1 Politécnico do Porto (ISEP) (PORTUGAL)
2 Politécnico do Porto (ESEIG) (PORTUGAL)
3 Politécnico do Porto (ISCAP) (PORTUGAL)
About this paper:
Appears in: EDULEARN16 Proceedings
Publication year: 2016
Pages: 2846-2855
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.1620
Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain
New technologies will revolutionize the way we learn, providing a kind of personalized and Just in Time Learning which can be obtained anytime and anywhere.
The aim of this paper is to present a reflection and a previous study to identify the possibility to apply the model in some subjects of some disciplines. The study is carried out by a group of teachers from some schools of the Polytechnic of Porto.
New generations are increasingly familiar with learning technologies and after the generalization of distance education in schools students have begun to develop learning mechanisms adapted to their own needs, searching resources that allow them to acquire more and faster knowledge through for example in video classes, focused on the subject they are learning on a given time.
Learning environments are based on micro perspectives (microlearning) inserted in the context of learning and intended to deal mainly with relatively small learning units and short-term learning activities.
For example Youtube (with their video lessons), has proven to be a strategic partner of millions of learners around the world seeking specific training in such diverse areas such as programming or health.
Can we correlate the microlearning emerging activities like Flipped Classroom strategy (type of blended learning that inverts the traditional educational model, offering educational content on the web, outside the classroom) where the lecture recording systems play a key role in providing activities type "homework " in the classroom?
The methodology to be applied is based on a model of micro activities inserted in some subjects by teachers related to this study. They have identified some micro learning activities where students are encouraged to acquire knowledge previously and apply them in the classroom.
Have being tested the working capacity of some students (in the handling some software tools) with the purpose to compare students performances that previously viewed related educational resources.
If the learning process can be reversed, students can attend lectures and other educational content quietly on the couch and conduct their home studies to be more involved in the discipline under the guidance of a tutor.
Our homes begin to have installed Smart TVs, which have an operating system very similar to smartphones that can run app’s and other services and access to the internet.
It becomes possible to access video lessons on the TV focused on micro issues that combined with the comfort of the couch can be translated into a learning model based on the Flipped Classroom style where the leisure content and recreation can give way to a quiet and comfortable learning.
The mirroring techniques where the TV and Smartphone must be on the same network, came to join the Miracast wireless technology that can be used by PCs or smartphones to duplicate device screen on TV.
The combination of the presented technologies and methodologies may represent an interesting change from the perspective providing a a more commodious learning and focused only on desired topics. Apparently “learning on the couch” can contribute to a more distributed education system.
Conclusions related with this reflection will be presented to other teachers who may want to apply the model in their disciplines. For each of these test subjects integrating content will be identified in theoretical and practical activities
Microlearning, lecture recording, Flipped Classroom, e-learning, m-learning, video lessons, smart tv, miracast.