Archive for the ‘Teaching & Learning’ Category

TACCLE 3 – Coding Project @ Zenodo

Monday, December 19th, 2016

TACCLE 3 coding Logo

Please find here the Zenodo Community of “TACCLE3 coding” track on “computational thinking in pre-university education” of the TEEM 2016 conference including all TEEM 2016 papers and presentations related to it, curated by Prof. Dr. Francisco José García Peñalvo, Director del Grupo GRIA, University of Salamanca

TACCLE 3: CODING

Thursday, August 13th, 2015

EU_flag-Erasmus+

TACCLE 3 Coding is a new research project which looks at Teachers’ Aids on Creating Content for Learning Environments in the field of coding. It is funded (from 9/2015 to 8/2017) under the European Commission’s Erasmus+ program, key action: Cooperation for innovation and the exchange of good practices.

TACCLE 3 coding aims to encourage and support teachers to introduce coding, programming and/or computational thinking as part of the curriculum in the 4 – 14 classroom to better equip pupils to develop the skills needed by the European labour market. It will broaden teachers’ digital skills base and enhance their professional competence and show how entrepreneurial skills can be developed and integrated with programming skills. The project will also stimulate a positive attitude towards STEM with young children.

In the framework of the project, KIT will look at more playful, visual and arts-based models and approaches to teaching and learning about computational modeling and thinking by bridging technology, art and creative design processes, maker and DiY cultures.

The project’s aims are:

• To encourage and support teachers to introduce coding, programming and / or computational thinking as part of the curriculum in the 4 – 14 classroom to better equip pupils to develop the skills needed by the European labor market.
• To broaden teachers’ digital skills base and enhance their professional competence
• To show how entrepreneurial skills can be developed and integrated with programming skills The project objectives are:
• To produce an on-line support package of ideas, activities, materials and downloadable resources for teachers who are teaching coding or programming or who want to.
• To provide CPD courses in a variety of formats and a template and materials for local delivery.
• To establish a dialogue between teachers and programmers, teachers and resource producers, teachers and organizations involved in teaching coding and to act as an agency for exchanges of curricula, ideas and practice.

The demand for ICT professionals continues to grow. The European Commission estimates there will be 700, 000 unfilled vacancies for ICT practitioners in the EU by the year 2016. Of all job vacancies in ICT, computer programmers are the most in demand outnumbering the demand for other IT professionals by a factor of 5 to 1. The greatest demand is in UK, Germany, Estonia and other Northern European countries, which reflects the make up of the project partnership.

Despite this skills shortage, there has been limited response from the European education system. Estonia has already introduced computer programming for all ages across the school curriculum, Denmark partially so. Others are about to introduce it (such as England in 2014) and others are considering it (e.g. Finland, Ireland). Some German Länder such as Bavaria are well advanced; others are not. In other countries, whilst not part of the compulsory curriculum, there are agencies and individual teachers who are trying to introduce programming into the classroom. What seems inevitable is that all member states must surely move in this direction if they are to meet the skills demands of the European economy. The biggest problem we face is a desperate shortage of teachers. Mathematics and computer-science graduates generally choose more lucrative trades; the humanities and social-science graduates who will find themselves teaching coding will need plenty of support as will the primary teachers. In addition the OECD reports that more and more computer programmers prefer to be self-employed or working in micro-SME partnerships and not committed to one particular long-term employer and the vacancy market is beginning to reflect the increase in a new form of employment in the ICT sector. For this reason the project is looking to produce resources for developing entrepreneurship skills alongside programming skills.

