The Experts below are selected from a list of 3645 Experts worldwide ranked by ideXlab platform

Stamatina Anastopoulou - One of the best experts on this subject based on the ideXlab platform.

  • Creating personal meaning through technology-supported science Inquiry learning across formal and informal settings
    International Journal of Science Education, 2011
    Co-Authors: Stamatina Anastopoulou, Shaaron Ainsworth, Charles Crook, Mike Sharples, Claire O'malley, Michael Wright
    Abstract:

    In this paper, a novel approach to engaging children in personal Inquiry learning is described, whereby they carry out scientific investigations that are personally meaningful and relevant to their everyday lives. The learners are supported by software that guides the Inquiry Process, extending from the classroom into the school grounds, home, or outdoors. We report on a case study of personal Inquiry learning with 28 high school students on the topic of healthy eating. An analysis of how the personal Inquiry was enacted in the classroom and at home, based on issues identified from a study of interviews with the children and their teacher is provided. The outcomes showed that learners were alerted to challenges associated with fieldwork and how they responded to the uncertainty and challenge of an open investigation. The study, moreover, raised an unexpected difficulty for researchers of finding the 'sweet spot' between scientifically objective but unengaging Inquiry topics, and ones that are personally meaningful but potentially embarrassing. Implications for further research are shaped around ways of overcoming this difficulty.

  • Learning 21st century science in context with mobile technologies
    Proceedings of the mLearn 2008 Conference, 2008
    Co-Authors: Stamatina Anastopoulou, Steven Benford, Hazel Martin, Shaaron Ainsworth, Charles Crook, Mike Sharples, Chris Greenhalgh, Michael Wright, Claire O Malley
    Abstract:

    The paper describes a project to support personal Inquiry learning with handheld and desktop technology between formal and informal settings. It presents a trial of the technology and learning across a school classroom, sports hall, and library. The main aim of the study was to incorporate Inquiry learning activities within an extended school science environment in order to investigate opportunities for technological mediations and to extract initial recommendations for the design of mobile technology to link Inquiry learning across different contexts. A critical incident analysis was carried out to identify learning breakdowns and breakthroughs that led to design implications. The main findings are the opportunities that a combination of mobile and fixed technology bring to: manage the formation of groups, display live visualisations of student and teacher data on a shared screen to facilitate motivation and personal relevance, incorporate broader technical support, provide context-specific guidance on the sequence, reasons and aims of learning activities, offer opportunities to micro-sites for reflection and learning in the field, to explicitly support appropriation of data within Inquiry and show the relation between specific activities and the general Inquiry Process.

  • Learning 21 st Century Science in Context with Mobile Technologies
    pi-project.ac.uk, 2007
    Co-Authors: Stamatina Anastopoulou, Steven Benford, Hazel Martin, Claire O Malley, Charles Crook, Mike Sharples, Chris Greenhalgh, Michael Wright, Sarah Sharples
    Abstract:

    The paper describes a project to support personal Inquiry learning with handheld and desktop technology between formal and informal settings. It presents a trial of the technology and learning across a school classroom, sports hall, and library. The main aim of the study was to incorporate Inquiry learning activities within an extended school science environment in order to investigate opportunities for technological mediations and to extract initial recommendations for the design of mobile technology to link Inquiry learning across different contexts. A critical incident analysis was carried out to identify learning breakdowns and breakthroughs that led to design implications. The main findings are the opportunities that a combination of mobile and fixed technology bring to: manage the formation of groups, display live visualisations of student and teacher data on a shared screen to facilitate motivation and personal relevance, incorporate broader technical support, provide context-specific guidance on the sequence, reasons and aims of learning activities, offer opportunities to micro-sites for reflection and learning in the field, to explicitly support appropriation of data within Inquiry and show the relation between specific activities and the general Inquiry Process.

Michael Wright - One of the best experts on this subject based on the ideXlab platform.

