Media enriched classroom
scenarios
An approach to evolve schools by empowering teachers
Using new technologies in
schools …
• Constructivist approaches
• Involve the learner into the design of learning objects
• Let learners build their own knowledge
• Let learners share their knowledge and learning
What about the teacher?
• Different initiatives from the government (e.g. Schulen ans Netz) over the past years
• Aim: introduce computers into schools to improve learning and teaching
• Schools got funding to buy new technology and set up computerised learning scenarios
• Internet access for every school!
• At least one teacher of the school has to become an IT expert
• Direction in the curriculum that teachers of every topic have to do a number of lessons with the computer
• But: No help for teachers to set up expedient computerised learning scenarios
2nd Pisa-Study (OECD, 2004)
• Pupils in Germany have high level computer skills
• Almost every child has access to a computer (home,
friends, relatives, …)
• Pupils are used to play with the computer
• Majority of pupils at age 15 in Germany never
experienced computers as tools for everyday learning purpose
• Reason:
• Insufficient use of computers in schools
Solution?
• Every pupil should have at least access to his/her own
handheld computer. Loads of computer devices and easy access are prerequisites for successful use
(Soloway et al., 2001)
• Taking account of the availability of other resources at
school, the mere availability of computers does not translate into higher student performance [. . . ]
Teacher perspective
• “More time needed to prepare the task without increase
of student’s performance when moving a conventional task to the computer”
• “My teaching style is on a high level, I do not see any
impact in using computers”
• “Why should I use the computer when it does not
exactly provide what I need but costs a lot of effort?”
• “No idea what to do beside of internet recherché”
• “Our primary school has now a 30.000 € computer
Problem
• Loads of commercial software for school, but
• Not flexible enough
• Only build for one special task
• No pedagogical expertise
• Software with pedagogical expertise done by
enthusiastic teachers, but
• Not very technological advanced
• Only build for special needs of one teacher
• Computer hardware often sold without an individual
Our approach
• Empower teachers to design computer-supported,
collaborative learning scenarios
• Combine expertise of teachers, researchers and
developers (participatory design)
• Do not try to change well suited pedagogic methods
• Do not force teachers to change their way of teaching
when using the computer
3 examples
• NIMIS (1998-2000), EU funded ESE project
Computer-integrated primary school classroom
• SEED (2001-2004), EU project
Changing mindset of educational decision makers and teachers using best practice examples
• LMMP (2006-2007/8?)
multi-media learning plattform for pupils with learning disabilities / mental handicap
The NIMIS Approach
• Roomware approach • Finger/pen-based input devices • No traditional computers visible• Seamless transition to
computerised environment / no media breaks
• Pen and paper metaphor
• Mind tools as tools for
creative expression of ideas
• Curricular relevance
• Teachers participation and responsibility for learning and teaching method
• Integrated data management (School Intranet vs. Internet)
SEED: Developing visual
languages for different toppics
• COLLIDE Software
• Synchronous information exchange between learners
and teachers
• Private and shared workspaces
• Collaborative modelling using a mix of different visual
languages without loosing domain specific functionality
(e.g. system dynamics, hand writing and discussion)
Scenarios developed in SEED
• Modelling with System Dynamics
• Biology
(e.g. epidemic growth)
• Geography
(e.g. usage of resources or development of coffee plantation)
• Studies of Elementary Probability
(e.g. lotteries, dices, birthday problem)
• Cooperative Drama Analysis
Media Integration/Transitions
The “ruler” Episode
LMMP – software for children with
learning disabilities
• As flexible as possible to create individualised task for different needs of the pupils
• Easy accessible even for teachers without computer experience
• Integration into traditional classroom scenarios
• Realisation: Inclusion of a large community of teachers for mentaly handicapped pupils via a Wiki, where teachers can
• Download latest software
• Contribute to the software manual
• Report bugs
• Fill out evaluation forms
