ｺﾝｺﾝﾟ｣shows by User: btabuenca / http://www.slideshare.net/images/logo.gif ｺﾝｺﾝﾟ｣shows by User: btabuenca / Thu, 12 May 2016 18:47:18 GMT ｺﾝｺﾝﾟ｣Share feed for ｺﾝｺﾝﾟ｣shows by User: btabuenca Aula virtual activa de la asignatura Sistemas Operativos https://es.slideshare.net/btabuenca/aula-virtual-activa-de-la-asignatura-sistemas-operativos tfmmemoriabtabuencavfinalv2-160512184718
Trabajo Fin de Master. Master en Informﾃ｡tica Pluridisciplinar. Este trabajo extrapola las actividades de aprendizaje activo para la asignatura de Sistemas Operativos que se desarrollan en un aula presencial tradicional al aula virtual. Los consecucioﾌ］ de los objetivos culmina con la propuesta y ejecucioﾌ］ de una iniciativa de educacioﾌ］ basada en aprendizaje cooperativo para que los miembros de una comunidad virtual de aﾌ［bito universitario, puedan desarrollarse en unas competencias predefinidas y objetivos predefinido para la asignatura "Sistemas Operativos" en la Universidad Politﾃｩcnica de Madrid.]]>
Trabajo Fin de Master. Master en Informﾃ｡tica Pluridisciplinar. Este trabajo extrapola las actividades de aprendizaje activo para la asignatura de Sistemas Operativos que se desarrollan en un aula presencial tradicional al aula virtual. Los consecucioﾌ］ de los objetivos culmina con la propuesta y ejecucioﾌ］ de una iniciativa de educacioﾌ］ basada en aprendizaje cooperativo para que los miembros de una comunidad virtual de aﾌ［bito universitario, puedan desarrollarse en unas competencias predefinidas y objetivos predefinido para la asignatura "Sistemas Operativos" en la Universidad Politﾃｩcnica de Madrid.]]> Thu, 12 May 2016 18:47:18 GMT https://es.slideshare.net/btabuenca/aula-virtual-activa-de-la-asignatura-sistemas-operativos btabuenca@slideshare.net(btabuenca) Aula virtual activa de la asignatura Sistemas Operativos btabuenca Trabajo Fin de Master. Master en Informﾃ｡tica Pluridisciplinar. Este trabajo extrapola las actividades de aprendizaje activo para la asignatura de Sistemas Operativos que se desarrollan en un aula presencial tradicional al aula virtual. Los consecucioﾌ］ de los objetivos culmina con la propuesta y ejecucioﾌ］ de una iniciativa de educacioﾌ］ basada en aprendizaje cooperativo para que los miembros de una comunidad virtual de aﾌ［bito universitario, puedan desarrollarse en unas competencias predefinidas y objetivos predefinido para la asignatura "Sistemas Operativos" en la Universidad Politﾃｩcnica de Madrid. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tfmmemoriabtabuencavfinalv2-160512184718-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Trabajo Fin de Master. Master en Informﾃ｡tica Pluridisciplinar. Este trabajo extrapola las actividades de aprendizaje activo para la asignatura de Sistemas Operativos que se desarrollan en un aula presencial tradicional al aula virtual. Los consecucioﾌ］ de los objetivos culmina con la propuesta y ejecucioﾌ］ de una iniciativa de educacioﾌ］ basada en aprendizaje cooperativo para que los miembros de una comunidad virtual de aﾌ［bito universitario, puedan desarrollarse en unas competencias predefinidas y objetivos predefinido para la asignatura &quot;Sistemas Operativos&quot; en la Universidad Politﾃｩcnica de Madrid.
