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Research and teaching artefact collection project

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Research and teaching artefact collection project

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We are are looking at how we, as researchers and teachers, make connections between research and teaching practice - using ARTEFACTS!

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/ˈɑːtɪfakt/
noun
noun: artefact; plural noun: artefacts; noun: artifact; plural noun: artifacts
1. an object made by a human being, typically one of cultural or historical interest.
"gold and silver artefacts"

2. something observed in a scientific investigation or experiment that is not naturally present but occurs as a result of the preparative or investigative procedure.
"the curvature of the surface is an artefact of the wide-angle view"

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Example - Research artefact: A video of a keynote talk from 2012

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Example - Research artefact: A video of a keynote talk from 2012

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This was one of the first keynotes I gave, in 2012, about technology-related leadership and change.

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Dr Sarah Howard - "Do It, Share It, Lead It!" PLANE Festival of Learning 2012

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SQD: A conceptual model as a research artefact to prepare future teachers

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SQD: A conceptual model as a research artefact to prepare future teachers

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The ultimate goal of the present Strategic Basic Research (SBO) project is to improve the quality of online and blended learning (OBL) in formal adult education (AE) and continuing vocational educa ... [more]

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Further development and validation of a test which measures students' 21st century skills/ICT literacy (e.g., information processing, collaborative problem solving). I also do research on teachers' ... [more]

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Over the past decades, both in Flanders and in many other educational systems, it has been seen as increasingly important that teachers coming into the profession are able to use technology in teac ... [more]

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http://ceedar.education.ufl.edu/tools/innovation-configurations/

In mathematics classrooms, technology allows students to reorganize and re-visualize concepts, yet many teachers are choosing not to use technology in their classrooms. This begs the question as to why technology is not being used: Do teachers lack the ability to use the technology, or do they not believe it is effective in the mathematics classroom? This review of literature examines the ... [Show full abstract]

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(PDF) Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence

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The ultimate goal of the present Strategic Basic Research (SBO) project is to improve the quality of online and blended learning (OBL) in formal adult education (AE) and continuing vocational educa ... [more] View project Further development and validation of a test which measures students' 21st century skills/ICT literacy (e.g., information processing, collaborative problem solving).

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Example - Research artefact: Floorplans 

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Example - Research artefact: Floorplans 

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To explore the material landscapes, teacher generated floorplans detailing their material classroom over time: https://www.academia.edu/33157079/Classroom_biographies_Teaching_and_learning_in_evolving_material_landscapes_c._1960-2015_

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Digital stories for developing ICT competencies and critical thinking in pre-service teachers training

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Pictures, made by students, to express how, when and under which conditions they feel connected to school. By discussing and organizing the pictures, they explored and expressed what really matters for them. An exhibition showed the highlights.

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Example Research artefact: press articel in 'Le Soir"

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Example Research artefact: press articel in 'Le Soir"

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For teaching the meanings made by rhythm in language, and the way language reacts to things happening in the world (from 12:10 - 12:51):
https://www.youtube.com/watch?v=FpuWqvfG0Yk

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Artifacts that doesn’t immediately relate to the topic discussed 

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Artifacts that doesn’t immediately relate to the topic discussed 

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Whatever brings beauty in the classroom yet relates to difficult stuff

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Multimedia conceptually coherent tekstsets 

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Multimedia conceptually coherent tekstsets 

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For integrating digital literacy in a rich thematic reading comprehension intervention (Focus)

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For explaining the power of charms and amulets and their role in political mobilisation (Northeast Congo, 1850-)

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For explaining the power of charms and amulets and their role in political mobilisation (Northeast Congo, 1850-)

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For encouraging taking different perspectives in learning science

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I research spoken word, and I bring it into teaching pre-service teachers as a way to consider literacy learning and culturally sustaining pedagogy.

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"My Australia" - Sara Mansour | Spoken Word Poetry | Bankstown Poetry Slam

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Praktijkpublicaties delen en bespreken met studenten

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Praktijkpublicaties delen en bespreken met studenten

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Bv. leidraad teamteaching, klassenraad, UDL, redelijke aanpassingen (= nuttige bronnen uitwisselen)

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A very particular 'artefact' that affects my practice is the work of Parker Palmer, on 'paradoxes in teaching', in The Courage to Teach. Do we teach our future teachers (and ourselves) how to handle paradox? Accepting both sides?
https://info-ted.eu/the-paradox-as-educational-design-learning-with-and-without-technology/

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This artefact shows how collaboration across the world and online can shape research and teaching practice. I personally couldn't do my job(s) without a community.

