Friday, April 1st, 3 pm to 5 pm, Room DS-1950
The convergence of three technologies will have a major impact on next generation of technology enhanced learning environments, namely ; pervasive computing, social media and the semantic web. Each one of these technologies provides its own opportunities and challenges as their convergence has the potential to enable the development of new educational practices in situated and networked learning. In pervasive computing, the physical environment is directly related to learning goals and activities and the learning system is dynamically adapted to the learning context. Personal Learning Environments (PLE) have emerged from the combination of Web 2.0 and social media tools to support learning. From an educational perspective, these kinds of tools fit well with socio-constructivist learning approaches as they provide spaces for collaborative knowledge building and reflective practices. The semantic web provides a common framework that allows data to be shared and reused across Web 2.0 tools and community boundaries. The previous technologies and tools presented above can be used to conceptualize and design the next generation of learning landscapes relying on pervasive computing, social media and semantic web standards. Inquiry-Based Science Teaching in the context of History of Science and Technology is explored to find out the needed functionalities and adaptation to ensure data gathering, notification and sharing on a historical problem of technology – the swinging bridge of Brest over the Penfeld (1861-1944).