Learning by Doing in the Digital Media Age

This chapter is based on a workshop at IVEC 2020 which presented a model of Virtual Exchange (VE) facilitated by interactive, digital, and cultural artefacts created using a progressive web app developed by the EU-funded ENACT project team. The model offers an innovative approach to online intercultural exchange through the opportunity to create, share, appropriate, and re-create cultural artefacts. Drawing on Thorne’s (2016) concept of cultural artefacts, the app is designed to enable artefacts as catalysts for intercultural exchange while “artifacts and humans together create particular morphologies of action” (p. 189). The ENACT project aims to develop Open Educational Resources (OER) that will foster intergenerational and intercultural understanding within and between communities; promote opportunities for intergenerational, intercultural interaction; and offer a real-world, immersive learning experience that brings culture to life. The web app is built on the well-established H5P.org interactive media engine tailored for the creation of, and engagement with interactive digital media for task-based exchange of cultural activities promoting linguistic, digital, and intercultural communication skills development. This chapter outlines how the ENACT app can be implemented in VE at higher education to facilitate deeper, immersive, virtual intercultural exchange experiences that go beyond talking about culture and that offer hands-on cultural experiences based on learning by doing to ensure equitable experiences to all students.

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Games are motivating, aren´t they? Disputing the arguments for digital game-based learning

International Journal of Serious Games ◽

10.17083/ijsg.v2i2.58 ◽

2015 ◽

Vol 2 (2) ◽

Cited By ~ 13

Author(s):

Wim Westera

Keyword(s):

Digital Media ◽

Teaching And Learning ◽

Performance Monitoring ◽

Learning By Doing ◽

Natural Mode ◽

Game Based Learning ◽

Wide Range ◽

Games For Learning ◽

Standing Up ◽

Scientific Papers

The growing popularity of game-based learning reflects the burning desire for exploiting the involving and motivating characteristics of games for serious purposes. A wide range of arguments for using games for teaching and learning can be encountered in scientific papers, policy reports, game reviews and advertisements. With contagious enthusiasm, the proponents of game-based learning make their claims for using games to improve education. However, standing up for a good cause is easily replaced with the unconcerned promotion and spread of the word, which tends to make gaming an article of faith. This paper critically examines and re-establishes the argumentation used for game-based learning and identifies misconceptions that confuse the discussions. It reviews the following claims about game-based learning: 1) games foster motivation, 2) play is a natural mode of learning, 3) games induce cognitive flow, which is productive for learning, 4) games support learning-by-doing, 5) games allow for performance monitoring, 6) games offer freedom of movement and the associated problem ownership, 7) games support social learning, 8) games allow for safe experimentation, 9) games accommodate new generations of learners, who have grown up immersed in digital media, and 10) there are many successful games for learning. Assessing the validity of argumentation is considered essential for the credibility of game-based learning as a discipline.

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Making to Learn. The Pedagogical Implications of Making in a Digital Binary World

Makers at School, Educational Robotics and Innovative Learning Environments - Lecture Notes in Networks and Systems ◽

10.1007/978-3-030-77040-2_11 ◽

2021 ◽

pp. 81-85

Author(s):

Maria Ranieri

Keyword(s):

Digital Media ◽

Learning By Doing ◽

Human Condition ◽

Collaborative Problem Solving ◽

Collaborative Problem ◽

Digital World ◽

Digital Era ◽

Common Practices ◽

Intellectual Activities ◽

The Relationship

AbstractMaking has always been at the center of pedagogical reflection, as testified by the emphasis on the principle of learning by doing. Today, digital media and technologies provide more opportunities for expanding these concepts, given their potential to facilitate media production and creation. However, common practices in media-making in schools tend merely to emphasize the technical aspects—including the technical procedural skills, the creation of a product or the use of specific software—while overlooking the pedagogical dimensions associated with media-making processes. A reappraisal of the educational dimensions of making in the digital era may come from a reconceptualization of the relationship between manual and intellectual activities. Through the lens of Sennett’s understanding of craftsmanship, this chapter first explores the ways making and thinking can be set out in a single process that characterizes the human condition. Second, it explains how the Open Source Movement’s approach to software design is a sort of “digital craftsmanship” based on collaborative problem-solving, one that can inspire a renewed vision of the learning by doing principle for the digital world. The chapter concludes with several considerations on the implications of such an approach for the future of schools.

