Digital Diorama

2018 ◽  
pp. 52-82 ◽  
Author(s):  
Annamaria Poli ◽  
Annastella Gambini ◽  
Antonella Pezzotti ◽  
Alfredo Broglia ◽  
Alessandra Mazzola ◽  
...  
Keyword(s):  
Natural History ◽  
Cooperative Learning ◽  
Learning Environments ◽  
Digital Technologies ◽  
Traditional Teaching ◽  
History Museum ◽  
Traditional Teaching Methods ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
Interactive Resources

Digital technologies that increase communication among students/users are viewed as interactive resources for enhancing learning, especially in the field of science teaching. The new digital mission is to produce innovative learning environments and educational tools to enhance the traditional teaching methods still widely used today. The Digital Diorama project reproduces a set of Natural History Museum dioramas for IWBs and other electronic devices. Using the Digital Diorama enhances cooperative learning. This comes from the students/users' explorations of the Digital Diorama and from strategies that we recommend to teachers.

scholarly journals Increasing Teacher Engagement in Innovative Learning Environments: Understanding the Effects of Perceptions of Risk

2020 ◽  
pp. 73-83
Author(s):  
Tamara K. Jones ◽  
Deidre M. Le Fevre
Keyword(s):  
Teacher Perceptions ◽  
Learning Environments ◽  
Digital Technologies ◽  
Teacher Engagement ◽  
Flexible Learning ◽  
Educational Innovations ◽  
Perceptions Of Risk ◽  
The World ◽  
Innovative Learning ◽  
Innovative Learning Environments

AbstractSchool systems around the world are investing in a transition to Innovative Learning Environments (ILEs). Many policies and resources are being directed towards this change. However, if the effects of innovative educational initiatives are to be positive for our students, the onus will ultimately be on teachers to integrate learner-centric pedagogies and digital technologies in flexible learning environments. Educational innovations are dependent upon what teachers think, feel and do in classrooms (Fullan 2001). This chapter examines how teacher perceptions can influence their engagement in ILEs.

scholarly journals Computational concepts reflected on Scratch programs

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
Kyungbin Kwon ◽  
Sang Joon Lee ◽  
Jaehwa Chung
Keyword(s):  
Program Evaluation ◽  
Computer Science ◽  
Learning Environments ◽  
Middle Level ◽  
Problem Decomposition ◽  
Innovative Learning ◽  
Innovative Learning Environments

Evaluating the quality of students’ programs is necessary for better teaching and learning.  Although many innovative learning environments for computer science have been introduced, the scarcity of program evaluation frames and tools is a demanding issue in the teaching practice.  This study examined the quality of students’ Scratch programs by utilizing Dr. Scratch and by analyzing codes based on four computational concepts: conditions, loops, abstractions, and variables.  Twenty-three Scratch programs from two classes were examined.  Dr. Scratch results revealed that Scratch programs demonstrated a middle level of competency in computational thinking.  The analysis of computational concepts suggested that students had a sufficient understanding of the main concepts and demonstrated computing competency by applying the concepts into their programs.  The study also discussed inefficient programming habits, instructional issues utilizing Scratch, and the importance of problem decomposition skills.

Acts of magic: Prototyping in innovative learning environments

2021 ◽  
pp. 14-19
Author(s):  
Mark Osborne
Keyword(s):  
Learning Environments ◽  
Status Quo ◽  
Change Leadership ◽  
Readiness For Change ◽  
Status Quo Bias ◽  
Leadership Support ◽  
Innovative Learning ◽  
Potential Benefits ◽  
Innovative Learning Environments ◽  
Physical Spaces

Over recent years, innovative learning environments (ILEs) have become the default style of new-build educational architecture in New Zealand. While offering potential benefits, the implementation of ILEs represents a departure from established practice in most schools and therefore requires significant change leadership support in order to succeed. Prototyping ILE practices can help schools transition into new physical spaces by decreasing status quo bias while increasing individual and organisational readiness for change.

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