from btabuenca
]]> 396 4 https://cdn.slidesharecdn.com/ss_thumbnails/tfmmemoriabtabuencavfinalv2-160512184718-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Ubiquitous Technology for Lifelong Learners /slideshow/ubiquitous-technology-for-li/51389912 presentationfinaldefensedspace-150807152204-lva1-app6892
Tabuenca, B. (2015, 10 July). Ubiquitous Technology For Lifelong Learners. Doctoral thesis. Heerlen, The Netherlands: Open Universiteit (Welten Institute, Research Centre for Learning, Teaching and Technology) Available at: http://hdl.handle.net/1820/6050 Nowadays, most people change their career throughout their lives, many times independently on what they learned during their formal education period. Therefore, the necessity to continually keep our skills sharp and up-to-date becomes increasingly important in a rapidly changing job market. The European Commission stressed the importance of lifelong learning as a key challenge for the knowledge society to adapt to the pace in which digital technology is transforming every aspect of people窶冱 lives. Later on, the Commission published a reference framework comprising eight competences to flexibly adapt to a rapidly changing and highly interconnected world. In this thesis, we aim at supporting learners to understand the way they can better learn in-context using technology, therefore we focus on two specific competences, namely, learning to learn and digital competence.]]>
Tabuenca, B. (2015, 10 July). Ubiquitous Technology For Lifelong Learners. Doctoral thesis. Heerlen, The Netherlands: Open Universiteit (Welten Institute, Research Centre for Learning, Teaching and Technology) Available at: http://hdl.handle.net/1820/6050 Nowadays, most people change their career throughout their lives, many times independently on what they learned during their formal education period. Therefore, the necessity to continually keep our skills sharp and up-to-date becomes increasingly important in a rapidly changing job market. The European Commission stressed the importance of lifelong learning as a key challenge for the knowledge society to adapt to the pace in which digital technology is transforming every aspect of people窶冱 lives. Later on, the Commission published a reference framework comprising eight competences to flexibly adapt to a rapidly changing and highly interconnected world. In this thesis, we aim at supporting learners to understand the way they can better learn in-context using technology, therefore we focus on two specific competences, namely, learning to learn and digital competence.]]> Fri, 07 Aug 2015 15:22:03 GMT /slideshow/ubiquitous-technology-for-li/51389912 btabuenca@slideshare.net(btabuenca) Ubiquitous Technology for Lifelong Learners btabuenca Tabuenca, B. (2015, 10 July). Ubiquitous Technology For Lifelong Learners. Doctoral thesis. Heerlen, The Netherlands: Open Universiteit (Welten Institute, Research Centre for Learning, Teaching and Technology) Available at: http://hdl.handle.net/1820/6050 Nowadays, most people change their career throughout their lives, many times independently on what they learned during their formal education period. Therefore, the necessity to continually keep our skills sharp and up-to-date becomes increasingly important in a rapidly changing job market. The European Commission stressed the importance of lifelong learning as a key challenge for the knowledge society to adapt to the pace in which digital technology is transforming every aspect of people窶冱 lives. Later on, the Commission published a reference framework comprising eight competences to flexibly adapt to a rapidly changing and highly interconnected world. In this thesis, we aim at supporting learners to understand the way they can better learn in-context using technology, therefore we focus on two specific competences, namely, learning to learn and digital competence. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/presentationfinaldefensedspace-150807152204-lva1-app6892-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Tabuenca, B. (2015, 10 July). Ubiquitous Technology For Lifelong Learners. Doctoral thesis. Heerlen, The Netherlands: Open Universiteit (Welten Institute, Research Centre for Learning, Teaching and Technology) Available at: http://hdl.handle.net/1820/6050 Nowadays, most people change their career throughout their lives, many times independently on what they learned during their formal education period. Therefore, the necessity to continually keep our skills sharp and up-to-date becomes increasingly important in a rapidly changing job market. The European Commission stressed the importance of lifelong learning as a key challenge for the knowledge society to adapt to the pace in which digital technology is transforming every aspect of people窶冱 lives. Later on, the Commission published a reference framework comprising eight competences to flexibly adapt to a rapidly changing and highly interconnected world. In this thesis, we aim at supporting learners to understand the way they can better learn in-context using technology, therefore we focus on two specific competences, namely, learning to learn and digital competence.