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Transformations in Design Education: The Paperless Studio and the Virtual Design Studio

Open House International ◽

10.1108/ohi-03-2006-b0012 ◽

2006 ◽

Vol 31 (3) ◽

pp. 95-102

Author(s):

Jamal Al-Qawasmi

Keyword(s):

Digital Media ◽

Design Education ◽

Learning By Doing ◽

Design Tool ◽

Design Studio ◽

Virtual Design ◽

Studio Instruction ◽

Remote Locations ◽

Literature Reviews ◽

The Impact

Traditional architectural curricula have been based on the design studio model, which emphasizes learning by doing. Under this model, a typical architectural curriculum offers a sequence of design studios in which students learn to design by actually engaging in designing. Until very recently the design studio culture remained largely unchanged. The introduction of the virtual design studio and the paperless studio in early 1990s has resulted in fundamental changes in design studio pedagogy. The paper examines the impact of computers and information technology, as applied in the paperless studio and the virtual design studio, on design studio education. Based on literature reviews on paperless studio and virtual design studio and examination of architectural studio instruction, including several experiences in conducting paperless studios, the author considers the pedagogical shift occurring in design studio instruction as a result of integrating digital media in the design studio. The paper considers two types of transformations in studio instruction: pedagogical transformations related to using digital media as a design tool and pedagogical transformations related to distributing the design studio with some or all participants in remote locations.

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Sustainable Methodology for Operational and Formal Digital Skills Acquisition: A Case Study of e-Health Inclusion

Sustainability ◽

10.3390/su13179698 ◽

2021 ◽

Vol 13 (17) ◽

pp. 9698

Author(s):

Susana Muñoz-Hernández ◽

Clara Benac-Earle ◽

Angel Herranz Nieva ◽

Mayte Gonzalez-McGuinness

Keyword(s):

Digital Media ◽

Health Centre ◽

Training Programme ◽

Learning By Doing ◽

Independent Learning ◽

Skills Acquisition ◽

Wrong Side ◽

Innovative Learning ◽

Institute Of Technology ◽

Ict Training

This study explains the rationale of a methodology developed by the Universidad Politécnica of Madrid (UPM) group TechPeopleCare as applied to the e-Health Inclusion through ICT Training project partly funded by the European Institute of Technology EIT-Health in 2019. An initial sample of 168 participants with different lifestyles and migrant backgrounds, with high female participation, were recruited in three different countries by three different organisations following strict ethical protocols that limit the data that can be shared. The learning materials were aimed at people lacking the operational and formal skills to use digital media, for example, using a mouse, a keyboard, and navigating the Internet. This learning would enable these cohorts to become beneficiaries of e-Health interventions, such as making a doctor’s appointment, accessing a health record, finding the location of a health centre or the nearest open pharmacy. By the end of the training programme, we found that the motivation to learn was high. The possibility of reviewing learning content at the individual’s pace and without the need of an instructor was appreciated, especially by younger cohorts with migrant backgrounds. A majority reported being satisfied with their learning of the health systems, unique to each country, and willing to learn more regardless of the training method. However, allowing for individual and independent learning “by doing” appears more accessible to suit different lifestyles and more sustainable than traditional computer classes. Since social and digital inequality are intertwined, sustainable and innovative learning programmes in developing countries within communities specifically addressing the acquisition of operational and formal skills are a pre-condition to move forward and bridge the gap of being on the wrong side of the digital divide.

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