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This spreadsheet created as part of the Decoding Learning report funded by Nesta. More information on the report and associated resources available here http://www.nesta.org.uk/about_us/assets/features/decoding_learning_report It's been modified for use in EDC3100
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Expert Panel RankInnovation TypeLearning ThemeDescriptionSourceSource Location (Country)Source Location (City/State)Source Year Additional Information
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1PracticeInquiryThis project uses an online portal (I am Creative) to engage secondary and higher education learners with creative challenges set by industry, for example, a challenge to design an advert. The underlying idea is that the service can engage learners in real-life examples of creative projects. The innovation requires access to the portal, and judges for the work, paid for by the participating industry.http://digitaleducationbrighton.org.uk/?cat=3United KingdomBrighton 2008-2012http://www.iamcreative.org.uk/
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2ResearchSettingsThis project involves a tool to capture 'lifelogs' of people's experiences, including pictures, text and geographical locations taken from their mobile phone, and another tool to prompt later reflection by displaying the information at pre-set intervals. The underlying idea is that different kinds of information display can be used to prompt different kinds of reflection, such as reflection on learning experiences. This innovation requires time to look at and reflect upon information presented.Kalnikaite, V., Sellen., A., Whittaker., S. and Kirk, D. (2010) Now let me see where I was: understanding how lifelogs mediate memory. In E. Mynatt, G. Fitzpatrick, S. Hudson, K. Edwards and T. Rodden (Eds) ‘CHI '10: Proceedings of the 28th international conference on Human factors in computing systems.’ Atlanta, GA, USA, April 10-15, 2010. pp.2045-2054. New York, NY: ACM Press.United Kingdom; United StatesSheffield; Cambridge; Nottingham; San Jose, California2010
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3PracticeExpertsThis project uses a website (Solar Stormwatch) for learners to engage with and actively contribute to real-life science projects, for example, identifying solar storms. The underlying idea is that contributing to the project will empower learners to engage learners with topical science issues. The innovation requires access (and possibly signing up) to this free website tool.http://www.educationeye.org.uk/ United KingdomLondon2010-2012http://www.solarstormwatch.com/
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4PracticeMakingThis project uses a geo-location game (using Aris) to let secondary-aged learners design and create a game, such as a quest game around the school. The underlying idea is to motivate learners to design a game narrative for other learners. The innovation requires the game platform, teacher support for understanding how to generate a game, mobile devices, and printed QR codes.http://missaliceleung.wordpress.com/category/xbox/AustraliaSydney2011-2012http://missaliceleung.wordpress.com/2011/08/20/mobile-gaming-in-school/
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5PracticeMakingThis project uses an Educational Robotics Kit (HummingBird) to engage secondary-aged learners (girls in this case) into Programming, for example, by creating artistic, physical designs. The underlying idea is that the tool inspires learners by facilitating more artistic, tangible, applications of programming. The innovation requires the Educational Robotics kit, a nascent understanding of programming, and teacher support.http://www.fastcoexist.com/1680168/hummingbird-an-educational-robotics-kit-designed-to-get-girls-into-engineering#1United StatesPittsburgh, Pennsylvania2012http://www.hummingbirdkit.com/
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6PracticeAssessThis project uses an audio tool (Audacity) and video mixing tool (Movie Maker) for secondary education learners to create visual podcasts summarising learning, for example a year of global studies in preparation for an exam. The underlying idea is that creating and putting together audio and visual media will help learners consolidate their learning as well as producing a sharable resource for others. The innovation requires access to free online tools, recording equipment, and learners' time.http://yoursmarticles.blogspot.co.uk/2009/05/podcast-year-in-review-project.htmlUnited StatesGrand Island, New York2008-2012
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7PracticeAssessThis project uses digital cameras and a simple presentation tool (KidPix) to support learners with learning about changes to the environment, for example, how the woods change over seasons. The underlying idea is that this innovation encourages learners to focus upon the environment and use to technology to record, compare, and comment on changes. The innovation requires a camera and software, travel to a local wood, and teacher guidance to encourage reflection.http://edtap.psu.edu/video/outdoors/United StatesUniversity Park, Pennsylvania2010
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8ResearchExpertsThis project uses a very large display technology (Multi-Slides), where information in a PowerPoint file is projected over multiple walls within a classroom, to support richer forms of discussion in University small-group teaching. The underlying idea is that the teacher presents a particular argument about some materials (e.g., images of historical artefacts) but provides sufficient information around the walls for students to construct alternative explanations, so encouraging debate. The innovation requires the presentation tool to have been installed within a seminar room and a confident teacher who can respond positively when their argument is challenged.Bligh, B. and Sharples, M. (2010) Affordances of Presentations in Multi-Display Learning Spaces for Supporting Small Group Discussion. In M. Wolpers, P.A. Kirschner, M. Scheffell, S. Lindstaedt and V. Dimitrova (Eds) ‘Sustaining TEL: From Innovation to Learning and Practice: Proceedings of 5th European Conference on Technology Enhanced Learning.’ pp.464-469. LNCS 6383. Berlin: Springer-Verlag.United KingdomNottingham2010