Ubiquitous Technology for Lifelong Learners from btabuenca
]]> 616 8 https://cdn.slidesharecdn.com/ss_thumbnails/presentationfinaldefensedspace-150807152204-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 "Tap it again, Sam": harmonizing the frontiers between digital and real worlds in educationｿｽ /slideshow/tap-it-again-sam-harmonizing-the-frontiers-between-digital-and-real-worlds-in-education/40630968 fie2014tabuenca-141023050843-conversion-gate02
Lifelong leaners are intrinsically motivated to embed learning activities into daily life activities. Nevertheless, finding a suitable combination of the two is not trivial since they have to face conflicts of time and location. Hence, adults normally build personal learning ecologies in those moments they set aside to learn making use of their available resources. The advent of Near Field Communication (NFC) technology facilitates the harmonization in the interactions between the digital world and daily physical spaces. Likewise, NFC enabled phones are becoming more and more popular. The contribution of this presentation is threefold: first, scientific literature where NFC has been used with a direct or indirect purpose to learn is reviewed, and potential uses for lifelong learners are identified; based on these findings the Ecology of Resources for Lifelong Learning is presented as suitable setup for the scaffolding of learning activities with NFC augmented physical spaces; finally, different learning scenarios are proposed for further extension.]]>
Lifelong leaners are intrinsically motivated to embed learning activities into daily life activities. Nevertheless, finding a suitable combination of the two is not trivial since they have to face conflicts of time and location. Hence, adults normally build personal learning ecologies in those moments they set aside to learn making use of their available resources. The advent of Near Field Communication (NFC) technology facilitates the harmonization in the interactions between the digital world and daily physical spaces. Likewise, NFC enabled phones are becoming more and more popular. The contribution of this presentation is threefold: first, scientific literature where NFC has been used with a direct or indirect purpose to learn is reviewed, and potential uses for lifelong learners are identified; based on these findings the Ecology of Resources for Lifelong Learning is presented as suitable setup for the scaffolding of learning activities with NFC augmented physical spaces; finally, different learning scenarios are proposed for further extension.]]> Thu, 23 Oct 2014 05:08:43 GMT /slideshow/tap-it-again-sam-harmonizing-the-frontiers-between-digital-and-real-worlds-in-education/40630968 btabuenca@slideshare.net(btabuenca) "Tap it again, Sam": harmonizing the frontiers between digital and real worlds in educationｿｽ btabuenca Lifelong leaners are intrinsically motivated to embed learning activities into daily life activities. Nevertheless, finding a suitable combination of the two is not trivial since they have to face conflicts of time and location. Hence, adults normally build personal learning ecologies in those moments they set aside to learn making use of their available resources. The advent of Near Field Communication (NFC) technology facilitates the harmonization in the interactions between the digital world and daily physical spaces. Likewise, NFC enabled phones are becoming more and more popular. The contribution of this presentation is threefold: first, scientific literature where NFC has been used with a direct or indirect purpose to learn is reviewed, and potential uses for lifelong learners are identified; based on these findings the Ecology of Resources for Lifelong Learning is presented as suitable setup for the scaffolding of learning activities with NFC augmented physical spaces; finally, different learning scenarios are proposed for further extension. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/fie2014tabuenca-141023050843-conversion-gate02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Lifelong leaners are intrinsically motivated to embed learning activities into daily life activities. Nevertheless, finding a suitable combination of the two is not trivial since they have to face conflicts of time and location. Hence, adults normally build personal learning ecologies in those moments they set aside to learn making use of their available resources. The advent of Near Field Communication (NFC) technology facilitates the harmonization in the interactions between the digital world and daily physical spaces. Likewise, NFC enabled phones are becoming more and more popular. The contribution of this presentation is threefold: first, scientific literature where NFC has been used with a direct or indirect purpose to learn is reviewed, and potential uses for lifelong learners are identified; based on these findings the Ecology of Resources for Lifelong Learning is presented as suitable setup for the scaffolding of learning activities with NFC augmented physical spaces; finally, different learning scenarios are proposed for further extension.