  • Creating personal meaning through technology-supported science Inquiry learning across formal and informal settings
    International Journal of Science Education, 2011
    Co-Authors: Stamatina Anastopoulou, Shaaron Ainsworth, Charles Crook, Mike Sharples, Claire O'malley, Michael Wright
    Abstract:

    In this paper, a novel approach to engaging children in personal Inquiry learning is described, whereby they carry out scientific investigations that are personally meaningful and relevant to their everyday lives. The learners are supported by software that guides the Inquiry Process, extending from the classroom into the school grounds, home, or outdoors. We report on a case study of personal Inquiry learning with 28 high school students on the topic of healthy eating. An analysis of how the personal Inquiry was enacted in the classroom and at home, based on issues identified from a study of interviews with the children and their teacher is provided. The outcomes showed that learners were alerted to challenges associated with fieldwork and how they responded to the uncertainty and challenge of an open investigation. The study, moreover, raised an unexpected difficulty for researchers of finding the 'sweet spot' between scientifically objective but unengaging Inquiry topics, and ones that are personally meaningful but potentially embarrassing. Implications for further research are shaped around ways of overcoming this difficulty.

  • Learning 21st century science in context with mobile technologies
    Proceedings of the mLearn 2008 Conference, 2008
    Co-Authors: Stamatina Anastopoulou, Steven Benford, Hazel Martin, Shaaron Ainsworth, Charles Crook, Mike Sharples, Chris Greenhalgh, Michael Wright, Claire O Malley
    Abstract:

    The paper describes a project to support personal Inquiry learning with handheld and desktop technology between formal and informal settings. It presents a trial of the technology and learning across a school classroom, sports hall, and library. The main aim of the study was to incorporate Inquiry learning activities within an extended school science environment in order to investigate opportunities for technological mediations and to extract initial recommendations for the design of mobile technology to link Inquiry learning across different contexts. A critical incident analysis was carried out to identify learning breakdowns and breakthroughs that led to design implications. The main findings are the opportunities that a combination of mobile and fixed technology bring to: manage the formation of groups, display live visualisations of student and teacher data on a shared screen to facilitate motivation and personal relevance, incorporate broader technical support, provide context-specific guidance on the sequence, reasons and aims of learning activities, offer opportunities to micro-sites for reflection and learning in the field, to explicitly support appropriation of data within Inquiry and show the relation between specific activities and the general Inquiry Process.

  • Learning 21 st Century Science in Context with Mobile Technologies
    pi-project.ac.uk, 2007
    Co-Authors: Stamatina Anastopoulou, Steven Benford, Hazel Martin, Claire O Malley, Charles Crook, Mike Sharples, Chris Greenhalgh, Michael Wright, Sarah Sharples
    Abstract:

    The paper describes a project to support personal Inquiry learning with handheld and desktop technology between formal and informal settings. It presents a trial of the technology and learning across a school classroom, sports hall, and library. The main aim of the study was to incorporate Inquiry learning activities within an extended school science environment in order to investigate opportunities for technological mediations and to extract initial recommendations for the design of mobile technology to link Inquiry learning across different contexts. A critical incident analysis was carried out to identify learning breakdowns and breakthroughs that led to design implications. The main findings are the opportunities that a combination of mobile and fixed technology bring to: manage the formation of groups, display live visualisations of student and teacher data on a shared screen to facilitate motivation and personal relevance, incorporate broader technical support, provide context-specific guidance on the sequence, reasons and aims of learning activities, offer opportunities to micro-sites for reflection and learning in the field, to explicitly support appropriation of data within Inquiry and show the relation between specific activities and the general Inquiry Process.

Claire O Malley - One of the best experts on this subject based on the ideXlab platform.

  • Learning 21st century science in context with mobile technologies
    Proceedings of the mLearn 2008 Conference, 2008
    Co-Authors: Stamatina Anastopoulou, Steven Benford, Hazel Martin, Shaaron Ainsworth, Charles Crook, Mike Sharples, Chris Greenhalgh, Michael Wright, Claire O Malley
    Abstract:

    The paper describes a project to support personal Inquiry learning with handheld and desktop technology between formal and informal settings. It presents a trial of the technology and learning across a school classroom, sports hall, and library. The main aim of the study was to incorporate Inquiry learning activities within an extended school science environment in order to investigate opportunities for technological mediations and to extract initial recommendations for the design of mobile technology to link Inquiry learning across different contexts. A critical incident analysis was carried out to identify learning breakdowns and breakthroughs that led to design implications. The main findings are the opportunities that a combination of mobile and fixed technology bring to: manage the formation of groups, display live visualisations of student and teacher data on a shared screen to facilitate motivation and personal relevance, incorporate broader technical support, provide context-specific guidance on the sequence, reasons and aims of learning activities, offer opportunities to micro-sites for reflection and learning in the field, to explicitly support appropriation of data within Inquiry and show the relation between specific activities and the general Inquiry Process.

