16 research outputs found
Makey Makey y su aplicación en unidades de información
No full textThis bibliographical review presents the concept of Makey Makey as a device born from the maker movement that can be used in the information units. Because of this a revision of works and papers took place in which the historical context of the emergence of this technological resource is develop. In the operating section the main characteristics and uses of the device are described. Also in society and in the information units the Makey Makey has different characteristics for its use in various services, for this it describes the potential use that can have on the part of the professionals in the information
Multisensory Learning System Applying Augmented Reality
No full textMathematics is essential in our daily life. However, traditional teaching methods are mainly limited to the use of textbooks, generating demotivation and low interest in learning the subject. The present study proposes the development of an augmented reality system for the multi-sensory learning of students in the field of mathematics. For the creation of this proposal, we have used a human–computer interface tool called Makey Makey. Besides, the Singapore method, which has produced excellent results in the learning of mathematics, is applied. Scratch, a programming language that allows people to develop applications without having deep knowledge of the code, was used for the development of the application. Scratch allows us to combine Singapore, Makey Makey, and Augmented Reality optimally for learning. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020
The impact of the use of technology on student engagement and motivation in the music classroom
No full textThis article explores the use of a technological tool, the Makey Makey, in the music classroom, to support student engagement and motivation. An experimental, descriptive and correlational quantitative design was designed and done over a sample of 104 students at high school level. Pre- and post- measures of engagement and motivation indicators were collected and compared to a control group to explore and compare the impact of the use of the Makey Makey over these indicators. The research findings indicate a significant difference between the experimental and control group in relation to their levels of engagement and motivation, suggesting that the use of technological tools in the music classroom can have potential benefits over these indicators. The results also show that are the affective and emotional dimensions that have more incidence over the student engagement, suggesting that educational interventions aimed at improving student engagement and motivation should focus on nurturing their emotional engagement. However, the results from this study cannot be generalized due to the study's limitations, which make evident the need for more experimental studies and further exploration of the impact of technology in student engagement and motivation indicators
The impact of the use of technology on student engagement and motivation in the music classroom
No full textpeer reviewedThis article explores the use of a technological tool, the Makey Makey, in the music classroom, to support student engagement and motivation. An experimental, descriptive and correlational quantitative design was designed and done over a sample of 104 students at high school level. Pre-and post-measures of engagement and motivation indicators were collected and compared to a control group to explore and compare the impact of the use of the Makey Makey over these indicators. The research findings indicate a significant difference between the experimental and control group in relation to their levels of engagement and motivation, suggesting that the use of technological tools in the music classroom can have potential benefits over these indicators. The results also show that are the affective and emotional dimensions that have more incidence over the student engagement, suggesting that educational interventions aimed at improving student engagement and motivation should focus on nurturing their emotional engagement. However, the results from this study cannot be generalized due to the study’s limitations, which make evident the need for more experimental studies and further exploration of the impact of technology in student engagement and motivation indicators
Minecraft í stærðfræðikennslu á yngsta stigi grunnskóla
