Affiliation: SWPS University of Social Sciences and Humanities (Poland)
Title: Is play crucial for learning and development?
Description: In today’s world more toys are designed with the child’s education in mind than ever before. These objects often promise to combine play with learning. They suggest the possibility that learning can be efficient and pleasurable, seeming natural and effortless, both for the learner and the teacher/caregiver. This idea rests on the assumption that play facilitates, or perhaps is crucial for learning and development, but is it really the case?
This presentation reviews empirical evidence from published psychological literature on the relationship between play and various developmental outcomes, such as reasoning, problem solving, creativity or theory of mind. General categories of proposed benefits of play are reviewed and evaluated. It is also considered whether variability in the amount of experienced play is likely to be a) causally crucial for achieving these developmental outcomes, b) an optional but not a necessary pathway for achieving these outcomes, or perhaps c) the causality is actually reversed and it’s these outcomes that influence the amount of play.
Such a review can be informative to both designers, who are attempting to influence learning via toy design and to educators who are looking for most efficient ways for conducting pedagogy. It also points to blind spots in existing psychological literature.
Keywords: play, educational objects, social learning
Affiliation: Deutsches Museum (Germany)
Title: Smartphones as mobile labs in science museums
Description: Everybody uses smartphones, every day – but few people are aware of its potential for science and science education. By simply using an app like phyphox, a whole bunch of built-in sensors turn any mobile device in a mobile lab, which enables you to measure physical data and do experiments. In the context of science museums, this offers a range of new ways for interaction with exhibits and to augment the experience with objects. Visitors can e.g. measure data (like sound, light, movement or magnetic field) at objects to find out more about the physics behind it. Objects can be augmented based on realtime data, like the visualizing of magnetic fields or electrical currents. This approach uses mobile devices to visualize the invisible and augment the reality with data, to better understand the phenomenon or the object. The interaction still takes place in the real world with the real object. Additionally to this we developed a hands-on-workshop on sensors, which enables visitors to explore the concepts of different sensor-types. In a field study we want to find out, what benefits this approach – the use of smartphones as measuring tools – offers for different audiences in different settings in the museum. Does it foster the curiosity and motivation? Does it help to understand physical concepts? Is there a difference between a bring-your-own-device and a rental device setting? This talk will show insights in the current project, give an overview of some best-practice examples in the field.
Keywords: mobile device sensors, hands-on experiments, augmented reality
Affiliation: University of Warsaw (Poland)
Title: Technology for Foreign Languages Teaching and Learning
Description: My presentation will be devoted to using novel technology in institutional language education. I am going to briefly discuss learning theories and concepts compatible with integrating the learning technology into the process of foreign languages acquisition. Among such learning theories the most appropriate seem to be constructivism developed almost 100 years ago by Jean Piaget, student-centered approach introduced in late 1960s by a psychotherapist Carl Rogers, and a very fresh connectivism approach to teaching offered in the early 2000s independently from each other by George Siemens and Stephen Downes. All these theories have much in common: they give central role in any educational process to a learner, emphasize importance of learner’s activity, engagement and motivation, highlight significance of interaction among learners as well as give the teacher the role of a facilitator in the learning process. I will also discuss the key competences a learner should possess to successfully integrate learning technology into the educational process. Ability to find, assess, organize and categorize information, digital literacy, ability to cooperate and learn from peers, ability to tell trustworthy pieces of information from false ones, negotiation skills should be mentioned among the necessary learner’s competences and skills, to name just a few. In the next part of the presentation I will concentrate on the particular novel technology which could be used to successfully enhance foreign languages learning. I will discuss Wiki technology as a tool to teach students cooperation while working at a class project. I will also pay attention to free Web repositories of presentations and educational films which can be used in a variety of ways from expanding the content of a textbook, through serving as a means to practice a particular language skill such as listening/ reading comprehension or thematic vocabulary expansion or additional grammar practice, to serving as model texts to teach learners create their own content. Furthermore, free mind mapping applications as a convenient tool for vocabulary semantization will be considered.