  • Learning 21 st Century Science in Context with Mobile Technologies
    pi-project.ac.uk, 2007
    Co-Authors: Stamatina Anastopoulou, Steven Benford, Hazel Martin, Claire O Malley, Charles Crook, Mike Sharples, Chris Greenhalgh, Michael Wright, Sarah Sharples
    Abstract:

    The paper describes a project to support personal Inquiry learning with handheld and desktop technology between formal and informal settings. It presents a trial of the technology and learning across a school classroom, sports hall, and library. The main aim of the study was to incorporate Inquiry learning activities within an extended school science environment in order to investigate opportunities for technological mediations and to extract initial recommendations for the design of mobile technology to link Inquiry learning across different contexts. A critical incident analysis was carried out to identify learning breakdowns and breakthroughs that led to design implications. The main findings are the opportunities that a combination of mobile and fixed technology bring to: manage the formation of groups, display live visualisations of student and teacher data on a shared screen to facilitate motivation and personal relevance, incorporate broader technical support, provide context-specific guidance on the sequence, reasons and aims of learning activities, offer opportunities to micro-sites for reflection and learning in the field, to explicitly support appropriation of data within Inquiry and show the relation between specific activities and the general Inquiry Process.

Charles Crook - One of the best experts on this subject based on the ideXlab platform.

  • Creating personal meaning through technology-supported science Inquiry learning across formal and informal settings
    International Journal of Science Education, 2011
    Co-Authors: Stamatina Anastopoulou, Shaaron Ainsworth, Charles Crook, Mike Sharples, Claire O'malley, Michael Wright
    Abstract:

    In this paper, a novel approach to engaging children in personal Inquiry learning is described, whereby they carry out scientific investigations that are personally meaningful and relevant to their everyday lives. The learners are supported by software that guides the Inquiry Process, extending from the classroom into the school grounds, home, or outdoors. We report on a case study of personal Inquiry learning with 28 high school students on the topic of healthy eating. An analysis of how the personal Inquiry was enacted in the classroom and at home, based on issues identified from a study of interviews with the children and their teacher is provided. The outcomes showed that learners were alerted to challenges associated with fieldwork and how they responded to the uncertainty and challenge of an open investigation. The study, moreover, raised an unexpected difficulty for researchers of finding the 'sweet spot' between scientifically objective but unengaging Inquiry topics, and ones that are personally meaningful but potentially embarrassing. Implications for further research are shaped around ways of overcoming this difficulty.

  • Learning 21st century science in context with mobile technologies
    Proceedings of the mLearn 2008 Conference, 2008
    Co-Authors: Stamatina Anastopoulou, Steven Benford, Hazel Martin, Shaaron Ainsworth, Charles Crook, Mike Sharples, Chris Greenhalgh, Michael Wright, Claire O Malley
    Abstract:

    The paper describes a project to support personal Inquiry learning with handheld and desktop technology between formal and informal settings. It presents a trial of the technology and learning across a school classroom, sports hall, and library. The main aim of the study was to incorporate Inquiry learning activities within an extended school science environment in order to investigate opportunities for technological mediations and to extract initial recommendations for the design of mobile technology to link Inquiry learning across different contexts. A critical incident analysis was carried out to identify learning breakdowns and breakthroughs that led to design implications. The main findings are the opportunities that a combination of mobile and fixed technology bring to: manage the formation of groups, display live visualisations of student and teacher data on a shared screen to facilitate motivation and personal relevance, incorporate broader technical support, provide context-specific guidance on the sequence, reasons and aims of learning activities, offer opportunities to micro-sites for reflection and learning in the field, to explicitly support appropriation of data within Inquiry and show the relation between specific activities and the general Inquiry Process.

