TEACH: THE T3-TEACHING TO TEACH TECHNOLOGY PROJECT Azucena - - PowerPoint PPT Presentation
TECHNOLOGIES FOR TEACHING TO TEACH: THE T3-TEACHING TO TEACH TECHNOLOGY PROJECT Azucena Garca-Palacios, PhD Labpsitec Universitat Jaume I-Universidad de Valencia Workshop Internazionale Formazione e Technology Enhanced Learning: il futuro
Workshop Internazionale Formazione e Technology Enhanced Learning: il futuro dell'apprendimento nell'università e nell'azienda Roma, Università del Foro Italico, 30 Sett.2014
PDA Web sites Videogames Mobile phone Smart environments Virtual reality Physical games
Motivation Attitude change Point of view changes Behavior modification
VR: Phobias and Eating Disorders Telepsychology “Talk to Me”, “Without Fear” VR: Agoraphobia
1995 2001
VR: EMMA Adaptive Display VR: MIP’s
2003
AR: Phobias AR: Mobile devices e- Therapy Intelligent System
2005 2007 e-TI-II Systems 2009-
Claustrophobia Acrophobia Fear of flying
Botella, C. et al., (1998) Virtual Reality treatment of claustrophobia: a case report. Behaviour Research and Therapy, 36, 239-246. Botella, C. et al., (1999) The treatment of claustrophobia with virtual reality: changes in other phobic behaviors not specifically treated. Cyberpsychology and Behavior 2(2), 135-142. Botella, C. et al., (2000) Virtual Reality in the treatment of claustrophobic fear: a controlled multiple baseline design. Behavior Therapy, 31, 583-595. Baños, C. et al.,(2002) Virtual Reality Treatment of Flying Phobia. IEEE- Transactions on Information Technology in BioMedicine, 6, 206-212. García-Palacios, C. et al., (2002) Virtual Reality in the treatment of spider phobia: A controlled study. Behaviour Research & Therapy, 9, 983-993 Botella, C. et al., (2004) Treatment of flying phobia using virtual reality: data from a year follow-up using a multiple baseline design. Clinical Psychology & Psychotherapy, 11, 311-323.
Alcañiz. M. et al.,(2003) Internet based Telehealth System for the Treatment of Agoraphobia, CyberPsychology & Behaviour, 6(4), 355-358. Botella, C. et al., (2004) Clinically significant virtual environments for the treatment of panic disorder and agoraphobia. Cyberpsychology & Behavior, 7(5), 527-535. Botella, C. et al.,(2007) Virtual Reality Exposure in the Treatment of Panic Disorder and Agoraphobia: A controlled study. Clinical Psychology and Psychotherapy, 14 (3) 164-175.
Perpiñá, C. et al., (1999) Body image and virtual reality in eating disorders: exposure by virtual reality is more effective than the classical body image treatment? Cyberpsychology and Behavior, 2 (2), 149-156. Alcañiz, M. et al.,(2000) A New Realistic 3D Body Representation in VE for the Treatment of Disturbed Body Image in Eating Disorders CyberPsychology and Behavior, 3 (3), 433-440. Perpiñá, C. et al., (2003) Virtual Reality in Eating Disorders. European Eating Disorders Review, 11, 261-278 Perpiñá, C. et al., (2003) Tratamiento de las alteraciones de la imagen corporal en los trastornos alimentarios mediante realidad virtual: un estudio de caso. Psicología Conductual, . 11 (2), 351-369.
García-Palacios, A. et al.,(2006) Virtual Reality in the Treatment of Pathological Gambling. CyberTherapy, Gatineau (CANADA). Botella, C, et al., (2009) El uso de la Realidad Virtual en el tratamiento del Juego patológico , En J. Del Pozo, L. Perez y M. Ferreras (ed) Adicciones y Nuevas tecnologías de la información y de la Comunicación. Perspectivas de su uso para la prevención y el tratamiento.