Keywords: educational technology, Internet, connectivism
Affiliation: SWPS University of Social Sciences and Humanities (Poland), Lancaster University (UK), IPI PAN (Poland), Universidad del Rosario (Colombia)
Title: The replacement of human teachers with robot teachers in future primary schools and its challenges ahead
Description: This research with consideration of the importance of teaching and the application of the modern educational means in educational system, especially during the important stage of psychological development of children (middle childhood), focusing on applying the robot teacher as a modern educational tool for children education in primary schools, and endeavouring to discuss the advantages, the disadvantages, the psychological aspect of view and the ethical issues of the application of this new educational means, and through emphasizing on applying the correct educational policies in primary schools, considering the robot teacher as a helping hand of the human teacher. The objectives of the current research are: First to discuss the advantages of applying the robot teacher as a new important means of education from two aspects of view: student and teacher. Second, this study with deep contemplation try to investigate the disadvantages of applying the robot teacher as a new educational means in primary schools, and in addition to discuss the psychological aspect of view about this matter. The current study discusses the disadvantage of the application of this modern tool from two aspects of view: teacher and parents, and moreover indicates to the psychological aspect of view during middle childhood stage in seven main categories: considering a child as a complicated integrated phenomenon; dismissing gender identity; trust and motivation; the matter of expressing emotions, empathy and sympathy; transformation in the radius of significant relationships model; the importance of role modeling; and self-regulation. The third objective of this study is to investigate the ethical issues of applying the robot teacher as a new means of education instead of the human teacher in primary schools from two aspects of view: cultural, traditional and socioethical barriers of each country; and the importance of the socioeconomic status. Speaker: Sara Ghaffari Co-authors: John Burgoyne, Łukasz Dębowski, Andres M. Perez-Acosta
Keywords: Robot teacher, Modern educational setting, Education system
Affiliation: Uniwersytet Dzieci (Poland)
Title: What is the role of the teaching aids of Children’s University?
Description: I would like to present the research results of the Children’s University projects run by teachers for the students of 6-12 years old in the primary schools in In my presentation I will use the research data conducted by Tischner European University, Center for Evaluation and Analysis of Public Policies at Jagiellonian University and the number of questionnaires prepared by the above and other experts, and conducted by the Children’s University.The presentation will cover the analysis of the role of the following objects/teaching aids:a. lesson plans - published on-line and available for all the teachers for free, with multimedia content as well as listed daily-use objects recommended to be used during the lessons, egg. a piece of string, a plastic bottle, a glass jarb. short films - parts of the above, but of special role for teachers and studentsc. educational kits - physical boxes designed and produced by Children’s University being sent to teachers to be used during the lesson (one box per one class), as the additional help in the project.d. additional objects, like students’ indexes, personal budges, certificates with space for collecting stamps after having participated in each lesson, identification badges for the classroom. They are not direct teaching aids, but play important role in the learning process. These objects increase the motivation for active participation in the lesson, hence, wake positive emotions and connotations resulting in positive engagement in the learning process.The preferable way of presenting the theme is analysing each of the above mentioned objects separately with examples and based on the research and analysis provided by scientists and the Children’s University. Quality and quantitative research was conducted among teachers. We also have results of lesson’s observations and many questionnaires. We don’t have research conducted among students themselves, but we have some quotes of their opinions sent to us by teachers. Among the role of the objects I will concentrate on the following: prestige (especially for teacher and parent, “I will order this box because it was designed by Children’s University"), getting the students interested, involved, increasing their engagement, making the lesson more interesting, understanding difficult and abstract issues with the help of the simple objects and in the form of a play, identifying with the bigger community, help in understanding problems and obtaining knowledge, being part of something unique. Making the lesson more interesting seems to be the most important motivation among the teachers.I would like to mention the challenges we faced while producing, distributing and communicating the above teaching aids. One of the conclusions of the presentation will be that we decided to replace the sophisticated and expensive educational kits with everyday objects in order to decrease the overstimulation of the students. The kits are seen by the teachers as not essential and are many times not used in the classroom at all.
Keywords: educational kit, daily used objects, multimedia lesson plans
Affiliation: Pro Cultura Foundation (Poland)
Title: Listening to Teachers’ Voices: what do teachers say about technology introduced into their classroom?