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Knowledge sharing is important between professionals. Sharing, using and connecting expertise contributes to a professionally appreciative inclusive educational landscape. The tool is conceived as a 'game board' for two professionals who are at the start of a collaboration process and who have a common focus. the boundary crossing can start :) https://www.arteveldehogeschool.be/projecten/experto-scholen-buitengewoon-onderwijs-als-ondersteunerexpert-een-inclusief-onderwijslandschap

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Knowledge sharing is important between professionals. Sharing, using and connecting expertise contributes to a professionally appreciative inclusive educational landscape. The tool is conceived as a 'game board' for two professionals who are at the start of a collaboration process and who have a common focus. the boundary crossing can start :) https://www.arteveldehogeschool.be/projecten/experto-scholen-buitengewoon-onderwijs-als-ondersteunerexpert-een-inclusief-onderwijslandschap

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I use model texts in both my research and my teaching 

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I use model texts in both my research and my teaching 

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Video database of social research case studies

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Video database of social research case studies

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I find having students listen to other researchers explain their work help them concreteize the research methodologies and methods that seemed abstract and unrelateable. I often ask them to view, reflect, borrow and critique stories from the SAGE Research Methods database

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I use this artefact to show pre-service teachers what can happen when they underestimate the content knowledge of students and don't make the form of content required clear, This is one of the ways teaching with technology help pre-service teachers think about appropriate representations of knowledge and enable the teaching of knowledge forms.

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Welcoming student teachers into their degree programme is always a challenge - they believe they know how to teach already, and just need the certificate. I use this clip to show how the need the "familiar' to become 'strange'  - looking at teaching with new eyes, from another perspective, Learning to see teaching from a different vantage point, and through the lens of theorised practice, This clip makes an impact on them. My research is also about the development of a professional 'gaze' so this clip represents both what I do in teaching and in research with first year student teachers.

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Welcoming student teachers into their degree programme is always a challenge - they believe they know how to teach already, and just need the certificate. I use this clip to show how the need the "familiar' to become 'strange'  - looking at teaching with new eyes, from another perspective, Learning to see teaching from a different vantage point, and through the lens of theorised practice, This clip makes an impact on them. My research is also about the development of a professional 'gaze' so this clip represents both what I do in teaching and in research with first year student teachers.

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Lecture 2 Sculpture Changes Picture at Different Angles

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Illustrating knowledge-building: This song is fabulous in showing students clusters of objects, relationships and ideas and connections between then into a body of knowledge. Main idea in the chorus - that Blood transports things in our body; with all kinds of examples and elaborations in the verses. Fabulous example of networks of knowledge.

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Illustrating knowledge-building: This song is fabulous in showing students clusters of objects, relationships and ideas and connections between then into a body of knowledge. Main idea in the chorus - that Blood transports things in our body; with all kinds of examples and elaborations in the verses. Fabulous example of networks of knowledge.

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Germs Movie for Kids Virus & Bacteria Introduction

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Created by Divya Srinivasan. From TMBGs new DVD/CD set Here Comes Science. Available at iTunes and Amazon now! http://bit.ly/AmazonScience

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There are various opportunities for research-based learning:  (1) research interest, (2) research process,

and (3) research community (Ifenthaler, 2014).

The artefact below shows how students collect their own data linked to an ongoing research project and applied newly introduced research methods for answering their hypotheses.

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Where a representation of knowledge conveys the knowledge itself: this is an artefact I use to show pre-service teachers what one aspect of Pedagogical Content Knowledge (PCK) looks like in practice. 

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Where a representation of knowledge conveys the knowledge itself: this is an artefact I use to show pre-service teachers what one aspect of Pedagogical Content Knowledge (PCK) looks like in practice. 