Alcañiz, M. et al., (2003) The EMMA Project: Emotions as a determinant of presence. PsychNology Journal, 1 (2) 141-150. Rey, B., (2005) A Preliminary study on the use of an adaptive display for the treatment of emotional disorders. PsychNology Journal, 3(1) 101-112. Botella, C., et al., (2006) Using a flexible Virtual Environment for Treating a Storm Phobia. PsychNology Journal, 4(2) 129-144. Botella,C., et al.,(2005).Treatment of emotions in a virtual world: Application in a case of post-traumatic stress disorder. Cyberpsychology & Behavior, 8 (4), 305-305. Botella, C., et al., (2006). Using an Adaptative Display for the Tratment of Emocional Disorders: A preliminary analisis of effectiveness. Work-In-Progress CHI, 586-591. Botella, C., et al., (2008) Treatment of Complicated Grief using Virtual Reality. A Case Report. Death Studies, 32 (7), 674-692. Baños, R.M., et al., (2008) Behandlung psychischer Probleme im virtuellen Raum. En S.Bauer, & H. Kordy (Hrsg.) E-Mental-Health: Neue Medien in der psychosozilen
Baños, R.M., et al., (2009), An adaptive display to treat stress-related disorders: the EMMA’s world. British Journal of Guidance and Counselling, 37:3, 347-356.
Baños, R., et al., (2005). Role of Presence and Reality Judgment in Virtual Environments in Clinical Psychology. Cyberpsychology & Behavior, 8 (4), 303-304. Baños, R.M, et al., (2004) Immersion and Emotion: The impact on the sense of presence. CyberPsychology and Behaviour, 7(6) 734-741. Baños R.M. et al., (2005) The third pole of the sense of presence: Comparing virtual and imagery spaces. PsychNology Journal, 3(1) 90-100. Baños, R.M., et al., (2008). Presence and emotions in virtual environments: the influence of stereoscopy CyberPsychology and Behavior, 11 (1), 1-8. García-Palacios, A., Herrero, R., Vizcaino, Y., Belmonte, M. A., Castilla, D., Molinari, G. Baños, R. M. y Botella, C. (accepted for publication). Integrating virtual reality with activity management for the treatment of fibromyalgia: Acceptability and preliminary efficacy. The Clinical Journal of Pain.
The VR-Mood Induction Procedures can promote Psychological and Physical well being. Can promote positive mood in clinical populations (emotional disorders, chronic pain).
Botella, C. et al., (2005) Mixing Realities? An application of Augmented Reality for the treatment of cockroaches phobia. CyberPsychology and Behaviour, 8 (2), 161- 171. Juan, MC., et al., (2005) Using augmented reality to treat phobias IEEE Computer Graphics And Applications 25, 31-37 Juan, M.C., et al., (2005). AR spiders: A new system for the treatment of arachnophobia. Cyberpsychology & Behavior, 8 (4), 300-301. Botella, C. et al., (2010) Treating Cockroach Phobia with Augmented Reality, Behavior Therapy, 41, 401-413.
Botella, C. Breton-López, J., Quero, S., Baños, R. M., García-Palacios, A., Zaragoza, I. & Alcaniz, M. (2011). Treating Cockroach Phobia Using a Serious Game on a Mobile Phone and Augmented Reality Exposure: A Single Case Study. omputers in Human Behavior, 27, 217- 227.
Botella, C. et al (2000) Telepsychology: Public speaking fear treatment on the Internet. CyberPsychology & Behavior, 3(6), 959-968. Alcañiz, M. et a.,(2003) Internet based Telehealth System for the Treatment of Agoraphobia, CyberPsychology & Behaviour, 6(4), 355-358. Botella, C. et al., (2004). A self-applied Internet-based intervention for fear of public speaking. Journal of Clinical Psychology, 60, 1-10. Botella, C. et al.,(2007) Telepsychology and Self-help: Treatment of Fear of Public Speaking. Cognitive and Behavioral Practice, 14 (1), 46-57. Botella, C. et al., (2008). Telepsychology and Self-Help: The treatment of phobias using the Internet. CyberPsychology & Behavior, 11 (6) 659-664. Botella, C., et al., (2009), The Acceptability of an Internet-based Self-help Treatment for Fear of Public Speaking. British Journal of Guidance and Counselling. 37, (3), 297-311
Using The Internet
– This program was tested in a controlled study and was found that without support by the therapist was as effective than with support by the therapist (2 minutes brief weekly support call) and, the two intervention groups were more effective than the waiting list control group.