"Tap it again, Sam": harmonizing the frontiers between digital and real worlds in education from btabuenca
]]> 375 5 https://cdn.slidesharecdn.com/ss_thumbnails/fie2014tabuenca-141023050843-conversion-gate02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Mobiel leren in de toekomst /slideshow/mobile-learninginthefuture/30622077 mobilelearninginthefuture-140130080106-phpapp01
Live session within the Masterclass "Mobile Learning in the Future" On how to facilitate access to learning contents with mobile technology Programme: http://bit.ly/1cQRF4O Open University of The Netherlands Heerlen -SURFAcademy- 28/01/2014]]>
Live session within the Masterclass "Mobile Learning in the Future" On how to facilitate access to learning contents with mobile technology Programme: http://bit.ly/1cQRF4O Open University of The Netherlands Heerlen -SURFAcademy- 28/01/2014]]> Thu, 30 Jan 2014 08:01:06 GMT /slideshow/mobile-learninginthefuture/30622077 btabuenca@slideshare.net(btabuenca) Mobiel leren in de toekomst btabuenca Live session within the Masterclass "Mobile Learning in the Future" On how to facilitate access to learning contents with mobile technology Programme: http://bit.ly/1cQRF4O Open University of The Netherlands Heerlen -SURFAcademy- 28/01/2014 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mobilelearninginthefuture-140130080106-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Live session within the Masterclass &quot;Mobile Learning in the Future&quot; On how to facilitate access to learning contents with mobile technology Programme: http://bit.ly/1cQRF4O Open University of The Netherlands Heerlen -SURFAcademy- 28/01/2014
Mobiel leren in de toekomst from btabuenca
]]> 813 4 https://cdn.slidesharecdn.com/ss_thumbnails/mobilelearninginthefuture-140130080106-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Global Open Educational Resources Graduate Network Portal /slideshow/tabuenca-portal/29006853 tabuencaportal-131208052632-phpapp01
Presentation of the Global Open Educational Resources Graduate Network Portal I Seminar at the Global OER Graduate NetworkDecember 2013, Cape Town (South Africa) Open University of the Netherlands]]>
Presentation of the Global Open Educational Resources Graduate Network Portal I Seminar at the Global OER Graduate NetworkDecember 2013, Cape Town (South Africa) Open University of the Netherlands]]> Sun, 08 Dec 2013 05:26:32 GMT /slideshow/tabuenca-portal/29006853 btabuenca@slideshare.net(btabuenca) Global Open Educational Resources Graduate Network Portal btabuenca Presentation of the Global Open Educational Resources Graduate Network Portalｿｽ I Seminar at the Global OER Graduate NetworkｿｽDecember 2013, Cape Town (South Africa)ｿｽ Open University of the Netherlandsｿｽ <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tabuencaportal-131208052632-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Presentation of the Global Open Educational Resources Graduate Network Portalｿｽ I Seminar at the Global OER Graduate NetworkｿｽDecember 2013, Cape Town (South Africa)ｿｽ Open University of the Netherlandsｿｽ
Global Open Educational Resources Graduate Network Portal from btabuenca
]]> 491 5 https://cdn.slidesharecdn.com/ss_thumbnails/tabuencaportal-131208052632-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 OER in the Mobile Era: Content Repositories窶 Features for Mobile Devices and Future Trends /slideshow/tabuenca-oer-elearningpapers/28805384 tabuencaoerelearningpapers-131202074225-phpapp01
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to an- swer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributio]]>
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to an- swer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributio]]> Mon, 02 Dec 2013 07:42:25 GMT /slideshow/tabuenca-oer-elearningpapers/28805384 btabuenca@slideshare.net(btabuenca) OER in the Mobile Era: Content Repositories窶 Features for Mobile Devices and Future Trends btabuenca Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to an- swer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributio <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/tabuencaoerelearningpapers-131202074225-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to an- swer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributio
OER in the Mobile Era: Content Repositories窶 Features for Mobile Devices and Future Trends from btabuenca
]]> 3464 6 https://cdn.slidesharecdn.com/ss_thumbnails/tabuencaoerelearningpapers-131202074225-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 How do you feel? Sampling of experiences within a mobile field trip support system /slideshow/presentation1-jtelss2013/28361704 presentation1jtelss2013-131118042009-phpapp02