The project will:

· Develop a website of activities and ideas that teachers can use in the classroom to teach children about coding and programming. These will support diverse curricula across member states and, where there is no formal curriculum, support individual schools and teachers who want to introduce computing / informatics / programming etc. in their own practice
· Develop some affordable resource kits that can be downloaded or for which instructions for making them can be provided on-line. This could result in selling the resource kits after the project as part of the exploitation and sustainability.
· Design and pilot some staff development opportunities and learning resources for teachers who are total newcomers to programming.
· Stimulate a positive attitude towards STEM with young children
· Test and evaluate existing resources such as the range of software currently available to help children develop programming skills.
· Explore and follow up existing research and projects addressing this issue (e.g. work on Tangible User Interface for children.)
· Enter into policy dialogue and inform policy in countries around issues concerning the teaching and learning of programming in schools” (source: project proposal).

Co-ordinator: Jens Vermeersch, adjunct van de directeur, GO! Onderwijs van de Vlaamse Gemeenschap, afdeling Beleid & Strategie, Internationalisation, Brussels

Project partners:
IBP/KIT, Germany
Pontydysgu, Wales, U.K.,
SGR Antigon Schoöengroep 1, Antwerpen, Belgium
HITSA HariDUE INFOTHHNOLOGIA SIHTASUTUS, Research centre, Tallinn, Estonia
TALLINN University, Tallinn, Estonia
UNIVERSiDAD DE SALAMANCA, Spain
AALTO UNIVERSITY, Helsinki, Finland
University of Eastern Finland, School of Computing, KUOPIO, Finland

Conference: Deschooling Society/ Hayward Gallery & Serpentine Gallery

Sunday, April 11th, 2010

Deschooling society conference

Deschooling society introduced by Illich (1926-2002) who also taught at the University of Bremen, is a big issue in the current debate on reforming education and changing educational institutions (cp. Graham Attwell’s numerous posts on re-thinking schools and education on Pontydysgu.org). However, as we can see the concept of deschooling is not only discussed by pedagogues or in the framework of hacking and redesigning education, but has also become an issue in the arts, art education and curating:

“This two-day conference brings together international artists, curators, and writers to discuss and debate the changing relationship between art and education. Speakers have been invited to present critical ideas on collective and participatory practice, pedagogical experiments and how such art can be understood and discussed.

Deschooling Society takes its title from Ivan Illich’s seminal 1971 book, one of the most influential radical critiques of the education system in Western countries. Issues at the heart of that critique have been increasingly debated within the art world in recent years, and the subject of education has attracted renewed attention from artists, curators, academics, and collectives. Pedagogical models are currently being explored, re-imagined, and deployed by practitioners from around the world in highly diverse projects comprising laboratories, discursive platforms, temporary schools, participatory workshops, and libraries. Simultaneously, progressive globalization has led to a revaluing of the collective knowledge and agency of local communities.

The conference is a collaborative event marking the start of a Hayward Gallery research project culminating in the transformation of the gallery space into an alternative art school during Summer 2012. It also addresses the urgent issues that have arisen from the Centre for Possible Studies, part of an ongoing Serpentine Gallery project in the Edgware Road neighbourhood, and is the second part of the Serpentine’s collaboration with The Museum of Modern Art, New York, following the conference Transpedagogy: Contemporary Art and the Vehicles of Education at MoMA in May 2009.

Speakers include: Christopher Robbins (keynote), Martha Rosler (keynote), ARTSCHOOL/UK, Lars Bang Larsen, Dave Beech, Claire Bishop, Tania Bruguera, Marcelo Expósito, Harrell Fletcher, Jeanne Van Heeswijk, Pablo Helguera, Hannah Hurtzig, Suzanne Lacy, Pedro Lasch, Carmen Moersch, Nils Norman, Hans Ulrich Obrist, Paul O’Neill, Marion von Osten, Adrian Rifkin, Irit Rogoff, Ralph Rugoff, Terry Smith, Lisa Tickner, Gediminas Urbonas, Mick Wilson.

