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Introduction to the pedagogical framework of technology-enhanced embodied learning
in special and inclusive education
Dr Andri Ioannou, Project Coordinator
Dr Yiannis Georgiou, Project Manager
INTELed’s main objectives:#1 Social Inclusion
▪ Promote social inclusion through innovation in Special and Inclusive
Education
▪ Create opportunities for ALL students with and without disabilities through
a pedagogical and methodological framework that is driven by the theory
of embodied learning cognition and the use of multisensory technologies
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Defining Inclusive Education
Inclusive Education [Salamanca statement, 1994:
School for ALL]
- Educational efficiency for all students
(regardless of socioeconomic status, cultural &
national background, abilities)
- Diversity as an experience of richness
- Respect for human rights, social justice,
equality,diversity, equal participation, social
inclusion
- Deep democratic approach in education
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INTELed’s main objectives:#2 Teachers’ professional development
▪ In-service teachers’ professional development and support
▪ Support schools in order to provide qualitative education and opportunities
to ALL students
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New challenges… New Requirements...
▪ “The changes in education and society present new challenges to
the teachers [...] the school classrooms include heterogeneous
populations of children from different backgrounds, with different
skill levels, needs, learning difficulties [...]
▪ "These challenges require from teachers not only to acquire new
knowledge and skills but to constantly upgrade and improve their knowledge and skills.”
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The problem
During their initial training, teachers are not sufficiently prepared for:
▪ teaching in heterogeneous school classes.
▪ topics that refer to special and inclusive education.
▪ the use of innovative, educational technologies that can actively
engage students and create learning opportunities for ALL.
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Theoretical framework: Embodied cognition
An inseparable connection between the
mind (cognition) - the body and the
world that surrounds us!
Human intelligence is perceived and
understood in relation to the human body,
and vice versa, the body as a physical
entity that acts and interacts with the
physical world has the ability to influence
and change the cognition (mental /
cognitive functions)
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The active engagement of the body in the learning
process contributes to the acquisition of new
learning experiences. How?
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From the theory of embodied cognition…to embodied learning
How does an infant discover the world around it?
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The advantages of the embodied learning
▪ Increased Processing Levels: Multiple sensory stimulus
▪ Decreased levels of cognitive load: Usage of motion for offloading
cognitive resources
▪ Connect abstract – specific: Abstract concepts and ideas acquire
become more concrete through children’s interaction with the physical
world
https://www.youtube.com/watch?v=d0JrzrZsZGg
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From the embodied cognition to the embodied learning
In embodied learning environments
students are at the same time:
▪ Sensorimotor bodies
▪ Reflective minds
▪ Social beings
Does embodied learning need to
become an integral part of the
contemporary teaching approaches?
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Learning though multisensory teaching is not something new!
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Embodied interaction (Dourish, 2001)
Innovative emerging technologies
which allow motion, natural
interaction, and full body
involvement, have resulted in the
increase of learning environments
that are grounded on the embodied
cognition theory.
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Multi-sensory technologies, like
motion-based digital games, offer
new embodied learning
experiences in special and
inclusive education.
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Embodied learning multi-sensory technologies
Leap motion
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Kinect camera
Embodied learning multi-sensory technologies
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Leap motion
http://www.youtube.com/watch?v=_d6KuiuteIA
Embodied learning multi-sensory technologies
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Kinect
http://www.youtube.com/watch?v=upCnHdrdGUc
Examples of embodied learning digital apps
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For inclusive and general education For special education
1st application:The Angle-makers
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▪ Lesson: Mathematics
▪ Unit: Geometry, Learning angles
▪ Grade: 3rd - 6th
▪ Learning context: Mainstream classroom
▪ 2 levels
o Level 1: Free-form mode
o Level 2: Angle type mode (e.g. right angle, acute angle, obtuse angle)
The Angle-makers
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https://youtu.be/-HcwQKNBoI8
2nd application: The Young Cardiologists
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▪ Lesson: Science
▪ Unit: Body and health
▪ Grade: 5th
▪ Learning context: Mainstream classroom
▪ 3 levels
o Level 1: Heart structure and function
o Level 2: Large and small circulation
o Level 3: Circulatory system’s health
Young Cardiologists
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https://www.youtube.com/watch?v=YFbNSYAJAjo
3rd application: Kinems learning games
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It includes various educational, embodied learning games
▪ Grade: 1st - 3rd
▪ Learning context: Mainstream classrooms / Special
unit
Examples:
- Mathloons: Practice mental arithmetic (+– × ÷) and
fractions up to 100.
- Lexis: Language development, early reading, writing
and spelling skills
- More https://academy.kinems.com/games
Embodied learning apps for ALL…
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▪ Learning motivation: Increased motivation-Increased engagement
▪ Attention & Focusing: Increased concentration levels
▪ Sensorimotor skills: High accuracy and motion coordination
▪ Emotional development: Development / Expression of emotions
▪ Social development: Collaboration and social interactions
▪ Academic development: The motion contributes to the better understanding and
memorization of the learning context (especially if both of them are related)
Embodied learning apps for ALL…
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▪ How important are the learning gains for the students with disabilities?
o Students with ADHD syndrome
o Students with mobility problems
o Students with autism syndrome
o Students with emotional problems
o Students with learning difficulties (e.g. dyscalculia, reading disorder )
▪ How important are the learning gains for all students, without exception, in
the classroom?
The INTELed European project is funded by the European Commission (Grant agreement: 2017-1-CY01-KA201-026733) 27
Partners
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