Authors: Tabuenca, Bernardo / Bﾃｶrner, Dirk Keywords: Mobile Learning / Experience Sampling / Workshop Issue Date: 29-Oct-2013 Abstract: Workshop presentation at the 9th Joint European Summer School on Technology Enhanced Learning in Limassol, Cyprus. Workshop presentation at the 9th Joint European Summer School on Technology Enhanced Learning, Limassol, Cyprus. URI: http://hdl.handle.net/1820/5189 This hands-on workshop presents an open-source tool suite for educators, researchers and learners (Ternier et al., 2012) supporting different phases and activities during a field trip. The suite consists of an underlying framework, an authoring environment, as well as a mobile application. Learners can use the application to explore and annotate real world sites, while teachers can monitor the progress in real time. Beyond the organisation of field trips the framework offers highly flexible support for different educational settings. Several prototypical use cases have been implemented already, such as a cultural sciences city field trip, a real-time crisis intervention game, as well as an energy conservation game. During the workshop these uses cases as well as their implementation will be presented to deliver insights on how to enrich physical spaces, access different kinds of content, interact with the environment, provide a contextualised learning experience, and adapt learning content accordingly. Furthermore participants will be able to use the tool suite to implement their own learning scenarios exploiting and enhancing the capabilities of the field trip system. Regarding methodologies for conducting research in Technology Enhanced Learning, this workshop provides insights on the implementation of Experience Sampling Method (Larson & Csikszentmihalyi, 1983) and Inquiry Based Learning for visualisation and data collection supported by mobile technologies (Consolvo & Walker, 2003) in order to help researchers to improve ubiquitous computing ﾌ《 evaluation process. Thereby the focus will be on the application of the system to capture the learners窶 experiences during a field trip in real time, such as feelings, attitudes, or individual conditions. This workshop is held within the context of the weSPOT project.]]>
Authors: Tabuenca, Bernardo / Bﾃｶrner, Dirk Keywords: Mobile Learning / Experience Sampling / Workshop Issue Date: 29-Oct-2013 Abstract: Workshop presentation at the 9th Joint European Summer School on Technology Enhanced Learning in Limassol, Cyprus. Workshop presentation at the 9th Joint European Summer School on Technology Enhanced Learning, Limassol, Cyprus. URI: http://hdl.handle.net/1820/5189 This hands-on workshop presents an open-source tool suite for educators, researchers and learners (Ternier et al., 2012) supporting different phases and activities during a field trip. The suite consists of an underlying framework, an authoring environment, as well as a mobile application. Learners can use the application to explore and annotate real world sites, while teachers can monitor the progress in real time. Beyond the organisation of field trips the framework offers highly flexible support for different educational settings. Several prototypical use cases have been implemented already, such as a cultural sciences city field trip, a real-time crisis intervention game, as well as an energy conservation game. During the workshop these uses cases as well as their implementation will be presented to deliver insights on how to enrich physical spaces, access different kinds of content, interact with the environment, provide a contextualised learning experience, and adapt learning content accordingly. Furthermore participants will be able to use the tool suite to implement their own learning scenarios exploiting and enhancing the capabilities of the field trip system. Regarding methodologies for conducting research in Technology Enhanced Learning, this workshop provides insights on the implementation of Experience Sampling Method (Larson & Csikszentmihalyi, 1983) and Inquiry Based Learning for visualisation and data collection supported by mobile technologies (Consolvo & Walker, 2003) in order to help researchers to improve ubiquitous computing ﾌ《 evaluation process. Thereby the focus will be on the application of the system to capture the learners窶 experiences during a field trip in real time, such as feelings, attitudes, or individual conditions. This workshop is held within the context of the weSPOT project.]]