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Page 1: Meaningful learning in u learning environments- an experience in vocational education

MEANINGFUL LEARNING IN U-LEARNING ENVIRONMENTS:

An Experience in Vocational Education

J_. BRITO, L. SEIXAS, I. M. FILHO, A. GOMES, B. MONTEIRO

CENTRO DE INFORMÁTICA, UFPE

Page 2: Meaningful learning in u learning environments- an experience in vocational education

AGENDA

• I. Ubiquitous learning

• I.A. Meaningful ubiquitous learning

• II. Method

• II.A. Effectiveness evaluation

• III. Results

• IV. Future works

• IV.A. Heritage education

Page 3: Meaningful learning in u learning environments- an experience in vocational education

I. UBIQUITOUS LEARNING

Definition and infrastructure

Page 4: Meaningful learning in u learning environments- an experience in vocational education

UBIQUITOUS LEARNING PLATFORM

DE SOUSA MONTEIRO, Bruno; GOMES, Alex Sandro; NETO, Francisco Milton Mendes. Youubi: Open software for ubiquitous learning. Computers in Human Behavior, v. 55, p.

1145-1164, 2016.

Page 5: Meaningful learning in u learning environments- an experience in vocational education

ELEMEN TA RY EN T IT I ES

Page 6: Meaningful learning in u learning environments- an experience in vocational education

U-LEARNING REFERENCE ARCHITECTURE

DE SOUSA MONTEIRO, Bruno; GOMES, Alex Sandro; NETO, Francisco Milton Mendes. Youubi: Open software for ubiquitous learning. Computers in Human Behavior, 2014.

Page 7: Meaningful learning in u learning environments- an experience in vocational education

LOCATION

• All elements that coordinate events are localized and can be monitored

Page 8: Meaningful learning in u learning environments- an experience in vocational education

CREATE CHALLENGES

• These are presented to people and get people to go to certain places to solve the challenges.

Page 9: Meaningful learning in u learning environments- an experience in vocational education

RECOMMENDATION

• Counted and content suggestions are sent to users based on their profile data and the context in which they are located.

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Page 10: Meaningful learning in u learning environments- an experience in vocational education

COMMUNICATION • The Application has a channel for real-time communication

Page 11: Meaningful learning in u learning environments- an experience in vocational education

GAMIFICATION

• As the user solves the challenges and interacts through the system and gains points in numerous dimensions

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Page 12: Meaningful learning in u learning environments- an experience in vocational education

I.A. MEANINGFUL UBIQUITOUS LEARNING

Page 13: Meaningful learning in u learning environments- an experience in vocational education

Source: adapted from Huang et al. (2011).

Chang and Z.M. Yeh (2014) reinforce that apprentices do not learn fromtechnology; However, technologies can support productive thinking and favorthe construction of meanings.

Page 14: Meaningful learning in u learning environments- an experience in vocational education

Source: adapted from Huang et al. (2011).

EVOLUTIONARY FRAMEWORK MODEL FOR ASSESSMENT OF

UBIQUITOUS LEARNING

Page 15: Meaningful learning in u learning environments- an experience in vocational education

II. METHOD

Page 16: Meaningful learning in u learning environments- an experience in vocational education

CONTEXT AND PARTICIPANTS

• Context: Federal Institute of Technological Education

• Course: Technical Course in Computer Science and Chemistry

• Discipline: Geography, total workload 60 (sixty) hours

• Participants: 38 apprentices.

Page 17: Meaningful learning in u learning environments- an experience in vocational education

II.B. EFFECTIVENESS EVALUATION

Page 18: Meaningful learning in u learning environments- an experience in vocational education

UBIQUITOUS ACTIVITIES

Page 19: Meaningful learning in u learning environments- an experience in vocational education

UBIQUITOUS LEARNING DATA ANALYSIS

Page 20: Meaningful learning in u learning environments- an experience in vocational education

DATA CLASSIFICATION

Category Criteria

1 She/he presents a key concept related to the subject.

2 She/he presents and discusses a key concept related to the subject.

3 She/he relates the context to the local context.

4 She/he presents a problem.

5 She/he presents something simple / superficial related to the subject.

Source: adapted from Huang et al. (2011).

Page 21: Meaningful learning in u learning environments- an experience in vocational education

III. RESULTS

Page 22: Meaningful learning in u learning environments- an experience in vocational education

SECOND WEEK

Page 23: Meaningful learning in u learning environments- an experience in vocational education

The total of 28 apprentices interacted in 08 valid challenges created with a total of283 attempts to correct answers, 223 correct answers and 60 wrong answers on thetheme of urbanization.

Second week: answer to challenges

Page 24: Meaningful learning in u learning environments- an experience in vocational education

FORTH WEEK

Page 25: Meaningful learning in u learning environments- an experience in vocational education

40 valid challenges were created with a total of 647 responses, of which 375 correctanswers and 272 wrong answers on the theme of urbanization, with a greateremphasis on Urban Social Problems, Urban Agglomeration, Traffic Disruption, SpaceSegregation and Urban Mobility.

Forth week: answer to challenges

Page 26: Meaningful learning in u learning environments- an experience in vocational education

Pre-test and post-test comparative results

Comparison of paired means (Wilcox test)

The null hypothesis was rejected at a 95% confidence level.

Page 27: Meaningful learning in u learning environments- an experience in vocational education

IV. FUTURE WORKS

Heritage education

Page 28: Meaningful learning in u learning environments- an experience in vocational education

“This analytic orientation inspires four key shifts in our approach to HCI4D efforts: generative models

of culture, development a historical program, uneven economic and cultural epistemologies.”

IRANI, Lilly et al. Postcolonial computing: a lens on design and development. In: Proceedings of the SIGCHI conference on human factors in computing systems. ACM, 2010. p. 1311-1320.

Page 29: Meaningful learning in u learning environments- an experience in vocational education

ETHNOGRAPHIC DESIGN

• (…) participants and ethnographers make knowledge and places together as they tour the home. This enables the sensory ethnographer to focus on how the place(s) she/he seeks to understand are constituted both in the experience of participants and in the ethnographic descriptions she or he ultimately creates. (p. 25:6)

PINK, Sarah et al. Applying the lens of sensory ethnography to sustainable HCI. ACM Transactions on Computer-Human Interaction (TOCHI), v. 20, n. 4, p. 25, 2013.

Page 30: Meaningful learning in u learning environments- an experience in vocational education

OBJECTIVE

Promote Heritage Education using a ubiquitouslearning platform

• People know historical places from the point of view ofother people, using their memories

• People can know the city using routes suggested byanother users

• People reflect about their own identity in relation thethe place they live

• People learn curiosities about the historical placesthrough challenges

Page 31: Meaningful learning in u learning environments- an experience in vocational education

MEANINGFUL LEARNING IN U-LEARNING ENVIRONMENTS:

An Experience in Vocational Education

J_. BRITO, L. SEIXAS, I. M. FILHO, A. GOMES, B. MONTEIRO

CENTRO DE INFORMÁTICA, UFPE


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