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Thomas Ryberg
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Researcher - Professor (mso) - Aalborg University, Denmark
Researcher - Professor (mso) - Aalborg University, Denmark

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Defense
I handed in my thesis "Second Graders’ Collaborative Learning Around Touchscreens in Their Classroom - Micro-Studies of Eight and Nine Year Old Children’s Embodied Collaborative Interactions in Front of a Touchscreen" for assessment in August . It has now b...

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Can you dance with data? Trust intimate information with strangers? Solve historical puzzles about your city on in situ? Share your walk in the streets of Bristol?

The “Ideas in Mobile Learning” symposium will take place at the Watershed next week. This event brings together practitioners, industry players, and researchers who will exchange their visions of how to use mobile technology to fundamentally change the way we teach and learn.
While most of this event is closed to registered participants, it will include an open session - the MobiLearnFest - where the general public can engage with provocative experiences that challenge our perception of learning, teaching and indeed living in a constantly-connected world. Among these experiences are: augmented choreographies - using augmented reality to enhance dance in public spaces, a local history quest - using mobile phones to challenge your local knowledge, a social game using twitter where you are asked to reveal intimate details of your life, and a remotely shared walk in the city.
The Ideas in Mobile Learning symposium will take place at the Watershed on the 6th and 7th of March. MobiLearnFest (free of charge) will take place between 16:00 and 18:00 on the 6th of March at the Watershed and Broad Quay area. Find more info here: http://cloudworks.ac.uk/cloud/view/8540

Contact: Yishay Mor - yishaym@gmail.com

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In this interview I mention the Metis project:
http://metis-project.org/
If you want to learn more about learning design, I recommend the recently published special issue of Research in Learning Technology (open access): http://goo.gl/vqwVo6

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Sad I can't attend myself - looks to be an interesting session!
Arguably, teachers are the primary change agents in any educational system. Several decades of research have produced an extensive body of scientific knowledge of effective ways to use technology to support learning. Yet, if we want to mainstream this knowledge and use it to improve educational systems, we need to make this knowledge available to educational practitioners. The dominant model of teacher education assumes that teachers should be provided with a solid theoretical curriculum, which they will then apply in their practice. This model consistently fails - teachers find it hard to apply the theoretical knowledge in practice, and typically end up with "theory aversion": a sense that theory is irrelevant and unhelpful for their daily work. This talk presents an alternative approach - the Design Inquiry of Learning model, and its implementation in the Learning Design Studio format. The Design Inquiry of Learning combines the scientific paradigm of educational design research and the pedagogical model of inquiry learning, to provide professional development which is theoretically sound and practically oriented. The Learning Design Studio is a collaborative, blended, project-based framework for training teachers in effective and evidence-based use of educational technology. 

References: 
Mor, Y. & Mogilevsky, O. (2013), The Learning Design Studio: Educational Practice as Design Inquiry of Learning, in Davinia Hernández-Leo & et al, ed., 'EC-TEL 2013, LNCS ', pp. 233–245 https://www.researchgate.net/publication/256841554_Learning_design_studio_educational_practice_as_design_inquiry_of_learning Mor, Y. & Mogilevsky, O. (2013), 'The Learning 

Design Studio: Collaborative Design Inquiry as Teachers' Professional Development', Research in Learning Technology 21 https://www.researchgate.net/publication/256841282_The_learning_design_studio_collaborative_design_inquiry_as_teachers_professional_development

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First issue of "Journal of Problem Based Learning in Higher Education" is out and available #openaccess    #pbl  

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En dansk gruppe for de der er interesserede i it og læring 

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An EC-TEL tutorial, 17 Sept.
Problem and project based learning approaches are gaining attention across the European learning landscape, reflecting the trend towards learner-centred and active learning approaches. Within a TEL research context this includes a focus on how we can support and extend problem- and project based learning approaches through the use of technology. While problem- and project based learning are well-known concepts, it is clear from practice that the labels cover more varied interpretations and orchestrations of learning activities. The aim of this workshop, which follows a methodology called SNaP! - Scenario, Narratives and Patterns (Mor, 2013; Mor, Warburton, and Winters, 2012), is to identify reusable models of pedagogical practice for problem-and project based technology enhanced learning that can help practitioners, researchers and developers in designing learning strategies for various adoptions of problem- and project based learning. Participants will share accounts of their experiences prior to the workshop formulated as design narratives, and will collaboratively extract design patterns from these.

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A brand-new  international anthology where Lars Birch Andreasen and I have contributed with a chapter  Educational Designs Supporting Student Engagement through Networked Project Studies.
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