> Mon, 18 Nov 2013 04:20:09 GMT /slideshow/presentation1-jtelss2013/28361704 btabuenca@slideshare.net(btabuenca) How do you feel? Sampling of experiences within a mobile field trip support system btabuenca Authors: Tabuenca, Bernardo / Bﾃｶrner, Dirk Keywords: Mobile Learning / Experience Sampling / Workshop Issue Date: 29-Oct-2013 Abstract: Workshop presentation at the 9th Joint European Summer School on Technology Enhanced Learning in Limassol, Cyprus. Workshop presentation at the 9th Joint European Summer School on Technology Enhanced Learning, Limassol, Cyprus. URI: http://hdl.handle.net/1820/5189 This hands-on workshop presents an open-source tool suite for educators, researchers and learners (Ternier et al., 2012) supporting different phases and activities during a field trip. The suite consists of an underlying framework, an authoring environment, as well as a mobile application. Learners can use the application to explore and annotate real world sites, while teachers can monitor the progress in real time. Beyond the organisation of field trips the framework offers highly flexible support for different educational settings. Several prototypical use cases have been implemented already, such as a cultural sciences city field trip, a real-time crisis intervention game, as well as an energy conservation game. During the workshop these uses cases as well as their implementation will be presented to deliver insights on how to enrich physical spaces, access different kinds of content, interact with the environment, provide a contextualised learning experience, and adapt learning content accordingly. Furthermore participants will be able to use the tool suite to implement their own learning scenarios exploiting and enhancing the capabilities of the field trip system. Regarding methodologies for conducting research in Technology Enhanced Learning, this workshop provides insights on the implementation of Experience Sampling Method (Larson & Csikszentmihalyi, 1983) and Inquiry Based Learning for visualisation and data collection supported by mobile technologies (Consolvo & Walker, 2003) in order to help researchers to improve ubiquitous computing ﾌ《 evaluation process. Thereby the focus will be on the application of the system to capture the learners窶 experiences during a field trip in real time, such as feelings, attitudes, or individual conditions. This workshop is held within the context of the weSPOT project. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/presentation1jtelss2013-131118042009-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Authors: Tabuenca, Bernardo / Bﾃｶrner, Dirk Keywords: Mobile Learning / Experience Sampling / Workshop Issue Date: 29-Oct-2013 Abstract: Workshop presentation at the 9th Joint European Summer School on Technology Enhanced Learning in Limassol, Cyprus. Workshop presentation at the 9th Joint European Summer School on Technology Enhanced Learning, Limassol, Cyprus. URI: http://hdl.handle.net/1820/5189 This hands-on workshop presents an open-source tool suite for educators, researchers and learners (Ternier et al., 2012) supporting different phases and activities during a field trip. The suite consists of an underlying framework, an authoring environment, as well as a mobile application. Learners can use the application to explore and annotate real world sites, while teachers can monitor the progress in real time. Beyond the organisation of field trips the framework offers highly flexible support for different educational settings. Several prototypical use cases have been implemented already, such as a cultural sciences city field trip, a real-time crisis intervention game, as well as an energy conservation game. During the workshop these uses cases as well as their implementation will be presented to deliver insights on how to enrich physical spaces, access different kinds of content, interact with the environment, provide a contextualised learning experience, and adapt learning content accordingly. Furthermore participants will be able to use the tool suite to implement their own learning scenarios exploiting and enhancing the capabilities of the field trip system. Regarding methodologies for conducting research in Technology Enhanced Learning, this workshop provides insights on the implementation of Experience Sampling Method (Larson &amp; Csikszentmihalyi, 1983) and Inquiry Based Learning for visualisation and data collection supported by mobile technologies (Consolvo &amp; Walker, 2003) in order to help researchers to improve ubiquitous computing ﾌ《 evaluation process. Thereby the focus will be on the application of the system to capture the learners窶 experiences during a field trip in real time, such as feelings, attitudes, or individual conditions. This workshop is held within the context of the weSPOT project.
