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InteractiveSchoolWall: A Digital Enriched Learning Environment for Systemic-Constructive Informal Learning Processes
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, Institut für Multimediale und Interaktive Systeme, Germany ; , Institute for Quality Development at Schools in Schleswig-Holstein, Germany ; , Institut für Multimediale und Interaktive Systeme, Germany

Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

In this paper we reflect on the impact of a novel digitally enriched learning space for teaching processes. We present a hypermedia presentation and interaction platform. We show how learning space at school can be extended digitally in a new way. Interactive navigation and self-determined networking allow active learning in an informal way. We explain how to meet the pedagogical implications of a presentation and interaction tool, called InteractiveSchoolWall, with the requirements of Open Learning. It consists of multiple multi-touch screens running specific applications. The technical construction follows the logic of a novel digital network environment. Referring to recent systemic-constructivist pedagogical approaches and media-theoretical considerations we reflect on the function and significance of the ISW as a specific multimedia learning environment. Impressions of teachers’ reactions to the system are presented. We envisage that the ISW will open new perspectives in the management and organization of schools, thus improving school development processes.

Citation

Winkler, T., Ide, M. & Herczeg, M. (2012). InteractiveSchoolWall: A Digital Enriched Learning Environment for Systemic-Constructive Informal Learning Processes. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 3133-3140). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 28, 2022 from .

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References

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