Panel session topics include:
– From Discursive Practices to the Pedagogical Turn
– Insertions, Alterations, and Rearrangements within Existing Institutional Frameworks
– Protest in Art School: Rituals of Power and Rebellion Since the Sixties
– Performative and Participatory Models for Exchange
– Presentations of artists projects and alternative art schools”

Click here for further information and check Hayward Gallery and Serpentine Gallery here.

text via e-flux, photo via www.southbankcentre.co.uk

Media art workshops for young people

Friday, September 25th, 2009

Medienkunst + Film SK

Please find below the press information (in German) about the upcoming media art workshops offered for kids and young people by the foundation SK Stiftung Kultur der Sparkasse KölnBonn to take place in Cologne. The Web site can be accessed at: www.sk-kultur.de/medienkunst.
Further information about SK Stiftung Kultur in English is available online here as well as here.

1. Gang: Kopf einschalten… 2. Gang: do it yourself!

Neue Medienkunst-Workshops im Herbst zum Mitmachen für 10- bis 16-jährige

In dem Projekt „1. Gang: Kopf einschalten… 2. Gang: do it yourself!“ bietet die SK Stiftung Kultur in Kooperation mit der sk stiftung jugend und medien Mitmach-Workshops für Kinder und Jugendliche von 10 bis 16 Jahren an. Die Kurse finden am Wochenende oder ganztags in den Herbstferien im Mediapark und in der Moltkerei Werkstatt statt. Sie werden von jungen, renommierten Medienkünstlern geleitet.

Jugendliche zwischen 13 bis 16 Jahren spricht der Workshop Musikvideo revisited: Experimentelle Formen von Bewegtbild und Klang (25.-27.9.) an. Mit professionellem Equipment und angeleitet von den beiden mehrfach ausgezeichneten Medienkünstlern Daniel Burkhardt und Gerriet K. Sharma – unter anderem Preisträger der Deutschen Video-Kunst- und Klang-Kunst-Preise und des Chargesheimer Stipendiums der Stadt Köln – können sie selber ihre eigenen bewegten Bilder, Töne und Klänge aufzeichnen und am Computer neue Formen des Zusammenspiels für Auge und Ohr kreieren! An die gleiche Zielgruppe wendet sich Wer will ich sein, Wie will ich wirken? Selbstdarstellung und Inszenierung – und was dahinter steckt (2.-4.10.). Internetplattformen wie YouTube, Facebook oder SchülerVZ bieten heute unzählige Möglichkeiten, sich visuell in Szene zu setzen. Martin Brand, der selbst zum Thema Jugendkultur und Identitätssuche arbeitet, leitet zu kreativen Experimenten mit Foto- und Videokamera an. Es wird ausprobiert, welche Möglichkeiten es gibt, sich mit und in den Medien zu inszenieren und zu präsentieren.

In dem Workshop Kino selbst gedacht, Kino selbst gemacht (13.-16.10.) werden Kinder von 10 bis 13 Jahren zusammen mit vier NRW-Künstlern aus unterschiedlichen Sparten wie Klangkunst, Videokunst und Performance ihr eigenes Wunsch-Kino bauen und dabei alles neu erfinden und selbst gestalten. An die gleiche Altersgruppe richtet sich das Angebot Roboter bauen, Roboter sein (20.-23.10.): Was sind Roboter? Wie funktionieren sie und wie nehmen sie ihre Umwelt wahr? Die Kinder erlernen Grundlagen der Robotik, bauen und gestalten eigene Roboter und erfahren in Rollen- und Theaterspiel, wie diese sich im Raum bewegen und orientieren.
Die Ausschreibung als PDF befindet sich hier.

Die Kurse sind auf 10-14 Teilnehmer begrenzt – also schnell anmelden und einen Platz sichern! (In allen Workshops gibt es noch freie Plätze!) Die Teilnahmegebühr beträgt pro Workshop 10 Euro.
Infos und Anmeldung: Birgit Hauska, Tel: +49-(0)221 -226 2906, E-Mail: hauska [atnospam) sk-kultur dot de und auf unseren Webseiten: www.sk-kultur.de/medienkunst

Via Birgit Hauska,
Kulturelle Bildung / Vermittlung
Medienkunst und Film
SK Stiftung Kultur
der Sparkasse KölnBonn
Im Mediapark 7
50670 Köln

Medienkunst + Film SK

New e-books@MIT Press

Friday, August 7th, 2009

image

I just came across some new e-books available for download @MIT Press and thought to share the sources with students and colleagues.  You might know the White Paper version , we used it during the last semesters. However, here is the e-book:

Confronting the Challenges of Participatory Culture, Media Education for the 21st Century by Henry Jenkins :

”Shifting the conversation about the “digital divide” from questions of technological access to questions about opportunities for being involved in participatory culture and acquiring the necessary skills.”