Description: The goal of this presentation is to bring voices of teachers who have introduced the practice of programming learning at first-to-third grade of an elementary school developed in the educational project KoderJunior in Poland.In recent years, the concept of key competences – among them digital, technology and social competences – has been incorporated in most of European education systems. There have been positive developments in defining specific learning outcomes and a range of assessment tools to support the learning process. A social diagnose for Poles however shows that although computer and Internet access are widespread in Poland, many people take only small advantage of them, and as a result users’ computer skills are low and are changing very slightly.A background of this paper proposal is the educational project KoderJunior which has been conducted in Pomerania, Poland. The goal of the project has been to support elementary school teachers in raising their digital competences and improving their programming lessons. 285 teachers and their almost 4 000 students have taken part in specifically designed programming course. The project has been accompanied by evaluation research which embraces: 1) a level of digital and technology competences of the teachers at the beginning/the end of the project, 2) a development of students’ digital and social competences during the whole process of learning, 3) the accuracy of the learning method and educational materials offered to the teachers, 4) self-evaluation of teachers who freely added remarks concerning their own observations about a flow of the course, an involvement of their students and their own professional development.The preliminary results of the evaluation show that 1) the given learning method which combines traditional and modern teaching techniques helps teachers to improve their own methods of work with students, 2) the digital competences of the teachers grow significantly when they receive the reliable assistance and training, 3) the students are more committed and involved in the programming learning process when they solve task demanding motion and artistic activities alongside using digital tools, 4) giving a group task to the students encourage them to be active learners and results in teamwork and a sense of responsibility development in the scope of the whole group success. Most of the teachers claimed that educational methods combining technology and traditional approach to teaching/learning process have given them much broader rage of tools to engage students into lesson activities.In our presentation we introduce the project methodology in practice and we give a comprehensive summary of teachers’ review: what they have found valuable and promising in their work with students during the project and how technology is difficult/easy for them to be a companion in the classroom. Our approach gives also new insights in the process of acquiring digital and social skills of children. The teachers have pointed out clearly the connection between programming learning and teamwork development. We believe that the presented results will inspire more teachers to incorporate various methods into teaching technology and media, especially those which improve social competences.
Keywords: teachers’ review, technology in a classroom, social skills
Affiliation: Fundacja Sieć Pedagogiki Cyrku (Poland)
Title: Circus as a tool of social rehabilitation
Description: My presentation concerns the use of circus pedagogy in social rehabilitation, which is a combination of performing circus physical activities and artistic skills with pedagogical goals and content. Circus pedagogy is closely connected to the neurodidactics, strongly supporting the educational process. In the presentation, I will describe the benefits that result from my work experience at the Salesian Youth Center for boys in Różanystok where I have been using social circus as a method of creative resocialization for 9 years now, and I will talk about the activities of our artistic group Cyrkplozja which unites the most talented and (100) motivated pupils from the center. Simultaneously with the acquisition and improvement of new circus skills, the group presents shows with fire in Poland. We participate in many competitions, festivals in the circus convention, conduct workshop on circus pedagogy. We regularly do a lot of voluntary work in Kindergarten in Różanystok. We are recognizable in our environment and have many shows booked ahead. That is how we break negative stereotypes about our pupils. As well as a circus educator, I am also a school counselor. I wanted to find new ways of supporting the teaching process and that is why I (200) was delighted when I found out that introducing and including circus pedagogy was the most appropriate because of its intensive impact on learning ability. Many studies conducted by neurologists on the influence of juggling confirm that juggling as well as practicing other circus skills develop the brain. The research show that in the brains of people who train juggling there was an increase in gray matter in the vicinity of the posterior parietal cortex and bilateral growth in the mid-temporal area. Juggling and many other circus skills can not be learned virtually! You will not be sure that you (300) can juggle with three balls until you take them in your hands and try! In the context of circus pedagogy, apart from traditional acrobatics, work with an object is crucial. What does it mean to have some balls for a juggler? These are endless possibilities of configurations, both juggling independently and with others. All circus attributes are simply genius objects, and using them give the possibility of physical and mental development for years. Without these props circus pedagogy would not be complete. The magnificence of circus pedagogy is its variety of forms and techniques. We acquire completely different skills in contact (400) with various circus props; by using objects used to learn juggling such as poi or sticks we develop peripheral vision, a sense of rhythm, reflex, visual and motor coordination and exercise small or big parts of muscles; by using the acrobatic tissue we can train strength, coordination and balance, large and small motor skills while on a unicycle or a walking belt we train balance, strength, improve the ability to maintain balance and proper posture.The props used in circus pedagogy are definitely scientific aids that develop creativity and knowledge about learning. They are endless source of inspiration and possibilities, which can not be replaced by a virtual world!
