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Thomas Ryberg
Works at Aalborg University
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Thomas Ryberg

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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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Hope the conclusion is shorter than the title :)
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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
Learning Design and Teacher's Professional Development
Wed, November 6, 2013, 4:00 AM
MediaTIC, Room 604, Carrer de Roc Boronat, 117, 9a, 08018 Barcelona

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Thomas Ryberg

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En dansk gruppe for de der er interesserede i it og læring 
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E-læring og it i undervisningen | Danmark
Udveksling af erfaringer og idéer om e-læring og brugen af it i undervisningen
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Now it's here... CfP for LOM11 - "Future Learning Environments" http://ojs.statsbiblioteket.dk/index.php/lom/announcement/view/221 - please spread the news :) 
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http://www.olds.ac.uk/development-blog/liveonlinelaunchofoldsmooc

The abundance of free, high-quality learning resources challenge the role of educators as conveyors of knowledge, while the breath-taking speed of technology development, and human knowledge in general, accentuates the role of educators as designers of experiences which enable effective learning - educators as learning designers.  This shift in the perception of educational practice raises some difficult questions regarding the ways by which quality learning designs are created, validated, and shared. 

These questions will be explored by the first Open Learning Design Studio Massive Open Online Course (OLDS MOOC) "Learning Design for a 21st Century Curriculum" (www.olds.ac.uk), a free and open nine week course led by the Open University’s Institute of Educational Technology, in partnership with Goldsmiths University, University of Greenwich, Heriot-Watt University, University of Leicester, University of London (Centre for Distance Education and London Knowledge Lab at the Institute of Education) and the University of Oxford. 

The structure of the MOOC reflects a proposed process for a design inquiry project. In such a process, designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. 

We are delighted to announce that a live launch event of the OLDS MOOC will be held on Monday 7th January 2013 at 4:00 pm GMT online via a live webcast stream and will last approximately 90 minutes. 

It will be broadcast live via Cloudworks at http://cloudworks.ac.uk/cloudscape/view/2481 and online viewers will be able to post comments and ask questions (if they have registered for Cloudworks). 

The launch is open to all, and we especially look forward to welcoming course participants. 

The event will include a presentation of the MOOC themes, its pedagogical approach and modes of participation, and a brief overview of the weekly activities. This will be followed by an open discussion.  The event will be recorded and available afterwards for replay during week 1 of the course. 

In addition, some of the project partners are holding face-to-face events where those who attend will watch the launch event together: 

* at The Open University
* at Institute of Education at the University of London
* at University of Greenwich
For details regarding these local face-to-face events, contact launch-info@olds.ac.uk. These events are optional and space limited.
Live launch: Open Learning Design MOOC
Mon, January 7, 2013, 11:00 AM

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Thomas Ryberg

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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
MobiLearnFest st the Bristol Ideas in Mobile Learning Symposium
Thu, March 6, 2014, 11:00 AM
the Watershed, 1 Canon's Rd, Bristol BS1 5TX, United Kingdom

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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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First issue of "Journal of Problem Based Learning in Higher Education" is out and available #openaccess    #pbl  
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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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Find it troublesome when media-born hypes or fears like #digitalnatives    #fomo , "social networks harm your brain" are couched as fully research-based when they are in fact not. These utopian or dystopian discourses often replace considered and careful accounts and discusssions of what technology might mean and how it might affect us - think I will read Nathan Jurgenson' essay on "The IRL Fetish" http://thenewinquiry.com/essays/the-irl-fetish/
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tre gode klummer fra ham kan jeg se (læse)...
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Have him in circles
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Hani Hina's profile photo
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  • Aalborg University
    Associate Professor, present
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Researcher - Professor (mso) - Aalborg University, Denmark
Introduction
I work as Professor (mso) in the Department of Communication and Psychology, Aalborg University (AAU), Denmark. More specifically I am part of the research centre “e-Learning Lab – Center for User Driven Innovation, Learning and Design“.
Education
  • Aalborg University
    PhD in ICT and Learning, 2004 - 2007
  • Aalborg University
    MA Human Centred Informatics, 2001 - 2003
  • Aalborg University
    BA Human Centred Informatics, 1998 - 2001
  • Silkeborg Amtsgymnasium
    Languages, 1993 - 1996