gamified activity. In general people love to be rewarded and, when
interacting with a point system, they feel like they have gained something.
• Levels: these are often defined as point thresholds, so the students (or users) can use them to
indicate a higher status and have access to bonus content.
• Challenges, badges, achievements, and trophies: the introduction of goals in an activity makes
students (users) feel like they are working toward a goal. Normally, challenges should be configured
based on specific actions and should include user/student rewards when they accomplish certain
milestones with badges, achievements or trophies.
• Leader boards or “high-score table”: in the context of gamification, high-score tables are used to
track and display desired actions, using completion to drive valued behavior. In intrinsic motivation
terms, they are one of the most important features of a game, bringing the aspiration factor to the
process.
22

23. Game Mechanics, Dynamics
and Emotions - MDE model
Badges Avatars
Votes
Leaderboards
Achievements
Boss Fights
Virtual GoodsGuilds Quests
Rewards
Progress Bars
Skill Trees
Experience Points
Stat Points

24. Online Course on ICT

25. Online Course on ICT

26. Online Course on ICT

27. Games and Simulations

28. Virtual Worlds
Odisseia, 2006

29. Sign Language Learning
Serious Game

30. Translation through an
Avatar
Dynamic recognition of gestures

31. Virtual Sign Game
1 - Finite Automata
2 - Algorithms for
Hierarchical
Classification
3 - Sequence
Alignment Algorithms

32. Saving Lake Wingra (ARIS)
AR Game Mechanics
Play on locationPlay on location
Play on
handheld
Play on
handheld
collect clues and
objectives
collect clues and
objectives
Trigger game
objects
Trigger game
objects
For a $3.5M 2005-2008 STAR Schools
grant with Harvard and MIT, my doctoral
research group made location-based
games using MITʼs Outdoor Augmented
Reality platform. It was prety cool stuff.

33. Saving Lake Wingra (ARIS)

34. ARIS game engine
20
ARIS uses GPS to
show you where to go
http://arisgames.org

35. GameBook: text + images

36. GameBook: video + quiz

37. GameBook: Google Maps

38. GameBook: puzzle games

39. Mobile Learning
Learning Anytime, Anywhere…

40. Mobile Learning
• Basic model: SMS, MMS, images & text
• Responsive Web: accessible via browser (online)
• Educational Apps: installed in the device (offline)
• Educational eBooks: installed in the device (offline)

41. Anytime, Anywhere
Information
Transfer
DecentralizedCentralized
Skills Transfer
EmpoweredControlled
Knowledge
Creation
Exchange
Seamless Work
& Learning
Open up time and place for
learning
Data and analysis where
and when you need it
(Mauro Figueiredo)

42. M-Learning Research
(Aberdour, 2013)

43. Moodle Mobile

44. Apps or eBooks?

45. 45
App MILAGE Learn+

46. Responsive Web vs. Native Apps
One of the first decisions product designers have to make is whether they are
going to just make a web product “friendly” for mobile screens or invest in
developing a mobile application.
Responsive Web:
• Requires an Internet Connection;
• Poor Performance (Browser Limitations);
• Lack of Natural Navigation;
• Lack of Push Notifications;
• Lack of Other Functionality (QR codes, voice recognition, AR, …).

47. Responsive Web vs. Native Apps
Native Apps:
• Internet Connection Not Always Necessary;
• Better Performance;
• Increased Functionality;
• Enhanced Security for Users;
• Brand Awareness and Accessibility;
• High investment in time and money.

48. Augmented Reality (AR)

49. Surgery with AR
MITK pille - German Cancer Research Center in Heidelberg.

50. Batlló House AR (Barcelona)

51. Music Teaching (AR)
Aurasma application for music

52. Google Glass

53. Microsoft Hololens

54. Virtual Reality (VR)

55. Virtual Reality (VR)

56. Virtual Reality (VR) (accessible
Google Cardboard)

57. Support the emergence of learners that are:
• always connected,
• in constant interaction,
• accessing vast information,
• making fast decisions,
• integrating different media.
Develop inclusive models:
• about being onlife instead of just being online,
• respecting diversity and Personal Learning Environments (PLEs).
What future?

58. THANK YOU!
JOSÉ BIDARRA
JOSE.BIDARRA@UAB.PT
CIAC – UALG – UAB
2016