The  Future of Learning Institutions in the Digital Age by Cathy N. Davidson and David Theo Goldberg:

“Cathy Davidson and David Theo Goldberg focus on the potential for shared and interactive learning made possible by the Internet.”

image2

Living and Learning with New Media – Summary of Findings from the Digital Youth Project, by Mizuko Ito, Heather A. Horst, Matteo Bittanti, danah boyd, Becky Herr-Stephenson, Patricia G. Lange, C. J. Pascoe and Laura Robinson:

“This report summarizes the results of an ambitious three-year ethnographic study, funded by the John D. and Catherine T. MacArthur Foundation, into how young people are living and learning with new media in varied settings—at home, in after school programs, and in online spaces. It offers a condensed version of a longer treatment provided in the book Hanging Out, Messing Around, and Geeking Out (MIT Press, 2009). The authors present empirical data on new media in the lives of American youth in order to reflect upon the relationship between new media and learning. In one of the largest qualitative and ethnographic studies of American youth culture, the authors view the relationship of youth and new media not simply in terms of technology trends but situated within the broader structural conditions of childhood and the negotiations with adults that frame the experience of youth in the United States. The book that this report summarizes was written as a collaborative effort by members of the Digital Youth Project, a three-year research effort funded by the John D. and Catherine T. MacArthur Foundation and conducted at the University of California, Berkeley, and the University of Southern California.”

image3

Interdisciplinary study programs: European School of Visual Arts POITIERS’ MASTER in ART & SCIENCE

Saturday, July 25th, 2009

image

As we know, art and science are still organized rather separate from each another in most education systems both at school and university level, which is an internationally recognizable phenomena. However, innovation rather seems to be facilitated through bringing together diverse approaches, thinking models, learning cultures, qualifications as well as skills of people working together in multi-teams.  I am quite interested in more systematic approaches (as opposed to the single project initiatives which usually stop as soon as the project money is spent but the research still has to be done and reports have to be written) linking the arts, aesthetic processes and artistic strategies to (computer) science and technology, in order to innovate (media and art) education. Education is still strongly characterized by the ongoing reproduction of the old curricula as well as education and thinking models referring to a teaching tradition focused on single disciplines rather than facilitating interdisciplinary team based learning arrangements.  – Actually that’s why Nina Czegledy and LEF I introduced the Leonardo Education Forum’s initiative on media art, science and technology in education we currently work on , in conjunction with media art festivals and conferences I reported and will report about here).

However, in the context of the introduction of new study programs and trans disciplinary curricula, I came across the European School of Visual Arts POITIERS’ MASTER in ART AND SCIENCE program which is currently on call for applications. I am quite curious about the project based approach.  Hubertus von Amelunxen, the rector of the European School of Visual Arts/ École européenne supérieure de l’image Poitiers,  was the former director of ISNM Lübeck, International School of New Media, which he founded together with Michael Herczeg (director of IMIS/Uni LÜBECK) . In 2000 they initiated the research model project Theory and Practice of Integrated Arts and Computer Science in Education” (ArtDeCom) bringing together art, design and computer science in general education, which was then funded for 3 years under the German “Cultural Education in the Media Age”  (KuBiM) program.  It was followed by the KiMM initiative which started in 2004).