How do you feel? Sampling of experiences within a mobile field trip support system from btabuenca
]]> 580 3 https://cdn.slidesharecdn.com/ss_thumbnails/presentation1jtelss2013-131118042009-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Everyday patterns in lifelong learners to build personal learning ecologies /slideshow/everyday-patterns-in-lifelong-learners-to-build-personal-learning-ecologies/14762428 mlearn2012tabuenca-121017030832-phpapp02
This article presents the results from a questionnaire filled out by 147 lifelong learners. The primary aim of the questionnaire is to analyse learning practices of adults, and to recognize patterns of lifelong learners in order to support them with technology. These patterns capture the context in which lifelong learners are more willing to learn, that is, the day of the week, duration, location, activity being performed, type of device being used, way to interact with their devices and how these aspects can affect when an adult student takes the initiative to learn. Moreover, this article examines previous publications on surveys, questionnaires and information collected with the same objective, to corroborate and contrast the findings. The contribution of this paper is identifying and describing patterns in which lifelong learners are more willing to build personal learning ecologies when supported by mobile devices.]]>
This article presents the results from a questionnaire filled out by 147 lifelong learners. The primary aim of the questionnaire is to analyse learning practices of adults, and to recognize patterns of lifelong learners in order to support them with technology. These patterns capture the context in which lifelong learners are more willing to learn, that is, the day of the week, duration, location, activity being performed, type of device being used, way to interact with their devices and how these aspects can affect when an adult student takes the initiative to learn. Moreover, this article examines previous publications on surveys, questionnaires and information collected with the same objective, to corroborate and contrast the findings. The contribution of this paper is identifying and describing patterns in which lifelong learners are more willing to build personal learning ecologies when supported by mobile devices.]]> Wed, 17 Oct 2012 03:08:31 GMT /slideshow/everyday-patterns-in-lifelong-learners-to-build-personal-learning-ecologies/14762428 btabuenca@slideshare.net(btabuenca) Everyday patterns in lifelong learners to build personal learning ecologies btabuenca This article presents the results from a questionnaire filled out by 147 lifelong learners. The primary aim of the questionnaire is to analyse learning practices of adults, and to recognize patterns of lifelong learners in order to support them with technology. These patterns capture the context in which lifelong learners are more willing to learn, that is, the day of the week, duration, location, activity being performed, type of device being used, way to interact with their devices and how these aspects can affect when an adult student takes the initiative to learn. Moreover, this article examines previous publications on surveys, questionnaires and information collected with the same objective, to corroborate and contrast the findings. The contribution of this paper is identifying and describing patterns in which lifelong learners are more willing to build personal learning ecologies when supported by mobile devices. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mlearn2012tabuenca-121017030832-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This article presents the results from a questionnaire filled out by 147 lifelong learners. The primary aim of the questionnaire is to analyse learning practices of adults, and to recognize patterns of lifelong learners in order to support them with technology. These patterns capture the context in which lifelong learners are more willing to learn, that is, the day of the week, duration, location, activity being performed, type of device being used, way to interact with their devices and how these aspects can affect when an adult student takes the initiative to learn. Moreover, this article examines previous publications on surveys, questionnaires and information collected with the same objective, to corroborate and contrast the findings. The contribution of this paper is identifying and describing patterns in which lifelong learners are more willing to build personal learning ecologies when supported by mobile devices.
Everyday patterns in lifelong learners to build personal learning ecologies from btabuenca
]]> 518 5 https://cdn.slidesharecdn.com/ss_thumbnails/mlearn2012tabuenca-121017030832-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Ubiquitous Learning Ecosystem for Lifelong Learners /slideshow/ubiquitous-learning-ecosystem-for-lifelong-learners/14499713 fyebtabuenca2012-120928032810-phpapp01
Document resuming first year research at Open University of The Netherlands]]>
Document resuming first year research at Open University of The Netherlands]]> Fri, 28 Sep 2012 03:28:09 GMT /slideshow/ubiquitous-learning-ecosystem-for-lifelong-learners/14499713 btabuenca@slideshare.net(btabuenca) Ubiquitous Learning Ecosystem for Lifelong Learners btabuenca Document resuming first year research at Open University of The Netherlands <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/fyebtabuenca2012-120928032810-phpapp01-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Document resuming first year research at Open University of The Netherlands
Ubiquitous Learning Ecosystem for Lifelong Learners from btabuenca