  • Learning 21 st Century Science in Context with Mobile Technologies
    pi-project.ac.uk, 2007
    Co-Authors: Stamatina Anastopoulou, Steven Benford, Hazel Martin, Claire O Malley, Charles Crook, Mike Sharples, Chris Greenhalgh, Michael Wright, Sarah Sharples
    Abstract:

    The paper describes a project to support personal Inquiry learning with handheld and desktop technology between formal and informal settings. It presents a trial of the technology and learning across a school classroom, sports hall, and library. The main aim of the study was to incorporate Inquiry learning activities within an extended school science environment in order to investigate opportunities for technological mediations and to extract initial recommendations for the design of mobile technology to link Inquiry learning across different contexts. A critical incident analysis was carried out to identify learning breakdowns and breakthroughs that led to design implications. The main findings are the opportunities that a combination of mobile and fixed technology bring to: manage the formation of groups, display live visualisations of student and teacher data on a shared screen to facilitate motivation and personal relevance, incorporate broader technical support, provide context-specific guidance on the sequence, reasons and aims of learning activities, offer opportunities to micro-sites for reflection and learning in the field, to explicitly support appropriation of data within Inquiry and show the relation between specific activities and the general Inquiry Process.

Mike Sharples - One of the best experts on this subject based on the ideXlab platform.

  • Creating personal meaning through technology-supported science Inquiry learning across formal and informal settings
    International Journal of Science Education, 2011
    Co-Authors: Stamatina Anastopoulou, Shaaron Ainsworth, Charles Crook, Mike Sharples, Claire O'malley, Michael Wright
    Abstract:

    In this paper, a novel approach to engaging children in personal Inquiry learning is described, whereby they carry out scientific investigations that are personally meaningful and relevant to their everyday lives. The learners are supported by software that guides the Inquiry Process, extending from the classroom into the school grounds, home, or outdoors. We report on a case study of personal Inquiry learning with 28 high school students on the topic of healthy eating. An analysis of how the personal Inquiry was enacted in the classroom and at home, based on issues identified from a study of interviews with the children and their teacher is provided. The outcomes showed that learners were alerted to challenges associated with fieldwork and how they responded to the uncertainty and challenge of an open investigation. The study, moreover, raised an unexpected difficulty for researchers of finding the 'sweet spot' between scientifically objective but unengaging Inquiry topics, and ones that are personally meaningful but potentially embarrassing. Implications for further research are shaped around ways of overcoming this difficulty.

  • Learning 21st century science in context with mobile technologies
    Proceedings of the mLearn 2008 Conference, 2008
    Co-Authors: Stamatina Anastopoulou, Steven Benford, Hazel Martin, Shaaron Ainsworth, Charles Crook, Mike Sharples, Chris Greenhalgh, Michael Wright, Claire O Malley
    Abstract:

    The paper describes a project to support personal Inquiry learning with handheld and desktop technology between formal and informal settings. It presents a trial of the technology and learning across a school classroom, sports hall, and library. The main aim of the study was to incorporate Inquiry learning activities within an extended school science environment in order to investigate opportunities for technological mediations and to extract initial recommendations for the design of mobile technology to link Inquiry learning across different contexts. A critical incident analysis was carried out to identify learning breakdowns and breakthroughs that led to design implications. The main findings are the opportunities that a combination of mobile and fixed technology bring to: manage the formation of groups, display live visualisations of student and teacher data on a shared screen to facilitate motivation and personal relevance, incorporate broader technical support, provide context-specific guidance on the sequence, reasons and aims of learning activities, offer opportunities to micro-sites for reflection and learning in the field, to explicitly support appropriation of data within Inquiry and show the relation between specific activities and the general Inquiry Process.

  • Learning 21 st Century Science in Context with Mobile Technologies
    pi-project.ac.uk, 2007
    Co-Authors: Stamatina Anastopoulou, Steven Benford, Hazel Martin, Claire O Malley, Charles Crook, Mike Sharples, Chris Greenhalgh, Michael Wright, Sarah Sharples
    Abstract:

    The paper describes a project to support personal Inquiry learning with handheld and desktop technology between formal and informal settings. It presents a trial of the technology and learning across a school classroom, sports hall, and library. The main aim of the study was to incorporate Inquiry learning activities within an extended school science environment in order to investigate opportunities for technological mediations and to extract initial recommendations for the design of mobile technology to link Inquiry learning across different contexts. A critical incident analysis was carried out to identify learning breakdowns and breakthroughs that led to design implications. The main findings are the opportunities that a combination of mobile and fixed technology bring to: manage the formation of groups, display live visualisations of student and teacher data on a shared screen to facilitate motivation and personal relevance, incorporate broader technical support, provide context-specific guidance on the sequence, reasons and aims of learning activities, offer opportunities to micro-sites for reflection and learning in the field, to explicitly support appropriation of data within Inquiry and show the relation between specific activities and the general Inquiry Process.