ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» “Η πλατφόρμα συνεργατικής μάθησης Κώστας Δαβαράκης,

Παρουσίαση με θέμα: "ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» “Η πλατφόρμα συνεργατικής μάθησης Κώστας Δαβαράκης,"— Μεταγράφημα παρουσίασης:

1 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» “Η πλατφόρμα συνεργατικής μάθησης Lab@Future” Κώστας Δαβαράκης, Systema Technologies S.A. Ηλίας Καλαπανίδας, Systema Technologies S.A.

2 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» 1.0 Emerging technologies A threat or an expectation –In many reports, presentations and studies, strategists “fear” that the extremely rapid emergence of innovative ICT will have a tremendous impact and reflect radical change on learning (and elearning as we know it), and furthermore on the social and political values in EU and the globe. –Projects in the line of Lab@future put the grassroots for a smooth and effective cross over between the old timer learners and the young generation of learners who nonetheless must respect widely accepted social moral and pedagogical values.Lab@future –‘School LABoratory anticipating FUTURE needs of European Youth’

3 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» 2.0 Lab@Future from theory to practiceLab@Future Lab@Future pedagogical framework basis [Social Constructivism & Activity Theory] “Students learn through collaborative Interactions with OTHERS – following on two discrete collaboration schemes:” A) Collaboration & communication between students (peers) B) Collaboration & communication based on teacher involvement

4 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» A) Collaboration between Students New Knowledge Target Background Knowledge Knowledge Creation Experience @ Lab activities Knowledge Creation Experience @ Lab activities Knowledge Creation Real World Experience LAB@FUTURE Promoting: Problem Solving, Critical Thinking,…e.t.c. 2.1 Lab@Future from theory to practiceLab@Future

5 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» 2.2 Lab@Future from theory to practiceLab@Future B) Collaboration based on teacher involvement Knowledge Creation is an evolving process and in Lab@Future teachers are participating: i.Either by indicating reflection alternatives and methods on the evolving process ii.OR providing direction (only when students face difficulties on background knowledge)

6 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» 2.3 Lab@Future from theory to practiceLab@Future LAB@FUTURE Promoting: Background Knowledge Retrieval, Historical Data, Process Monitoring, Reflections on Methodology …e.t.c. Providing directions Indicating reflections Providing directions Indicating reflections E-monitoring New Knowledge Target STUDENT TEACHER Background Knowledge Experience @ Lab activities Student Monitoring  STUDENT (distant) New Knowledge Target Background Knowledge Experience @ Lab activities B) Collaboration based on teacher involvement

7 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» 2.4 Lab@Future from theory to practiceLab@Future LAB@FUTURELAB@FUTURE STRUCTURE  User/ Learner Lab@FutureLab@Future: Common Communication & Collaboration Platform... L@F Experiment Local Management LEARNERS ACCESSING THE EXPERIMENT LOCALLY... L@F Client L@F Mobile Client eLaboratory Experiment #1 Fluid Dynamics eLaboratory Experiment #2 Geometry eLaboratory Experiment #3 History eLaboratory Experiment #4 Environmental Awareness eLaboratory Experiment #n New or combined Experiment

8 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» 2.5 Lab@Future from theory to practiceLab@Future Collaborative e-learning session Asynchronous and synchronous phases User roles  administrator  teacher  student  observer  expert Floor control within a synchronous phase  chair-based control – chairman /= administrator Flexibile Collaboration model

9 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» 3.0 Lab@Future ExperimentsLab@Future History Experiment in Athens Geometry Experiment in Vienna Pneumatics Experiment in Bremen

10 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» 3.1 Configuration 3.1.1 Technical: Session application: access via java webstart to collaboration platform. Invoke an ESS server, accessing application server supporting text-editing and fluid dynamic simulation. 4 workstations and 2 modelling desks with hyper-bonds are used by 10 Students (two repeated sequences of 1 observer and 4 active learners) ( of which 2 students are working together )@ 1 modelling desk, (and 2 students are working in a distributed way one local one remote), one teacher and 1 expert, for each session. OVERALL: Three sessions, total duration 12 hrs.

11 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» 3.1.2 Users: 10 students of one school-class experience and learn advanced pneumatics (electro-pneumatics) with problem solving and applications in industrial work-situations. The course is evaluated at two ‘e-learning initiator’ schools. A total of 20 students are engaged.

12 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» 3.2. Experiment Content and Context 3.2.1 SUBJECT Content : Fluid-dynamics 1.virtual realisation of the control of a Press (2-Hand-Security-Circuit) – pneumatic and electropneumatic. 2. the cylinder of a raw-part feeder has to shift parts on an elevator system (the cylinder has to oszillate between proximity switches as long as the start button is pressed). 3. for security reasons the impulsevalve has to be replaced by a valve with spring return. Τhe students have to understand the self latching relay (Selbsthalteschaltung)

13 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» 3.2.2 SUBJECT Context : Learning-Tasks of these experiments are mandatory for German studies of Industriemechaniker and Mechatroniker. Duration of courses: 12 hrs Time: Week 47 and 48 Course 1 (for Verden School): Monday and Tuesday (10 Students) Course 2 (for Bremen School): Thursday and Friday (10 Students)

14 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» 3. 3 Lab@Future framework reference The educational framework and experiment setting estimates that during the sessions, experts will be able to evaluate particularly if the environment permits the promotion of Expansive learning cases, i.e clarification of conflicts, misconceptions etc. Task: Expand understanding and handling of pneumatics to electro- pneumatics Action: Teacher should ask students to produce a model of a safety circuit for a dangerous hydraulic press. Students work in pairs.

15 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» 4.0 Next Steps Final system Learning outcome criteria Learning process criteria Organisational change

16 ΑΘΗΝΑ 2 ΟΚΤΩΒΡΙΟΥ 2004 «ΟΙ ΤΕΧΝΟΛΟΓΙΕΣ ΤΗΣ ΠΛΗΡΟΦΟΡΙΑΣ ΚΑΙ ΤΗΣ ΕΠΙΚΟΙΝΩΝΙΑΣ ΣΤΗΝ ΕΚΠΑΙΔΕΥΣΗ» 5.0 END OF PRESENTATION THANK YOU FOR ATTENDING !!!!