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Research artefact: A third year student teacher's reflections on a lesson: where she uses concepts and terminology from university-based coursework to think about social justice in a lesson she observed. The kind of conceptually-informed, contextually-responsive reflections that show a knowledgeable, thoughtful teacher:

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Research artefact: A third year student teacher's reflections on a lesson: where she uses concepts and terminology from university-based coursework to think about social justice in a lesson she observed. The kind of conceptually-informed, contextually-responsive reflections that show a knowledgeable, thoughtful teacher:

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The teacher asked learners to read the story for him….From where I was standing, I could see that the boy was struggling to read because he could not get a single word out of his mouth .Now normally in situations like this, one would expect some form of teacher sensitivity to be applied by just trying to understand the anxiety  that the boy was going through at the time. But the teacher just simply ignored those issues and went on forcing the boy to read. He finally read but could not say a single word correctly. As a teacher, one is expected to assist and correct the learners’ mistakes but the teacher just ignored all the mistakes that the learner made. At that moment, I thought it was some form of strategy that the teacher was using, only to find out at the end of the lesson that all the mistakes were left unattended. I guess that he just expected the learners to find out for themselves how to read…. I wondered to myself how these learners are gaining epistemological access if they don’t even know if they are wrong or right in what they are doing in class. How does one learn like that?"

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essential artifact in covid-19 Times

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Based on my research, both on eTourism and on MOOCs

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Lorenzo Cantoni

Lorenzo Cantoni graduated in Philosophy and holds a PhD in Education and Linguistics and is professor at USI - Università della Svizzera italiana (Lugano - Switzerland), Faculty of Communication Sciences, where he served as Dean of the Faculty in the academic years 2010-2014. He is currently director of the Institute for Communication Technologies and scientific director of the laboratories webatelier.net, NewMinE Lab: New Media in Education Lab, and eLab: eLearning Lab. L. Cantoni is chair-holder of the UNESCO chair in ICT to develop and promote sustainable tourism in World Heritage Sites, established at USI, and president of IFITT - International Federation for Information Technologies in Travel and Tourism. His research interests are where communication, education and new media overlap, ranging from computer mediated communication to usability, from eLearning to eTourism, and from ICT4D to eGovernment.

Nadzeya Kalbaska

Nadzeya Kalbaska, PhD, post-doctoral researcher and lecturer at the Faculty of Communication Sciences of the Università della Svizzera italiana (USI, University of Lugano, Switzerland). She serves IFITT-International Federation for IT and Travel and Tourism as General Secretary. Skills: research, university teaching, distance education, coaching, public speaking Specialties: online communication and marketing, social media management, SEO, SEM, usability studies, web analytics, social media analytics, eCommerce, eLearning and MOOCs, learning analytics, Human Resource Management, eGovernment Industries: tourism and hospitality, fashion, event management Working languages: English, Italian, French, Russian Passion: fine food and slow travel.

Elena Marchiori

Dr. Elena Marchiori is a Postdoctoral Researcher and Lecturer at USI - Università della Svizzera italiana (Lugano, Switzerland), Faculty of Communication Sciences. She holds an M.Sc. in Media Management and a Ph.D. in Communication Sciences. She is the executive director of webatelier.net - the eTourism Lab at USI, and works for the Institute of Communication Technologies at USI. She is member of IFITT - International Federation for Information Technologies in Travel and Tourism, and general secretary of the IFITT Swiss Chapter. Her research interests are online tourism communication, reputation in online media, maturity of destinations and web adoption, and media effects. To know more about Elena visit: http://elenamarchiori.net

Silvia Matilde De Ascaniis

Silvia is a Postdoctoral Researcher and Lecturer at the Faculty of Communication Sciences at the Università della Svizzera italiana (USI - Lugano, Switzerland). She is the Executive Director of the doctoral school Cross-Field ( www.cross-field.ch), and coordinator of the doctoral school Argupolis ( www.argupolis.net), both founded by the Swiss National Science Foundation (SNSF). Silvia got a Phd in Communication Sciences with a thesis about pragmatic and argumentative features of tourism related Online Travel Reviews. She was visiting scholar at the Institute for Innovation in Business and Social Research, University of Wollongong (Australia), under the guidance of prof. Ulrike Gretzel. Silvia is member of IFITT - the International Federation for IT and Travel & Tourism. Silvia's research interests focus on argumentation dynamics in the online environment and the tourism field, religious tourism and pilgrimage, online communication, ICTs for promoting formal and informal learning.

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Lorenzo Cantoni graduated in Philosophy and holds a PhD in Education and Linguistics and is professor at USI - Università della Svizzera italiana (Lugano - Switzerland), Faculty of Communication Sciences, where he served as Dean of the Faculty in the academic years 2010-2014.

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Artifact in my doctoral research: 12 images like these for focus group discussion.  The work is about affect in mathematics education. (Felipe Comelli - Brazil)