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Keynote Speakers
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A Task-Centered Instructional Strategy
by Professor M. David Merrill, Instructional
Effectiveness Consultant, Emeritus Professor Utah State
University,
Visiting Professor Florida State University, USA
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Abstract
The author has previously described first
principles of instruction which describe a cycle of
instruction consisting of activation, demonstration,
application, and integration. Each of these
instructional phases is best implemented in the context of
real-world tasks. This presentation describes
knowledge analysis for a complex task and an instructional
strategy for teaching subject matter content in the
context of whole tasks. This presentation brings
together the instructional strategy components of
Component Display Theory with the knowledge components of
knowledge objects.A knowledge object for a whole task is
an integrated combination of the knowledge components.
The strategy for teaching within the context of a whole
task consists of applying strategy components to these
various knowledge components in a way that enables
learners to see their interrelationships and their
relationship to the whole. The application of this
task-centered instructional strategy is illustrated along
with performance data demonstrating the effectiveness of
this approach.
BIO
M. David Merrill makes his home in St.
George, Utah. He is professor emeritus at Utah State
University, a visiting professor at Florida State
University and an instructional effectiveness consultant.
Since receiving his PhD from the University of Illinois in
1964 he has served on the faculty of George Peabody
College, Brigham Young University, Stanford University,
the University of Southern California and Utah State
University. He served as visiting faculty at Bucknell
University, University of Maine, University of the
Pacific, University of Indonesia, Twente University and
Brigham Young University Hawaii. He is internationally
recognized as a major contributor to the field of
instructional technology, has published many books and
articles in the field and has lectured internationally.
Among his principle contributions: TICCIT Authoring System
1970's, Component Display Theory and Elaboration Theory
1980's, Instructional Transaction Theory, automated
instructional design and ID based on Knowledge Objects
1990's, and currently First Principles of Instruction. He
was honored to receive the AECT Life Time Achievement
Award. He and his wife Kate together have 9 children and
37 grandchildren which he claims as his most important
accomplishment.
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Videogames in Education: reflections about the design
of games-based learning environments
by
Begoña Gros, University of Barcelona, Spain
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Abstract
In recent
years, electronic games have assumed an important place in
the lives and children and adolescents. Children gain
access to the world of digital culture via digital games.
Our main hypothesis is that children acquire digital
literacy informally, through play, and that neither
schools nor other educational institutions take sufficient
account of this important aspect. We consider that
multimedia design for training and education should
combine the most powerful features of interactive
multimedia design with the most effective principles of
technologically-mediated learning.
The first
generation of digital games perceives the use of computer
as a direct way to change behaviours through repeated
action. The second generation puts the spotlight on the
relation between computer game and player. Computer games
become interesting because they are able to offer a
variety of ways to learn with varying degrees of
difficulty. The third generation includes the context of
computer games and how they facilitate learning
environments with collaboration, constructions of
knowledge.
The
evolution of the design of videogames is a good example to
analyses the main contribution and characteristics of
games-based learning environments. At the same time, we
will discuss the main obstacles and challenges to using
games within our current models of learning.
BIO
Professor
Begoña Gros
Begoña Gros is
full-time Professor of the Faculty of Pedagogy at the
University of Barcelona. Currently, she is Director of
Research at the Institute of Educational Science at the
University of Barcelona. Her main field of interest and
research includes instructional design, computer supported
collaborative learning and e-learning.
Recent Research
- PRAISE: Peer
Review Network Applying Intelligence to Social Work Education
eLearning
Initiative (2003-2005).
- International
Leadership for Educational Technology. Program “Foundation for
the improvement of Postsecondary Education-FITSE. European
Community-United States of America Cooperation”. (2002-2004)
·- Videogames
and digital literacy. Institute of Education. University of
Barcelona
Selected
publications
Books
- Gros,B (Coord)
(2004) Pantallas, juegos y educación: la alfabetización
digital en la escuela. Bilbao: Desclée de Brouwer.
-Gros,
B. (2000). El ordenador invisible. Barcelona: Gedisa..
Chapter of
Books.
- Gros,B (2005).
“Pedagogical criteria for teaching in virtual learning
environments”, en AA.VV: Educational Virtual Spaces in
Practice. Barcelona: Ariel. 49-62
- Gros, B
(2003). “The need to integrate information and communication
technologies into education: a pedagogical challenge”.
Attewell,P-Seel, R (Eds). Dissadvantaged Teens and Computer
Technologies. Munster: Waxmann. 223-242.
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Gros,B-Garcia,I (2003). “Computers suported collaborative
learning: lessons learned and questions to answer”. Barajas,M
(Ed). Learning innovations with ICT: Socio-economic
perspectives in Europe. Barcelona: Universidad de Barcelona.
111-127.
Articles
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Gros,B-Guerra,V-Sanchez,J (2005). “The design of
computer-supported collaborative learning environments in
Higher Education”. Encounters on Education. Volume 6, Fall
2005 pp. 23 – 42
- Gros,B (2005).
“Los videojuegos y el diseño de material educativo” Aula de
Innovación educativa., Nº 147, 2005, 41-43
- Gros,B-Adrian,
M (2005). “The use of virtual forum to promote collaborative
learning in Higher Education”. Educational Technology.
September-October 2005, 17-24
- Gros,B (2003).
The impact of digital games in education. First Monday. 8 (7).
18 páginas. [http:// firstmonday.org/issues/issue8_7/gros/index.html]
- Gros, B
(2002). “Knowledge construction and technology”. Journal of
Educational Multimedia and Hypermedia. 11 (4), 323-343.
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Mobile Learning: An Ecological Analysis
by
Professor Cathie Norris, University of North Texas,
Denton, TX, USA
and
Professor Elliot Soloway, University of Michigan, Ann Arbor,
MI, USA
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Abstract
Using emerging
technology to make a real impact on real classrooms and
real children requires the integration of a number of
factors: from cognitive issues to logistical issues, from
social organization issues to technological issues. In our
presentation we provide an ecological (systems) analysis
of those factors with the goal of bringing order to what
would otherwise be chaos.
BIO
Professor Cathie Norris
Over the
past 25 years, Dr. Soloway has explored ways to use emerging
technologies to empower children to enjoy learning. At the
University of Michigan, in 2001, the undergraduates at the
University of Michigan selected him to receive the “Golden
Apple Award” as the Outstanding Teacher of the Year. He is a
co-founder and President of GoKnow Learning, Inc. (Ann Arbor,
MI), a provider of educational resources for mobile computing
in K-12.
Professor Elliot Soloway
Dr. Norris' efforts in research,
teaching and service all have a common focus: integrate
learning technologies more effectively into classrooms, in
K-12 as well as post-secondary education. She has served as
president of both NECA and ISTE. Norris is a co-founder
and Chief Education Architect at GoKnow Learning, Inc. (Ann
Arbor, MI), a provider of educational resources for mobile
computing in K-12.
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