Referència: EDU2009-13704 (subprograma EDUC)
Children who are not able to participate in mainstream education, for whatever reason, are not normally able to gain the same quality of education as their more fortunate peers. This proposal aims to analyse current educational developments and needs of chronically ill children and then see how to apply technology effectively to give these children an alternate education experience, appropriate to their circumstances. At present, there is a gap in expertise in technology enhanced learning which makes this impossible to establish it systematically. This proposal will provide a Roadmap for TeaCH (technology-enhanced activities for children in hospital), accessible and useful to educators whose role is to support these learners, will make available a set of design criteria to develop learning-teaching (LT) science sequences with TeaCH and will offer LT sequences on nutrition-kidney function and respiratory system function as examples of good practices elaborated following these criteria and field-tested in real hospital context.
The Roadmap methodology, influenced by relevant methodologies (Glenn and Gordon, 2003), will be adopted and will be informed by the Delphi Method. It will allow:
- To understand for different stakeholders and producers what could be the meaning of a technology enhanced learning for children in hospital and how this impinges upon pedagogical practice and future developments. We need to be aware of the computer science stakeholders views to assist us with possible innovative technological solutions that may be recommended for this field of work
- To conduct a meta-analysis to document lessons learned from experiences and studies, including past and present works commissioned by the Spanish and other European countries and, to provide guidelines for future work in this area.
The developmental research approach (Lijnse, 1995) will be used to produce the LT sequence. The project is expected to enable the Spanish educational departments to plan future research studies about technology-enhanced learning for special settings. In particular, it will indicate how this learning supported with technology can be more effective, motivating, accommodated to individuals and effectively enhancing competencies in a particular domain.
Dotació econòmica: 15.851€
Altres entitats participants:
- CRECIM, Universitat Autònoma de Barcelona (UAB), (ES)
Membres del CRECIM participants: Rufina Gutiérrez Goncet (investigadora principal), Denise Whitelock, Montserrat Tortosa Moreno, Marcel·la Sáez García, Eva Valero Cabré.Documents i publicacions derivades:
- Pintó, R., Whitelock, D., Gutierrez, R. (2011). Towards a Roadmap for implementing a Socio-constructivist learning framework for chronically ill children to learn with their classmates while still in hospital. In A. Méndez-Vilas (ed.) Education in a technological world: communicating current and emerging research and technological efforts. Formatex Research Center. 563-571
- Whitelock, Denise; Pintó Roser and Saez, Marcel·la (2010). Modelling the teachers’ feedback process for the design of an electronic interactive science tool with automatic feedback. International Journal Continuing Engineering Education & Lifelong Learning, 20(2), 189-207.
- Whitelock, D. (2010). Activating Assessment for Learning: are we on the way with Web 2.0? In M.J.W. Lee & C. McLoughlin (Eds.) Web 2.0-Based-E-Learning: Applying Social Informatics for Tertiary Teaching. IGI Global.