We had developed:
– Butler System for reduce the technological gap that separates the elderly people from the computerized world where we live nowadays.
level and to improve the quality of life of the elderly population.
– ETIOBE System a computer program for the treatment of obesity in children
and adolescents.
We had developed:
– POETS, a blended internet- based program for the treatment
– We are testing it in chronic back pain in a randomized controlled trial.
Internet-based programs: Chronic pain
Doménech, J., Baños, R., Peñalver, L., García-Palacios, A., Herrero, R., Ezzedine, A., Martínez-Díaz, M., Ballester, J., Horta, J. y Botella, C. (2013). Design considerations
communication and information technologies for managing chronic low back pain. BMC Musculoskeletal Disorders, 14, 142.
We had developed:
– An ecological momentary
assessment (EMA) system, for
the assessment of key variables in chronic pain using smartphones. – We are developing an EMA platform to support other internet- based programs.
García-Palacios, A., Herrero, R., Belmonte, M. A., Castilla, D., Guixeres, J., Molinari, G. Baños, R. M. y Botella, C. (2014). Ecological Momentary Assessment for chronic pain in fibromyalgia using a smartphone: A randomized crossover study. European Journal of Pain, 18, 862-872.
“Transversal” modules:
and emotional regulation
change
emotional experiences
acceptance
emotional experiences
emotions
experiences
something
revolutions
Dropout rate in secondary education. Source: OCDE, 2010.
INDIVIDUAL SOCIAL TAXES
More unemployment Greater crime rates Less taxes incomes Lower quality of life Lower economic growth Unemployed increased cost Lower risk control Lower social cohesion Increased costs in health care and social services Lower life satisfaction Less intergenerational effect Increased police costs
Source: “The Costs of School Failure A Feasibility Study”, Analytical Report for the European Commission - George Psacharopoulos - European Expert Network on Economics of Education (EENEE)
( Students in USA 2007)
They are not the panacea
They can be part of the solution: Rational integration
Technology by itself does not improve learning. It depends on how it is designed and implemented and how we support teachers to use it.
the partial results into the final product.
School 2.0: Cooperation Magic Lamp: Collaboration Polyhedra seeking
The 1x1 mode (1 x 1 student laptop) so really enhance activities of individual character or activities most cooperative, collaborative never Scientific evidence exist of improved learning through collaboration not only in education (engineering, radiology, etc. ..)
Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective
collaboration
The Horizon 2011 report, developed by "The New Media Consortium" and Educause U.S. considers these ICT technologies:
http://www.nmc.org/pdf/2011-Horizon-Report-es.pdf
Consumer Technologies
3D Video Electronic Publishing Mobile Apps Quantified Self Tablet Computing Telepresence Wearable Technology
Learning Technologies
Badges/Microcredit Learning Analytics Massive Open Online Courses Mobile Learning Online Learning Open Content Open Licensing Personal Learning Environments Virtual and Remote Laboratories
Visualization Technologies
3D Printing/Rapid Prototyping Augmented Reality Information Visualization Visual Data Analysis Volumetric and Holographic Displays
Digital Strategies
BYOD Flipped Classroom Games and Gamification Location Intelligence Makerspaces Preservation/Conservation Tech.
Internet Technologies
Cloud Computing The Internet of Things Real-Time Translation Semantic Applications Single Sign-On Syndication Tools
Social Media Technologies
Collaborative Environments Collective Intelligence Crowdfunding Crowdsourcing Digital Identity Social Networks Tacit Intelligence
Enabling Technologies
Affective Computing Cellular Networks Electrovibration Flexible Displays Geolocation Location-Based Services Machine Learning Mobile Broadband Natural User Interfaces Near Field Communication Next-Generation Batteries Open Hardware Speech-to-Speech Translation Statistical MachineTranslation Virtual Assistants Wireless Power
The NMC Horizon Report: 2014 Higher Education Edition
http://www.nmc.org/publications/2014-horizon-report-higher-ed
Rise of Data-Driven Learning and Assessment
learning experience and for performance measurement.
analytics data that can be mined for insights.
examining ways to use that data to modify learning strategies and processes.
enable continual improvement of learning outcomes.