Here is the call:

”Unique in Europe, this Master’s permits motivated students who have a study project in art or science to do courses in art and epistemology and to :

– acquire a high level of competence in a specialization (art and science, epistemology, history of science, cybernetics, history and culture of techniques, cognitive sciences, phenomenology, text/image relationships, the use of digital devices in film making and live performances, in cinematography and in interactive writing and multmedia….)

– become independent in their research, with the possibility of developing a project in keeping with the main axes of the FORELL and XLIM-SIC laboratories, the European School of Visual Arts (ÉESI), the University of Québec in Montréal (UQAM), and the Centre de recherche en épistémologie appliquée (CREA, Paris) where they will attend team meetings, work presentations, meetings with researchers, seminars and meet visiting professors…”

Applications must enclose a concise description of the project.

Deadline for application : August 31, 2009
Contact person : Sophie Chrzaszcz, s.chrzaszcz@eesi.eu
http://www.eesi.euhttp://www.univ-poitiers.fr

Via art&education

Some reflections on using Twitter in education and research

Friday, May 29th, 2009

Media Arts Edu at tw

As I posted in the sidebar of this blog some time ago, I am exloring twitter for a while now. There’s a lot of information to grasp, a lot of inspiring stuff, and quite a few Twitter updates rather turn me off. I sometimes wonder why I opted to follow a particular person. Of course a lot of stuff published is rather boring to me, though it seems to be the price to pay. Obviously there is a big interest of people to twitter answers to the question “what are you doing / what’s on your mind”, and of course it might be perceived an act of reflection plus it is good for bringing together different fields, to the benefit of the research agenda.  However, I am not interested in twittering about what I am doing, rather than what I consider important to my research and practice in a particular field. I like being active part in the kind of knowledge creation community, hash tagging issues I consider important or useful to colleagues. That might sound very academic, but as a researcher I think about micro blogging to facilitate knowledge creation in education, research and art practice in a particular project context or on a specific topic, that is, a team (or closed community) working together for a while, for example a group of students or researchers.  I wonder what question(s) might replace “what they are doing / what’s on your mind?” best for my aims.

Firstly, I think it is all about addressing the right question(s) to fit best to a particular research topic or educational aim. It depends on the particular aim why one uses Twitter or other micro blogging systems.
Secondly, I think part of the problem is, that Twitter is both information space for knowledge development as well as a tool for communication and collaboration, which makes it much more complex to handle properly according to the very (educational) goals to aspire to.  On Facebook Lori Kent once suggested “what’s on your mind” should read “write one line of poetry” for a day, which I consider very useful, not only in the arts context. Here are some of my ideas for new questions to focus on:

-“How is you project developing?
-“What did you learn today?”
-“What did you learn from your team/community today?
-“What did you question today?”
-“What media/art project did you work on today?
-“What quote/image/poem/medium did inspire you today?

This list is to be continued. Another helpful  question was addressed in a different project context, but inspired my thoughts on using Twitter in my teaching: “What have your students taught you about technology?” is a question addressed in the Edutopia’s Digital Generation Project developed for educators which seems to be very useful for self reflection and evaluation. Here are some answers on the project’s Web site.

Concerning microblogging in education and learning I think of multi media extensions in terms of integrating audio visual data,  in order to overcome the text based learning and communication space.  Just beacause we do communicate audio visually.  What would it look like? I will come back to this  issue later.

P.S. Please note, due to the extraordinary amount of spam posted to my twitter account, and in order to better manage inappropriate content I closed my Twitter update.

Game Kit 2.0 Workshop by Olaf Val

Tuesday, November 4th, 2008

Game Kit 2.0

The media artist Olaf Val
will run an additional Game Kit 2.0 workshop at Plug.In, Basel
2 November 2008 to develop minimalistic game boys. Rather than consuming games, the participants are encouraged to develop their on games creatively.
The “Mignon Game Kit 2.0“ can be shaped, constructed and programmed individually. I am looking forward to the report of two 14 year old participants who will attend Sunday 2 November.