]]> 762 4 https://cdn.slidesharecdn.com/ss_thumbnails/fyebtabuenca2012-120928032810-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds presentation White http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Fostering reflective practice with mobile technologies /slideshow/fostering-reflective-practice-with-mobile-technologies/14329522 artel2012fosteringreflectivepractice-120918055508-phpapp02
During 2 school days and 2 days off, 37 college pupils were offered a daily re- flection and reporting exercise about how (intensity and channels) they learnt in the day. This pilot experiment had 2 purposes: a) to assess the extent to which the mobile phone can be used as an instrument to develop awareness about learning and b) to explore how young people attend to their identity as (life- long) learners when they are prompted to reflect on this theme. Results show that students accepted to answer questions about learning on own mobile appli- ances and outside school hours. The study also provides indications that getting aware of and reflecting about their identity as (professional) learners is not a common and/or understood practice for the participants. These findings, which questions the common life of young people from a learning perspective, are dis- cussed in the light of the call to breed mindful, responsible and committed learners.]]>
During 2 school days and 2 days off, 37 college pupils were offered a daily re- flection and reporting exercise about how (intensity and channels) they learnt in the day. This pilot experiment had 2 purposes: a) to assess the extent to which the mobile phone can be used as an instrument to develop awareness about learning and b) to explore how young people attend to their identity as (life- long) learners when they are prompted to reflect on this theme. Results show that students accepted to answer questions about learning on own mobile appli- ances and outside school hours. The study also provides indications that getting aware of and reflecting about their identity as (professional) learners is not a common and/or understood practice for the participants. These findings, which questions the common life of young people from a learning perspective, are dis- cussed in the light of the call to breed mindful, responsible and committed learners.]]> Tue, 18 Sep 2012 05:55:07 GMT /slideshow/fostering-reflective-practice-with-mobile-technologies/14329522 btabuenca@slideshare.net(btabuenca) Fostering reflective practice with mobile technologies btabuenca During 2 school days and 2 days off, 37 college pupils were offered a daily re- flection and reporting exercise about how (intensity and channels) they learnt in the day. This pilot experiment had 2 purposes: a) to assess the extent to which the mobile phone can be used as an instrument to develop awareness about learning and b) to explore how young people attend to their identity as (life- long) learners when they are prompted to reflect on this theme. Results show that students accepted to answer questions about learning on own mobile appli- ances and outside school hours. The study also provides indications that getting aware of and reflecting about their identity as (professional) learners is not a common and/or understood practice for the participants. These findings, which questions the common life of young people from a learning perspective, are dis- cussed in the light of the call to breed mindful, responsible and committed learners. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/artel2012fosteringreflectivepractice-120918055508-phpapp02-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> During 2 school days and 2 days off, 37 college pupils were offered a daily re- flection and reporting exercise about how (intensity and channels) they learnt in the day. This pilot experiment had 2 purposes: a) to assess the extent to which the mobile phone can be used as an instrument to develop awareness about learning and b) to explore how young people attend to their identity as (life- long) learners when they are prompted to reflect on this theme. Results show that students accepted to answer questions about learning on own mobile appli- ances and outside school hours. The study also provides indications that getting aware of and reflecting about their identity as (professional) learners is not a common and/or understood practice for the participants. These findings, which questions the common life of young people from a learning perspective, are dis- cussed in the light of the call to breed mindful, responsible and committed learners.
Fostering reflective practice with mobile technologies from btabuenca
]]> 382 4 https://cdn.slidesharecdn.com/ss_thumbnails/artel2012fosteringreflectivepractice-120918055508-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds presentation Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-btabuenca-48x48.jpg?cb=1678191790 MSc in Computer Science. PhD employee at Centre for Learning Sciences and Technologies (CELSTEC) https://cdn.slidesharecdn.com/ss_thumbnails/tfmmemoriabtabuencavfinalv2-160512184718-thumbnail.jpg?width=320&height=320&fit=bounds btabuenca/aula-virtual-activa-de-la-asignatura-sistemas-operativos Aula virtual activa de... https://cdn.slidesharecdn.com/ss_thumbnails/presentationfinaldefensedspace-150807152204-lva1-app6892-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/ubiquitous-technology-for-li/51389912 Ubiquitous Technology ... https://cdn.slidesharecdn.com/ss_thumbnails/fie2014tabuenca-141023050843-conversion-gate02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/tap-it-again-sam-harmonizing-the-frontiers-between-digital-and-real-worlds-in-education/40630968 &quot;Tap it again, Sam&quot;: h...