Scenario convergence
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The document outlines inquiry-based science teaching (IBST) strategies that emphasize problem-based learning and student autonomy through collaborative activities and practical experiences. It discusses specific problems related to understanding the industrial landscape in Brest, including historical analysis and contemporary technological insights. The document also explores the integration of Web 2.0 tools, mobile computing, and context awareness to enhance learning experiences.
Scenario convergence
- 1. Inquiry-Based Science Teaching Scenarios FIP CO320 Course Introduction S. Garlatti JM. Gilliot I. Rebai
- 3. 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"). page 2 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
- 4. 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 page 3 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
- 5. Inquiry Based Science Teaching: IBST V. 1 page 4 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320 Vestige
- 6. 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 page 5 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
- 7. 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. page 6 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
- 9. Web 1.0 – Web 2.0 Webmestre Site Web Utilisateur Utilisateur Utilisateur page 8 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
- 10. Réseaux sociaux & nuages •Recherche Données •Fils de nouvelles & •Syndication Traitements •Filtrage •Recommandation Visualisations variées •Self Generated content •Blogs •Wikis Identité numérique •Balisage (tags) •Gestion collective de liens (social bookmarking) Brouillage entre formel et informel Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320 page 9
- 11. Mobilité et objets •Localisée Données •Intégré dans •Localisation & l’environnement •Identification Traitements •Consolidée •Reconnaissance Wikitude •Partout 6th sense •Toujours Ville augmentée •Interconnecté ? •Contextuel ? page 10 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
- 12. 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 page 11 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
- 13. 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 page 12 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
- 14. 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. page 13 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
- 15. 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. page 14 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
- 16. 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 page 15 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
- 17. Inquiry Based Science Teaching: IBST V. 2 Is-it possible to manage • Context Awareness, • Adaptation • Seamless Learning By Search engine like page 16 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
- 18. Inquiry Based Science Teaching: IBST V. 2 We need a kind of page 17 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
- 19. Inquiry Based Science Teaching: IBST V. 2 Activities Tool families Content produced Searching Search engines, Shared bibliography information Social book-marking, Annotations, Notes, Blogs, Wikis, etc. images, videos, etc., potentially geo-localised. Site visit Smart terminal with Geo-localised text, pictures, Camera, GPS and videos. CMS Group Chat, Microblogging, Real-time information communication Voice, Video, etc. sharing for work group coordination. page 18 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
- 20. Inquiry Based Science Teaching: IBST V. 2 Activities Tool families Content produced Collaborative Maps Knowledge restructuration Collected Data Mind map tools. analysis Collaborative Shared bibliography Final report : knowledge Report writing Annotations, Notes, construction Images, Videos, etc. and Collaborative Writing Tools Peer assessment Collected Group work Quality analysis, Hints, Rating based on an assessment scheme page 19 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320
- 21. 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? page 20 Convergences mobile, sémantique, ubiquitaire, pervasif - FIP CO320