No full textÞetta lokaverkefni til meistaragráðu frá Menntavísindasviði Háskóla Íslands fólst í rannsókn sem var sett upp með því markmiði að skoða hvort þátttaka í tölvuleiknum Minecraft auðveldi ungum nemendum í grunnskóla að læra stærðfræðihugtök. Verkefnið var eitt af fleiri íslenskum rannsóknartilvikum í evrópska rannsóknar- og þróunarverkefninu MakEY eða Makerspaces in the early years: Enhancing digital literacy and creatitvity frá árunum 2016–2019 en á meðal meginmarkmiða þess er að efla rannsóknir og nýsköpun á sviði stafræns læsis og beina sjónum að sköpunarmætti barna (MakEY, 2019). Rannsóknin var unnin í samstarfi við Skúlínu Hlíf Kjartansdóttur og Gísla Þorsteinsson háskólakennara á Menntavísindasviði og afraksturinn er fræðileg grein um rannsóknina skrifuð í samvinnu höfundar og þeirra tveggja. Greinin ásamt meðfylgjandi greinargerð er meistaraverkefni höfundar. Þátttakendur í rannsókninni voru höfundur sjálfur í hlutverki sínu sem kennari og tíu nemendur 2. bekkjar Grunnskólans í Stykkishólmi. Rannsóknarvettvangur var skólastofa í Stykkishólmi ásamt sýndarveruleika tölvuleiksins Minecraft. Nemendur glímdu við leikinn í iPad-spjaldtölvum. Í greinargerðinni lýsir höfundur kennslunni, gagnaöflun, úrvinnslu gagna og helstu niðurstöðum. Þar er horft til nokkurra rannsókna um leikjamiðað nám og tengir höfundur þær við sína reynslu af Minecraft í námi og kennslu. Höfundur lýsir jafnframt spjaldtölvuvæðingu í Grunnskólanum í Stykkishólmi og fjallar um Minecraft sem hagnýtt verkfæri í kennslu. Einnig er fjallað um þær breytingar á hlutverki kennarans sem verða þegar sýndarveruleiki Minecraft er notaður í kennslu, hvaða hindranir þarf að yfirstíga og þá ókosti sem kunna að fylgja því að nota sýndarumhverfi í kennslu. Helstu niðurstöður rannsóknarinnar leiddu bæði í ljós námslegan ávinning og annmarka. Niðurstöðurnar sýna að nemendur voru áhugasamir og notuðu sköpunarrýmið í sýndarveruleikanum á skapandi hátt sem hjálpaði þeim að leysa þær þrautir sem lagðar voru fyrir þá og ná þannig markmiðum námsins.This master project from the School of Education at the University of Iceland is a research study about the application of the computer game Minecraft to teach young students mathematic concepts. The project was one of many Icelandic studies within a bigger European project called MakEY or Makerspaces in the early years: Enhancing digital literacy and
creativity, from 2016–2019, where one of the main goals has been to strengthen research and innovation in the fields of digital literacy and creative work among children (MakEY, 2019). The research was carried out in collaboration with Skúlína Hlíf Kjartansdóttir and Gísli Þorsteinsson, tutors at the School of education. The master project is made up of an academic article, written by the author in collaboration with these two scholars to relate the study and its findings, and a complimentary paper presented below.
The author served in the research project, not only as a researcher, but also as a teacher participating in the study with ten second grade students at Grunnskólinn í Stykkishólmi. The research took place in their classroom and a Minecraft Virtual Learning Makerspace (MVLM). Students used iPads to play and work in Minecraft. The following paper describes the role of the teacher, data collection, data processing and research results. The author reflects on some research projects in the field of game-based learning and attempts to tie them into experiences he has made himself. Author goes briefly over how his school has been applying iPads and how he sees Minecraft as a tool for teachers. He also addresses the changes in the role of teachers when using MVLM with students, pros and cons in that regard. The results suggest that the students were motivated and used the MVLM in a creative manner enabling
them to solve mathematical problems and understand better some mathematical concepts
Loneliness and the COVID-19 pandemic: implications for practice
No full textLoneliness is a complex universal human experience. A variety of evidence indicates that prolonged loneliness can have a negative effect on an individual's long-term physical and psychological outcomes. Empirical evidence and systematic reviews show strong links between loneliness and ill health, particularly cardiovascular disease and mental health. Loneliness is increasing in frequency and severity. The issue of loneliness has been part of UK Government mandates since 2018; however, evidence suggests that, due to the pandemic, the need to focus on the issue may be even more significant. Assessing for loneliness can be challenging and many people do not want to report their feelings of loneliness. Interventions should aim to be preventive and help people create meaningful interactions. Useful interventions include person-centred interventions, cognitive therapy and group intervention therapy. There is a need for more evidence-based loneliness interventions. A knowledge of local and voluntary sectors is vital so health professionals can effectively support their patients
Co-production: what it is and how it can ensure inclusive practice for service users and staff.
