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The INTELed pedagogical framework.
- 1. The INTELed pedagogical framework Applying embodied digital apps to support special education children in inclusive educational contexts A. Martínez Monés, S. Villagrá Sobrino, Y. Georgiou, A. Ioannou, M. Jiménez Ruiz Interacción 2019 – Donostia 25-28 junio 2019 amartine@infor.uva.es
- 2. The INTELed Project ▪ Framework – First output of the INTELed project ▪ Erasmus + Project https://www.inteled.org o Supporting in-service teachers in acquiring knowledge and skills to use embodied digital learning games to address the needs of special education children in inclusive educational contexts. 2
- 3. The elements of the framework 1. The theoretical background regarding embodied learning 2. The identification of the embodied digital apps that are best suited to support the envisioned learning approaches 3. The description of the educational context(s) where the project will be put 3
- 4. Theoretical background 4 Theories of embodiment and learning Embodied cognition Learning Embodied / kinesthesic learning Embodied technologies Facilitated by
- 5. Embodied digital games ▪ Which technologies can be considered to implement embodied interaction? o Criteria by Johnson-Glenberg, et al. (2016) • (a) the amount of sensorimotor engagement, • (b) the amount of gestural congruency and • (c) the amount of immersion. o Higher levels of embodiment • Motion based interaction (Kinect, Leap Motion, Wii) • Virtual reality o SoA: Digital games for special education: mostly based on Kinect 5 M. C. Johnson-Glenberg, C. Megowan-Romanowicz, D. A. Birchfield, and C. Savio-Ramos, ‘Effects of Embodied Learning and Digital Platform on the Retention of Physics Content: Centripetal Force’, Front. Psychol., vol. 7, Nov. 2016.
- 6. Which embodied digital apps? 6 Theories of embodiment and learning Embodied cognition Learning Embodied / kinesthesic learning Embodied technologies Facilitated by Tangible User Interfaces Motion tracking systems (Kinect, Wii) Virtual Reality (VR) Games Educational resources
- 7. 3 Which educational contexts ▪ There is previous evidence on the use of embodied digital apps for Special Education o Mostly implemented in special units o Scarce in inclusive educational contexts ▪ INTELed focus: o Mainstream schools with SEN children in the classrooms and /or special units 7
- 8. 3. Which educational contexts? 8 Educational context Mainstream schools Special Units Learners SEN students SEN specialists Teachers Classrooms Students Mainstream teachers
- 9. 9 Design guidelines Empirical evidence Contributions Researchers Studied by Applied by Theories of embodiment and learning Embodied cognition LearningEmbodied / kinesthesic learning Embodied digital games Tangible User Interfaces Facilitated by Teachers’ Training Adaptation and contextualization of resources Educational context Motion tracking systems (Kinect, Wii) Virtual Reality (VR) Games Mainstream schools Learners Teachers Activities Educational resources Pilots
- 10. Main achievements ▪ 1 teacher training module o 25 teachers and specialists ▪ 9 mainstream classrooms & 8 special units o 17 teachers and specialists o 187 students • 40 of which SEN students 10
- 11. First results ▪ Impact of INTELed training on teachers’ professional development: • Stages of Concern (SoC) scale (Vocht et al, 2017) • Pre / post /post-post questionnaires • Results: teachers’ concerns evolved … • … from low level to high level concerns • … only after the whole training period (i.e., pilots) • However, some needs and concerns remained unsolved • Availability of training • Access to tools (proprietary), resources, … 11 Miikka de Vocht, Antti Laherto & Ilka Parchmann (2017) Exploring Teachers’ Concerns About Bringing Responsible Research and Innovation to European Science Classrooms, Journal of Science Teacher Education, 28:4, 326-346.
- 12. The INTELed pedagogical framework Applying embodied digital apps to support special education children in inclusive educational contexts A. Martínez Monés, S. Villagrá Sobrino, Y. Georgiou, A. Ioannou, M. Jiménez Ruiz Interacción 2019 – Donostia 25-28 junio 2019 amartine @infor.uva.es
Notes de l'éditeur
- The theories of embodied cognition, which states that knowledge cannot be detached from our bodies, and learning, have converged in the idea of embodied learnning and kinesthesic learning.
- Según la teoría de la ‘embodied cognition’ o la ‘cognición incorporada o corporeizada’, el cuerpo humano desempeña un papel muy importante en el proceso cognitivo. En ese sentido, los defensores de esta teoría afirman que la participación del cuerpo físico en el proceso de aprendizaje puede cambiar las capacidades cognitivas de los seres humanos e impulsar nuevas experiencias de aprendizaje. Se comprueba que los receptores corporales en los niveles más primarios afectan a los procesos cognitivos más abstractos.