Photos via Plug in and mignongamekit.blogspot.com

UNESCO Young Digital Creators International Petition

Monday, June 9th, 2008

YDC

Those of you who work with UNESCO might have received the below letter including the petition for the Young Digital Creators Programme I want to share and disseminate.

“Dear YDC Colleagues:
You are receiving this letter because you have participated in the “Young Digital Creators programme” organized by DigiArts UNESCO from 2003 to 2007 (The Sound of our Water / Scenes and Sounds of My City / Youth Creating and Communicating on HIV and AIDS / History and culture of peace in Africa).

Unfortunately, we have received the terrible news that the Young Digital Creators Programme is going to be extinguished, and to express our collective insatisfaction with this situation we propose the signature of an online petition claiming that UNESCO reconsiders its decision.
Please sign the petition at http://www.petitiononline.com/ydc/petition.html until June 14th. The petition is available in French, English and Spanish, and can be better visualized using freeware software like Mozilla. We are working with the goal of collecting at least 1000 signatures until then!!! Also, please do be so kind as to ask your students, teachers, friends to take part in this effort to empower our YDC community and state our wish to continue participating in the programme and give other groups the opportunity to take part in it in the future.
Let’s all work together towards a collective action aiming to preserve such an important programme to our communities!

Best regards

YDC Community Commission
Ahmed Nabli (Tunisia), Atteqa Malik (Pakistan), Francisca Marques and Mariana da Veiga (Brazil), Gabriela Yaya (Argentina), Sudesh Mantillake (Sri Lanka)”

via
Francisca Marques
Associação de Pesquisa em Cultura Popular e Música Tradicional do Recôncavo
Laboratório de Etnomusicologia, Antropologia e Audiovisual (LEAA-Recôncavo)
www.youtube.com/leaa7
http://leaa-reconcavo.fotoblog.uol.com.br/index.html
http://www.petitiononline.com/ydc/petition.html

8 ways your ipod can help you be a better student

Monday, May 5th, 2008

mobile media

by Heather Johnson

If you thought your ipod was just a new way to listen to your favorite music you haven’t discovered the amazing capabilities of this device. You can download study guides to your ipod and view tutorial videos on your ipod now. Quickly, the ipod is giving students access to information at any time which is amazing in this advanced technological world we already live in. Here are a few examples of this phenomenon:

1. Get study guides on your ipod. There’s no need to buy Cliff’s Notes to read Dickens’ “A Tale of Two Cities” or F. Scott Fitzgerald’s “The Great Gatsby” anymore as you can download study guides like spark notes right to your ipod. This saves you unnecessary trips to the library the night before a big test.

2. Go to class on your ipod. Many colleges and universities around the country are making classes available for viewing in an ipod format. This allows students to access a class or lecture they may have missed.

3. Podcasts are the wave of the future. Google has synched up with ipod to allow users the ability to stay current with news on their ipod. Users can download GoogleGet to their ipod which links you up with Google’s news service.

4. ESL classes are now available. There are new podcasts emerging that allow you to download English as a second language classes to your ipod. This will make it easier to master your new language.

5. iJourney. It’s now possible to download walking tours of major cities around the globe – past and present. If you’re studying Cicero or Julius Caesar, take a stroll through ancient Rome with this amazing tool

6. Watch educational videos. YouTube and ipod have teamed up to make it possible to view videos on your ipod. You can use these downloaded videos in a presentation or just make you more prepared for a class discussion with some relevant talking points.

7. Prep for the SAT. Services such as Kaplan’s are now offering SAT preparation classes in downloadable form for your ipod. This is sure to get high school juniors interested in standardized tests.

8. Skip the library. You no longer have to race to the library or the bookstore to get the texts you need to succeed. It’s now possible to download audio books on your ipod which allow you to study whenever you want to. This is perfect for the commuting student.

++
Heather Johnson is a freelance writer, as well as a regular contributor for OEDb, a site for learning about online education. Heather invites your questions, comments and freelancing job inquiries at her email address: heatherjohnson2323 (atnospam) gmail.com.