LEARNING ANALYTICS CLASSROOM
Activity in classroom Content interaction Social Net Learning outcomes Personal records
As learners participate in online and other activities, they leave an increasingly clear trail of analytics data that can be mined for insights.
understand and optimize the learning process and the context in which they
Digital Footprints
inferred from the various digital traces that individuals leave in their day- to-day lives.
Facebook are all sources of potentially useful information for modeling health-related behavior.
interactions, patterns of free time and business throughout the day, and potentially even individuals’ energy level variations.
(Emmelkamp et al., 2014; Heckler et al., 2013; Nilsen et al., 2013; Saranummi et al., 2013)
are learning by making and creating rather than from the simple consumption of content.
and crowd-funded projects is increasingly the means for active, hands-on learning.
the importance of media creation, design, and entrepreneurship.
The integration of online, hybrid, and collaborative learning in face-to-face instruction is already impacting the way courses are structured. Ohio State University has created a “HyFlex” model of learning that leverages a variety of online technologies. The use of interactive polling, recording and synchronous communication during class time has enabled students to engage with the material in ways that suit how they learn best.
In the Faculty Thought Leadership Series, developed by the University of Hawaii Professional Assembly, convened to re-envision the future of the higher education teaching profession, with social media as a major component. Recordings of the meetings were broadcast on YouTube and anyone could join the real-time discussions through Twitter
Science Arts Figure 1 - Academic backgrounds
PhD students Professors
Figure 2 - Types of contracts
Figure 3 - Teaching experience 50% 50%
Year 1 Years 2-8
Rocío Herrero Luis Farfallini
PRE-EVALUATION
New Technologies Questionnaire POST EVALUATION
Questionnaire
Evaluation Questionnaire WORKSHOP TRAINING 6 8-HOUR SESSIONS
Questionnaires were developed as a result of a review of the relevant literature of the topic and expert meeting about new technologies and training:
assess the previous experience of the users with ICTs in their workplace. It was applied before the training course started and it’s composed of 23 items with a scale of response ranging from 1 “Never" to 5 “Very often”. The items correspond to the different technologies that the trainees could have used in their educational contexts.
and with the training course they received. Both were applied after the training course had finished. These questionnaires are composed of 13 and 11 items, respectively, with a scale of responses ranging from 1 "Strongly disagree" to 5 "Strongly agree".
the workshop developed in a University context.
Figure 4 – Classification of the learning technologies
conflict resolution and negotiation personal effectiveness creative problem solving strategic thinking team building influencing skills selling skills and more…
http://e-adventure.e-ucm.es/
Eutopia is a platform designed to support distance learning. It is a useful platform to create and
Line Role Playing Games (EMORPG). This approach allows a small group of people to give a theatrical performance for educational or psychological purposes.
http://www.nac.unina.it/eutopia/download.htm
PalMa is a serious game conceived as a software tool with a specific learning outcome. PalMa is suitable to develop high managerial skills like: leadership, negotiation, effective communication skills, speech and persuasiveness, co-workers’ management, customers’ management, personal incisiveness and commercial skills.
http://www.entropykn.net/edugames/Pagine/Palma.htm
WORKSHOP STRUCTURE
Session 1
profile (questionnaire 1).
technologies.
Session 2
constructed their own schema for a game.
students, in the future. Session 3
play the game.
students, in the future. Session 4
students, in the future. Session 5
Session 6
Virtual environments / Virtual learning environments (VLEs)
Web 2.0 technology (wikis, social networking software etc.) for collaborative learning Sharing information tools (e.g., glossary, repository, social tagging) Computer modeling Teamwork tools Digital cameras, audio recorders and video cameras Construction of knowledge tools (e.g., Wiki, Social Networking, Blog), Digital audio / video editing / production Individual authoring tools (e.g., personal blog, portfolio) Simulations (e.g., biological/physical, inter-social processes) Serious games e-Assessment Managed learning environments (MLEs, e.g., Fronter) Games for educational purposes, average = 2.
■ The tools that scored between 1 and 2, with a low frequency of use,
Figure 6 – Tool Opinion by the teachers
Figure 6 – Workshop Opinion by the teachers
Participation certificate
botella@uji.es banos@uv.es Visit: www.t3.unina.it www.uji.es www.labpsitec.es