Miri Barak & Yehudit Judy Dori

Technion, Israel Institute of Technology

Pedagogical Framework

Theoretical Basis: ConstructivismTheoretical Basis: Constructivism

The pedagogical framework is based upon constructivist principles:

Learners need to be exposed to experiences that enable them to construct their own knowledge (Cobb 1994; Driver et al. 1994).

Learners construct knowledge while applying inquiry-based learning situated in real-world phenomena (Bruner, 1990; Tobin, 1990).

Knowledge is constructed through social interaction with peers, applying ideas in practice, modification of ideas, and reflection (Bruner, 1990; Solomon, 1987; Vygotsky, 1978).

Mayer’s Cognitive Theory Mayer’s Cognitive Theory

The dual channel - knowledge is represented and manipulated through both the visual-pictorial channel and the auditory-verbal channel.

The limited capacity - the channels can become overloaded when too many words or pictures are presented.

The active processing - meaningful learning occurs when students engage in active learning by selecting relevant words and pictures, organize them into pictorial and verbal models, and integrate them with prior knowledge.

General ObjectivesGeneral Objectives Develop a toolbox of generic technologies for The preservation of cultural heritage.

Empower communities to conceptually model their virtual worlds using the technological infrastructure.

Societal ObjectiveSocietal ObjectiveSet forth the vision of multiethnic and multicultural societies, and mitigating xenophobia, racism, and anti-Semitism in particular.

ObjectivesObjectives

Virtual Virtual Expeditions Expeditions

Virtual Virtual Expeditions Expeditions

Pedagogical Pedagogical ObjectivesObjectives

Constructivist

Principles

Constructivist

Principles

Cognitive Theory

Cognitive Theory

Educate for tolerance, pluralism, open-mindedness, and cultural diversity.

Enable learning experiences that enhance higher order thinking: critical and argumentative thinking skills.

Users will be able to: Explore different landscapes in 3D worlds. Visit places that evoke their interest and motivation. Read, see and hear about a person or artefact. Play games or answer riddles. Get help and directions from a 3D guide.

Virtual ExpeditionsVirtual Expeditions

The exploration of alternative trails that displays pre-selected Heritage Items (HI)

The exploration of alternative trails that displays pre-selected Heritage Items (HI)

Virtual ExpeditionsVirtual Expeditions

A sequence of HI presented with

VG tutorial

A sequence of HI presented with

VG tutorial

StructuredStructuredStructuredStructuredSemi-Semi-StructuredStructured

Semi-Semi-StructuredStructured

DemoDemoDemoDemo

VE based on a question posed to the users

VE based on a question posed to the users

VE based on users' questions

and interest

VE based on users' questions

and interest

Virtual Guide (VG) Virtual Guide (VG) Virtual Guide (VG) Virtual Guide (VG)

The VG will be able to communicate with the user by: Asking questions and replying to the user’s questions. Showing a recommended path. Giving feedback and providing hints and help. Suggesting semantic search, browsing and GIS maps.

Virtual Guides (VG)Virtual Guides (VG)

A 3D avatar that can be chosen by the usersA 3D avatar that can be chosen by the users

Each VG has its own special characteristics and forms. Each VG has its own special characteristics and forms.

Communities of LearnersCommunities of Learners

Forums by groups or themes

Forums by groups or themes

Collaborative UsageCollaborative UsageCollaborative UsageCollaborative Usage

Peer Assessment

Peer Assessment

Creating ones own VE

Creating ones own VE

Annotating and

uploading HI

Annotating and

uploading HI

Analysis, Synthesis and

Creative

Analysis, Synthesis and

Creative

Reasoning and ArgumentativeReasoning and Argumentative

Critical Evaluation

Critical Evaluation

Thinking skills

enhanced:

The VEs will be integrated as part of an educational project in different European schools, at different grade levels.

The educational projects will be developed collaboratively with the school’s pedagogical team.

Educational AssimilationEducational Assimilation

The projects will involve not only teachers and students but also their communities (parents and elderly citizens).

The projects will include 5-6 weekly meetings of one to two hours. Each meeting will include five parts:

1) Teacher presents a certain topic to the students.

2) Students participate in a VE and perform related tasks.

3) Students reflect upon their knowledge by writing an "Expedition diary“.

4) Students respond to an online survey.

5) Teacher and students participate in a concluding discussion.

Educational ProjectEducational Project

Four VE Themes:Four VE Themes:

Jewish WomenJewish Women

Mosses as LeaderMosses

as LeaderTreasure

HuntTreasure

HuntFamily

GenealogyFamily

Genealogy

Jewish women who

contributed to science and technology.

Different Jewish artifacts, their history and

whereabouts.

Online, interactive

successions constructing a family tree.

A generic topic for Christian and Muslim communities

An online survey A closed item questionnaire for capturing users’ views on: 1) Extent of familiarity with the Jewish culture and heritage, 2) Multicultural society and tolerance, 3) Learning experience and the development of critical

thinking.

Assessing user experienceAssessing user experience

Expedition diaryAn open input prompt at the end of each Virtual

Expedition, in which visitors can:1) Write their impressions, ideas, and remarks. 2) Provide contact information for further correspondence.

User ExperienceUser Experience

User

Semantic Annotation

Semantic browsing

Virtual expeditionsCreation of VE

Participating in a forum

Semantic Search

GIS/TIS navigation

Open Actions Monitored Actions

Moderators

Managing content

Managing groups

Managing ForumsBoard of Editors

Appointing moderators

Ruling on controversial issues

MOSAICA’s AuthoritiesMOSAICA’s Authorities

Partners

ORT FranceFrance

Fondazione IARDItaly

Stowarzyszenie Miasta w InterneciePoland

The Jewish Agency for IsraelIsrael

Sheffield Hallam UniversityUK

Technion - Israel Institute of TechnologyIsrael

Straight Technology LtdUK

Instituto de Engenharia de Sistemas e de ComputadoresPortugal

XLAB Razvoj Programske Opreme in Svetovanje d.o.o.Slovenia

CybercultusLuxemburg

IDEA Information Systems. Mishmar HaemekIsrael