No full textCo-production is a process adopted in health, social care, research, policy development and higher education that aims to bring together the skills and experiences of service users and professionals. It has a range of advantages, such as enabling users of a service to have a voice and to equalise power among service users, professionals and leaders. Co-production is continually developing and is often referred to in contemporary health and social care policy. When designed well, co-production can create a variety of advantages for service users, professionals and the wider community. This article demonstrates that co-production can be an effective framework to improve experiences for service users and healthcare staff. It is an empowering process that can happen in varying degrees and can be a key part of nurse managers' practice. The article explores how co-production can be successfully used in a range of healthcare and higher education environments. Ideas about how nurse managers can use co-production to address diversity and inclusion in services are explored
Diverse methodologies of care: Thinking with and practising (soil) in situated, affective and enactive ways
No full textThis research article outlines a provocation for diverse and experimentally open, situated approaches to exploring care and caring. The diversely positioned authors discuss this idea using the subject of soil, in the place and context of Aotearoa New Zealand. Little is known about the diversity of ways that everyday people value, or, have caring relationships for/with soil, among a plethora of research that positions soil ‘care’ around, for example, commercial food production, waste-sinking, or property land value. To study diverse care in relation to soil, as with many relational subjects, requires equivalent diversity in the ways in which we might explore it. Here we outline the basis for diverse, situated methodologies that necessarily lead to a diversity of methods. This paper looks at the methodological imperatives that lead to exploring care, and discusses a variety of methods that generate different forms of ‘data’ with different forms of representation of that care. We observe that to holistically observe care relations with soil requires a diversity of methodologies, inherently ontological and epistemological – worldmaking. We discuss situated and enactive, affective approaches of Kaupapa Māori enquiry, monitoring and arts-based approaches to ‘measure’ soil care taking place, in place, and contextualise this with our own author positionality. We discuss this suite of experimental, reflexive, affective and responsive ways to measure soil care that are contingent on that being cared about, for, with and by, and which reciprocally give care
Makerspaces in the Early Years: Current Perceptions and Practices of Early Years Practitioners, Library and Museum Educators and Makerspace Staff - A Survey
No full textThe MakEY project explores the place of the rising ‘maker’ culture in the development of young children’s digital literacy and creative design skills.A survey was undertaken of early years professionals, including teachers, staff working in museums and libraries, and makerspace staff to identify what current understanding and practice is with regard to the use of makerspaces. The survey was developed by the project team and placed online using Qualtrics. The survey was translated into the languages of countries participating in the project: Danish, German, Icelandic, Norwegian and Romanian. At a later stage in the project, the survey was translated into Portuguese and Spanish, for future use. </div
Proyecto FIDO: La Educación STEAM en las aulas del Grado de Educación Primaria. (ESTeam)
No full textEste proyecto persigue el objetivo principal de introducir la educación STEAM en el alumnado de Educación Primaria. La educación STEAM supone un enfoque en el cual se trabajan conjuntamente Ciencias, Tecnología, Ingeniería, Arte y Matemáticas. Los trabajos del futuro cada vez están más unidos a la tecnología. Además, tienen una visión holística donde las distintas disciplinas tienen un aporte que encaja como un engranaje.
La metodología usada en este proyecto es el Aprendizaje Basado en Proyectos (ABP) (Barrows, 1986). En este tipo de aprendizaje el alumno tiene un rol activo y el docente lo guía. Además, en el proyecto inicial se propuso conformar un “MakerSpace”. En este sentido, hay que indicar que nos tuvimos que adaptar a las condiciones impuestas con la pandemia del COVID-19 y procedimos como explicaremos a continuación.
