Interactive eBooks

A good plan such as the one shown below can ensure better engagement and learning.

Screenshot 2018-01-16 09.18.47

PRADINA, L. P., & SUYATNA, A. (2018). ATOMIC NUCLEUS INTERACTIVE ELECTRONIC BOOK TO DEVELOP SELF-CONFIDENCE AND CRITICAL THINKING SKILLS. The Online Journal of New Horizons in Education, 8(1), 39.

Advertisements

Technological Appropriation in Mexico

Appropriation
Francois Bar, et. al (2016 ) describe various types of cultural appropriation strategies used in the past and present in Latin America. They further state that these strategies can be applied to technological appropriation, particularly the application and use of mobile telephony. Of the three types of cultural appropriation pinpointed in Latin America, baroque infiltration, creolization and cannibalism. Mexico and Cuba are identified as creators and users of baroque infiltration.

Fourth, we argue that just as the power negotiation that took place with cultural appropriation was uniquely creative, the experimentation that characterizes technological appropriation is uniquely innovative. Thus, as a user-driven re-negotiation of power relations, the technological appropriation process is fundamental to innovation. It challenges the initial power structure embedded in the technology and results in new practices and new technological implementations. Technology providers –device makers and service providers—then face an important choice. They can choose to suppress the resulting innovation if they find it too antagonistic to their business or political goals. But they can also choose to co-opt it, learn from it, and embed it into successive generations of their technological products and services, thus re-appropriating their users’ inventions. As a result, the choices they make will clearly affect the subsequent technological trajectory. (Bar, et al., 2016, p.4)

If one takes this appropriation a step further to m-learning, the power negotiation then changes the relationship between the instructor and the learner. The instructor becoming a guide and mentor and the learner is responsible for creation of content and participation in dialogue. The dialogue hence becomes more positive as described in the transactional distance theory.

Bar, F., Weber, M. S., & Pisani, F. (2016). Mobile technology appropriation in a distant mirror: Baroquization, creolization, and cannibalism. new media & society, 18(4), 617-636. This work is licensed under a Creative Commons Attribution 3.0 License , and is part of the abaporu project on technology appropriation (http://abaporu.net )

Multimedia In support of Universal Design for Learning

Transforming media from one form to another (transmedia, transduction) supports Universal Design principles and allows multiple means of expression and representation. Student engagement is greater and socialization encourages the use of multiple talents. The role of the teacher becomes that of a mentor/learner and as a resource.

Leach, A. M. (2017). Digital Media Production to Support Literacy for Secondary Students with Diverse Learning Abilities. Journal of Media Literacy Education, 9(2), 30-44.

The Development of Learning Media for the Kinetic Theory of Gases Using the ADDIE Model with Augmented Reality

On going research on the mix of 3D modeling, animation and instructional design. Still being tested but makes a lot of sense for physics education.
kineticmobile

Gusmida, R., & Islami, N. (2017). The Development of Learning Media for the Kinetic Theory of Gases Using the ADDIE Model with Augmented Reality. JOURNAL OF EDUCATIONAL SCIENCES, 1(1), 1-10.

Story telling with and without multimedia versus traditional teaching of Chinese Idioms

Li EH and Hew HS, “Better Learning of Chinese Idioms through Storytelling: Current Trend of Multimedia Storytelling” The Electronic Journal of e-Learning Volume 15 Issue 5 2017, (pp455-466) available online at http://www.ejel.org

The findings supported using multimedia storytelling for learning Chinese idioms.  Additionally the essential components of storytelling are combined with the cognitive theories of multimedia learning.

The interactive buttons allow the students to decide and control their learning paces without proceeding too fast. Thus, the students are able to repeat and recall their learning according to their willingness. In addition, the use of visual elements during the storytelling has assisted the students to visualize and understand the backstory better, especially the circumstance and characters. The narration which is used as an aider in the story description has also made the storytelling vividly and lively. The information is therefore garnered in the students’ working memories for a longer time due to the stimulation of visual and auditory senses simultaneously (Mayer, 2005; 2009; 2014).

STmm