Scenario Convergence SW+2.0+Pervasive
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Inquiry-Based Science Teaching Scenarios
F2 B 506 Course Introduction
S. Garlatti
JM. Gilliot
I. Rebai
Inquiry-Based Science Teaching V. 1
Inquiry Based Science Teaching: IBST V. 1
IBST features
• Authentic and problem-based learning activities which are ill-
defined and have several answers
• A certain amount of experimental procedures, experiments and
activities involving practical experience of equipment and
including searching for information;
• Self regulated learning sequences where student autonomy is
emphasized;
• Discursive argumentation and communication with peers
("talking science").
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Inquiry Based Science Teaching: IBST V. 1
The complete problem
• Problem 1: understand the industrial landscape in the area of the bridge (Brest is a shipbuilding arsenal for the Navy).
• Problem 2: understand what is the historical and technological method of problem solving that led to the construction of the swinging bridge.
• Problem 3: understand the rotating mechanism of the swinging
http://plates-formes.iufm.fr/ressources-ehst/spip.php?rubrique17
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Inquiry Based Science Teaching: IBST V. 1
Convergences mobile, sémantique, ubiquitaire, pervasif - F2B506page 5Vestige
Inquiry Based Science Teaching: IBST V. 1
Prototypical Scenario
1. Problem analysis in small groups
2. Activation of prior knowledge
3. Elaboration of a strategy to find needed information
(define collaborative and cooperative activities)
4. Collaborative work and exploitation
5. Collaborative report writing
6. Institutionalization / discussion
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Inquiry Based Science Teaching: IBST V. 1
Historical reading and understanding of an
industrial landscape (scenario stage 4)
• Photograph all elements of the current landscape with
historical aspects about cranes and bridges of the arsenal,
• Locate the different elements on a current map of Brest,
• Identify and photograph the actual bridges and cranes linked
existing bridges and cranes from previous: what continuities ?
What ruptures?
• Store and publish information on the corresponding tools.
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Inquiry-Based Science Teaching V. 2
Web 1.0 – Web 2.0
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Utilisateur
Utilisateur
Utilisateur
Site Web
Webmestre
Réseaux sociaux & nuages
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Données& Traitements
Données& Traitements
Identité numérique
• Recherche• Fils de nouvelles• Syndication• Filtrage• Recommandation
• Self Generated content• Blogs • Wikis
• Balisage (tags)• Gestion collective de liens
(social bookmarking)
Visualisations variées
Brouillage entreformel et informel
Mobilité et objets
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Données& Traitements
Données& Traitements
• Localisation• Identification • Reconnaissance
• Partout• Toujours• Interconnecté ?• Contextuel ?
• Localisée• Intégré dans
l’environnement• Consolidée
Wikitude 6th senseVille augmentée
Inquiry Based Science Teaching: IBST V. 2
Prototypical Scenario
1. Problem analysis in small groups
2. Activation of prior knowledge
3. Elaboration of a strategy to find needed information
(define collaborative and cooperative activities)
4. Collaborative work and exploitation
5. Collaborative report writing
6. Institutionalization / discussion
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Inquiry Based Science Teaching: IBST V. 2
Smartphones
• Camera,
• GPS
• Network access
Three groups
• Site visit
• Information seeking in navy museum
• Information seeking in local public records
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Inquiry Based Science Teaching: IBST V. 2
Recommend suitable entities
Resources, activities, tools, persons, … – Depending on the current situation without any human
interventions
Push mode
• Groups or individuals can be notified according to the situation changes.
• The group/individual can select or not one of the given recommendations.
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Inquiry Based Science Teaching: IBST V. 2
Three Push modes
• Recommend information from Navy museum and local public records retrieved by other group members or subgroup according to the needed domain concepts identified on the port and/or the current activities
• Recommend and provide information from subgroup visiting the port to other subgroups or group members
• Recommend checking some domain concepts missed by students or subgroups on the port.
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Inquiry Based Science Teaching: IBST V. 2
Pull Mode
• A query filters concepts, resources, activities and persons
• Write queries - On relevant domain concepts like “crane”, “bridge”, etc.
according to the current context (activities and localization),
- On retrieved information from other group members or subgroups according to activities and/or localization
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Inquiry Based Science Teaching: IBST V. 2
Is-it possible to manage
• Context Awareness,
• Adaptation
• Seamless Learning
By Search engine like
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Inquiry Based Science Teaching: IBST V. 2
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We need a kind of
Inquiry Based Science Teaching: IBST V. 2
Activities Tool families Content produced
Searching information
Search engines, Social book-marking,
Blogs, Wikis, etc.
Shared bibliographyAnnotations, Notes, images, videos, etc., potentially geo-localised.
Site visit Smart terminal with Camera, GPS and CMS
Geo-localised text, pictures, videos.
Group communication
Chat, Microblogging, Voice, Video, etc.
Real-time information sharing for work group coordination.
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Inquiry Based Science Teaching: IBST V. 2
Activities Tool families Content produced
Collaborative Collected Data analysis
Maps Mind map tools.
Knowledge restructuration
Collaborative Report writing
Shared bibliography Annotations, Notes, Images, Videos, etc. and Collaborative Writing Tools
Final report : knowledge construction
Peer assessment Collected Group work Quality analysis, Hints, Rating based on an assessment scheme
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Conclusions
Convergence of
1. WEB 2.0 Tools
2. Ubiquitous & Mobile Computing
3. Semantic Web
Main Issue
How could we change our practices and/or activities to enhance user’s experiences?
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