Este proyecto implementó en la asignatura de Ciencias Experimentales y su Transversalidad (CET en adelante). Se dedicaron varios seminarios al desarrollo de las actividades propuestas. Cuando se hizo la propuesta del proyecto, no se conocía cómo iba a ser la actividad docente debido a la situación sanitaria derivada del Covid-19, así que se pensó en presencial. Como esto no fue posible, el desarrollo de la primera actividad introductoria fue la siguiente:
El profesor Rafael Gómez desarrolló una actividad (Escapada del planeta Gorogoa, reconstruyendo nuestro robot Joan Carlo, (ANEXO Ia y Ib donde se adjuntan guión y vídeos) donde el alumnado tenía que usar un robot tipo Mbot para desarrollar la actividad. El alumnado entregó un pequeño informe donde mostraba cómo había desarrollado esta tarea. Además, se invitaron a dos profesores que dieron dos charlas por videoconferencia. La primera conferencia llamada “El enfoque educativo STEM: un gran desconocido en boca de todos” (presentación en ANEXO IIa) la realizó el profesor experto en STEAM David Aguilera Morales, coautor, junto con F. Javier Perales Palacios, del artículo “Ciencia-Tecnología-Sociedad vs. STEM: ¿evolución, revolución o disyunción? “ (Perales Palacios y Aguilera, 2020). En esta charla el alumnado pudo conocer qué es STEAM e interactuar con el conferenciante. La segunda charla impartida fue “Docencia en STEAMs: Mi experiencia como ingeniera y profesora de ingeniería”, por la profesora de la Escuela de Informática y Telecomunicaciones de la Universidad de Granada Luz García Martínez (Presentación en ANEXO IIb).
La segunda actividad que tuvieron que realizar los alumnos fue la elaboración de un proyecto con enfoque STEAM. Para ello se les dieron unas directrices (se adjunta guion en ANEXO III) y se les ofrecieron dos tipos de kits de robótica educativa: Makey Makey y Microbit. (Inicialmente en el presupuesto se incluía una partida para conferenciantes invitados y pósteres. Al pasar la docencia a virtual, este dinero se gastó en más material, para que el alumnado se lo pudiera llevar a casa y pudieran trabajar en grupos más pequeños, intentando así facilitar el trabajo online del alumnado). Como producto, cada grupo entregó un informe de su proyecto e hizo una presentación virtual del mismo.
This project pursues the main objective of introducing STEAM education in Primary Education students. STEAM education is an approach in which Science, Technology, Engineering, Art and Mathematics work together. The jobs of the future are increasingly linked to technology. In addition, they have a holistic vision where the different disciplines have a contribution that fits like a gear.
The methodology used in this project is Project Based Learning (PBL) (Barrows, 1986). In this type of learning the student has an active role and the teacher guides him/her. In addition, in the initial project it was proposed to create a “MakerSpace”. In this sense, it should be noted that we had to adapt to the conditions imposed with the COVID-19 pandemic and we proceeded as we will explain below.
This project was implemented in the subject of Experimental Sciences and its Transversality (CET). Several seminars were devoted to the development of the proposed activities. When the project proposal was made, it was not known what the teaching activity was going to be like, so it was thought in person. As this was not possible, the development of the first introductory activity was as follows:
Professor Rafael Gómez developed an activity (Getaway from the planet Gorogoa, rebuilding our Joan Carlo robot, (ANNEX Ia and Ib where script and videos are attached) where the students had to use an Mbot-type robot to develop the activity. The students gave a small report showing how they had developed this task. In addition, two teachers were invited to give two talks by videoconference. The first conference called "The STEM educational approach: a great unknown on everyone's lips" (presentation in ANNEX IIa) was held the expert professor in STEAM David Aguilera Morales, co-author, together with F. Javier Perales Palacios, of the article “Science-Technology-Society vs. STEM: evolution, revolution or disjunction?” (Perales Palacios and Aguilera, 2020). The second talk given was "Teaching in STEAMs: My experience as an engineer and engineering teacher", by the Professor at the School of Informatics and Telecommunications of the University of Granada Luz García Martínez (Presentation in ANNEX IIb).
The second activity, that the students had to carry out, was the elaboration of a project with a STEAM approach. For this, they were given guidelines (script is attached in ANNEX III) and two types of educational robotics kits were offered: Makey Makey and Microbit. (Initially, the budget included an item for invited speakers and posters. When teaching went virtual, this money was spent on more material, so that students could take it home and they could work in smaller groups, thus trying to facilitate students' online work). As a product, each group delivered a report on their project and made a virtual presentation of it.Universidad de Granad
