Harnessing Technology for Promoting Undergraduate Art Education: A Novel Model that Streamlines Learning between Classroom, Museum, and Home

Kali, Yael; Sagy, Ornit; Kuflik, Tsvi; Mogilevsky, Orit; Maayan-Fanar, Emma

doi:10.1109/tlt.2014.2365810

Cited by 23 publications

(14 citation statements)

References 24 publications

(45 reference statements)

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“…The website was designed to support the teachers' inquiry by providing a range of scaffolds (De Jong 2006;Kali and Linn 2007) that included social infrastructure to encourage deeper learning through collaborative work (Bielaczyc 2006) on worksheets, in presentations, and through reflection (Kali and Linn 2007). The website also supported the bridging of the different indoor and outdoor learning environments (Kali et al 2015). The mobile applications were chosen to support data collection and documentation in the outdoors.…”

Section: The Program: Goals and Designmentioning

confidence: 99%

Teacher views on inquiry-based learning: the contribution of diverse experiences in the outdoor environment

2019

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In this study, we challenged science teachers' views of inquiry-based learning as being merely experimental, causal, and controlled. We studied science teachers enrolled in professional development programs that consisted of three different inquiry-based learning experiences in the outdoors: ecology, sociology, and archeology. These three cycles of investigation included online collaborative planning, fieldwork and collaborative online data analysis, and online communication. Data collection included pre-and post-PD, open-ended questionnaires, interviews and written reflections. Qualitative content analysis was informed by the literature referring to procedural and epistemic aspects of inquiry-based learning. Other themes that emerged from the data included the place of collaborative learning, the use of technology, and the contribution of the outdoor environment. We found a clear shift in teachers' views about inquiry which ranged from vague explanations and descriptions of inquiry as merely student-centered learning, to more sophisticated views. The teachers valued the outdoor environment highly for learning and provided interesting insights into how to integrate in-school and out-of-school learning. Collaborative learning supported by technology was perceived as an effective vehicle for meaningful learning. An incomplete shift into the highest epistemic explanations is explained by insufficient opportunities for face-to-face explicit discussions about scientific inquiry and inquirybased learning.

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Section: The Program: Goals and Designmentioning

confidence: 99%

Teacher views on inquiry-based learning: the contribution of diverse experiences in the outdoor environment

2019

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“…One of the big challenges of FLS research requires advancements on this understanding to detail the relationships between space and the other mediators of learning (Kali et al 2015;Slotta 2010). That is, space needs to be evaluated based on the way it supports or scaffolds students' participation in authentic practices (Roth et al 1999).…”

Section: What Do We Know About Flss?mentioning

confidence: 99%

Future Learning Spaces in Schools: Concepts and Designs from the Learning Sciences

Hod

2017

J Form Des Learn

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As institutions invest time and money into constructing or redesigning spaces to meet educational goals of the innovation age, it is prudent for designers to be guided by lessons learned from research. Based on a synthesis of four leading future learning spaces, a novel conceptualization is offered here to advance both scholarship and practice of future learning spaces. Specifically, this synthesis distinguishes between two types of spaces: content-flexible and content-specific. Content-flexible spaces are dedicated for instruction or open learning, while content-specific spaces are used as a stage for learning or as sources of content. In addition to this conceptualization, eight principles about the process of establishing future learning spaces and about specific features of their designs are provided based on interviews of lead designers of the four exemplars considered for this paper. The analysis of these principles shows that developmental principles are relatively fixed, while design principles have a wider range of diversity. These conclusions provide formative knowledge for designers of future learning spaces.

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“…• Kali et al [48]: offer an instructional model that conducts collaborative inquiry in situ and streamlines learning between classroom, museum, and home to support undergraduate-level art history students in developing the skills required for analyzing artwork. Such a model was studied in three aspects: (1) its potential to enable instructors to implement the cognitive apprenticeship instructional approach; (2) its contribution to the students' development of independence and self-efficacy in analyzing artwork; (3) the contribution of technology to streamlining learning between settings.…”

Section: Conceptual and Empirical Workmentioning

confidence: 99%

A Revision of the Literature Concerned with Mobile, Ubiquitous, and Pervasive Learning: A Survey

Peña-Ayala

Cárdenas

2015

Advances in Intelligent Systems and Computing

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This chapter tailors a perspective of the work fulfilled in three learning research lines, which besides holding many common attributes also tend to converge to shape mobile, ubiquitous, and pervasive sceneries. Such a junction pursues to spread the traditional classroom and distance settings to open environments, as well as use the surrounding physical and digital objects as learning content that is available to learners at anytime, anywhere, and in any way. In sum, a complete learning environment is recreated to provide formal and informal learning to support academic studies, professional training, and lifelong learning. Thus, in this chapter a description of the mobile, ubiquitous, and pervasive learning (MUP-Learning) arena is presented through the selection of a sample of recent and transcendent works that offer from a conceptual contribution, such as models and frameworks, even empirical approaches oriented to specific domains of study. The sample of works is characterized according to a proposed pattern, as well as organized according to a suggested taxonomy. A profile to describe each work is also stated and a series of statistics are presented, as well as an analysis of the arena is provided to understand the potential and challenges related to the MUP-Learning field.

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Harnessing Technology for Promoting Undergraduate Art Education: A Novel Model that Streamlines Learning between Classroom, Museum, and Home

Cited by 23 publications

References 24 publications

Teacher views on inquiry-based learning: the contribution of diverse experiences in the outdoor environment

Teacher views on inquiry-based learning: the contribution of diverse experiences in the outdoor environment

Future Learning Spaces in Schools: Concepts and Designs from the Learning Sciences

A Revision of the Literature Concerned with Mobile, Ubiquitous, and Pervasive Learning: A Survey

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