Keywords: "social circus" "creative resocialization/rehabilitation" "neurojuggling"
Affiliation: SWPS University of Social Sciences and Humanities (Poland), Polish-Japanese Academy of Information Technology (Poland)
Title: Whatever works. Attention hunter.
Description: Lifelong learning is no longer a choice. It becomes a necessity. Technology drastically accelerates the development of civilization, while man remains as it was. He has his laptop, cell phone, watch and GPS, but ultimately he makes his own decisions based on what he already knows or has access to. Data comes, and we have cognitive abilities like 15 years ago.The context in which we operate has a significant impact on our development, including decision-making, motivation and flow. The aim of this study is to verify the extent to which flow, motivation, mindset and strategies for coping with stress correlate with the professional environment.
The study, conducted on a group of 90 adults (women and men, the whole of Poland) up to 65 years of age, including:
1 group — 30 participants — leaders, working on an everyday basis with adults
2 group — 30 participants — leaders, working on a daily basis with young people in non-school forms
3 group - 30 participants - primary and secondary school teachers.
Participants will take part in two activities, using physical subjects and in 2 activities using virtual techniques.As part of the study, we look at the style of learning, style of thinking, mindset, motivation, strategies for coping with stress, and above all, the flow in contact with selected physical activating methods.We observe how participants make decisions, react to non-virtual activities and non-virtual learning aids, which they do not have contact with on a daily basis. How they deal with tasks that require leaving the comfort zone. And we check if and if at what point they miss technology.
We look at the differences and similarities in decisions, depending on the group’s membership (intergroup and cross-sectional studies).To what extent the type of professional activity / work environment / perceived sense and purpose of work correlate with our motivation and flow.
Keywords: flow, lifelong learning, motivation
Affiliation: SWPS University of Social Sciences and Humanities (Poland)
Title: Individual differences in transferability of knowledge during visit to Copernicus Science Centre
Description: Applying acquired knowledge in different circumstances is considered to be a key skill that should result from any type of education. The ability to use analogy is one of the mechanisms responsible for knowledge transfer. Research shows that finding new analogies within the scope of acquired knowledge, may be an expression of a) better registered information and also b) an indicator showing how effectively the new information has been acquired. Additionally, professional literature on the subject emphasizes the significance of individual differences in using analogy. Moreover, formulating analogies also translates into effectiveness in teaching.
The study aimed to examine: 1) to what degree individuals visiting the Copernicus Science Center were able to use acquired knowledge in other circumstances by finding analogies to the CNK exhibits 2) what is the contribution of individual differences in formulating analogies. The individual differences that were analyzed, included fluid intelligence and creative behaviors.
Two exhibits presented at the Copernicus Science Center were used to conduct the study. They differed in the degree of possible interaction. 60 individuals participated in the study (45 women and 15 men): 30 teachers (ranging from 22 to 55 years of age; M=30,21; SD=8,83) and 30 people in a control group (M=30,28; SD=10,99).
Presented results will indicate differences in the ability to formulate analogies, between teachers and the control group, as well as differences between the two exhibits.
Keywords: knowledge transfer, analogies, individual differences
Affiliation: Ohalo Acdemic College (Israel)
Title: Virtual reality (VR) As a Source for Self-Efficacy in Teachers Training.
Description: The research seeks to explore the experiences of pre-service student teachers in a teaching unit on the subject of VR as a part of a special course designed to enhance student-teachers’ growth processes and 21st century skills. In particular, how their experiences change their self-efficacy. Research population was 170 students in second of four years training to become teachers in K-12 educational system. The main research question was: Are there any effects of teaching approaches using VR on student teachers self-efficacy, interests and creativity? If there are, what are they? How collaboration in VR classroom fosters learner’s social integration? The main findings show that using challenging VR learning environments with student teachers help them increase their self-efficacy and allow them to be more innovative and creative. VR poses challenges of active teaching and learning in which the learner is an active participant, creating and being creative.
Keywords: Virtual reality , Self-Efficacy , Teachers Training