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9PracticeOthersThis project uses an online writing tool (BoomWriter) for primary-aged learners to build a collaborative story, for example, by assessing which chapter written by peers to include. The underlying idea is that this tool provides a way to engage learners in writing and manage blind peer evaluation. The innovation requires access to the tool and teacher time to set up the story and decide the number of chapters, as well as peer time to read and vote.http://ilearntechnology.com/United StatesHighlands Ranch, Colorado 2010-2012http://ilearntechnology.com/?p=4686
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10ResearchExploringThis project uses digitally augmented plastic blocks (Electronic Blocks) to let pre-school children explore basic electronic ideas, for example, attaching sensor blocks to an action block (e.g. a light). The idea is that this tool facilitates interaction and engagement, making important ideas accessible for younger learners. The innovation requires learners to have access to the prototype technology.Wyeth, P. (2008) How young children learn to program with sensor, action, and logic blocks. ‘The Journal of the Learning Sciences.’ 17, pp.517-550.AustraliaBrisbane2008http://itee.uq.edu.au/~peta/_ElectronicBlocks.htm
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11ResearchExpertsThis project uses special software on laptops to support learners with autism and teachers working together to create visual representations of the activities they are going to undertake in the classroom. The underlying idea is to provide special support to learners, who may have problems understanding, structuring and predicting activities, while also involving them in the creation of visual representations to support their understanding. This innovation requires time of the teacher and learners as well as support for learning this particular tool.Hirano., S.H., Yeganyan., M.T., Marcu., G., Nguyen, D.H., Boys, L.A. and Hayes, G.R. (2010) vSked: evaluation of a system to support classroom activities for children with autism. In E. Mynatt, G. Fitzpatrick, S. Hudson, K. Edwards, & T. Rodden (Eds.) 'CHI '10: Proceedings of the 28th international conference on Human factors in computing systems.' Atlanta, GA, USA, April 10-15, 2010, pp. 1633-1642. New York, NY: ACM Press.United StatesIrvine, California2010
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12PracticeMakingThis project uses a week workshop with businesses and volunteers to develop learners' (under 18) programming skills through making, for example, digital products such as a mobile application. The underlying idea is that the workshop engages learners by providing access to tools and local expertise to build personal projects. The innovation requires free programming tools, rudimentary programming ability, physical space from local businesses and volunteer time and expertise.http://youngrewiredstate.org/United KingdomGuildford2010-2012
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13ResearchSettingsThis project uses a mobile phone app to help learners navigate around a particular geographical location during History field trips. The underlying idea is that peers are guided to work in teams to explore the location and to relate what they are looking at to content knowledge provided by the mobile device. Constraints include timetabling and fit with the curriculum, and the requirement to create content so that the software can guide learners around an accessible local place.Wake, J.D., Guribye, F. and Wasson, B. (2011) The interactional organisation of location-based gaming. In H. Spada, G. Stahl, N. Miyake and N. Law (Eds) ‘CSCL2011: Computer-supported Collaborative Learning.’ Conference Proceedings Volume I. pp.136-143. Alpharetta, GA: International Society of the Learning Sciences.NorwayBergen2011
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14ResearchInquiryThis project uses a computer based problem solving environment based around drawing activities to motivate high school aged learners who are beginning to learn programming, for example learning the C programming language. The underlying idea is that the tool adopts a holistic approach, providing representations, meaningful activities in a drawing context, and feedback. The innovation requires the tool to be made available to learners.Kordaki, M. (2010) A drawing and multi-representational computer environment for beginners’ learning of programming using C: Design and pilot formative evaluation. ‘Computers & Education.’ 54(1), pp.69-87.GreecePatras2010
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15PracticeMakingThis project (On the Move) involves 3D printers in a week workshop with secondary-aged learners, learning to print designs such as physical gears. The underlying idea is that this workshop introduces learners with no prior experience to a new technology for making things. The innovation requires a 3D printer, other design tools (e.g. software), workshop space, and adult knowledge and support time.https://www.poly.edu/node/7544United StatesNew York, New York2005-2012
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16ResearchInquiryThis project uses games to engage university learners with complex, open-ended, collaborative problems, such as designing a city. The underlying idea is that the games can motivate learners by presenting a problem grounded in real-life, foster deep thinking, and provide assessment information on the strategies used in comparison to domain experts. The innovation requires that learners have access to the games, that suitable peers can be identified, and for information on expert strategies to be available for the design problems chosen.Shaffer, D.W. (2006) Epistemic frames for epistemic games. ‘Computers & Education.’ 46(3), pp.223-234.United StatesMadison, WI2006
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17PracticePractisingThis project uses an online artificial agent to support language learners by encouraging writing in English, for example, generating questions for Artificial Intelligence web scripts ('bots') to answer. The underlying idea is that the bots encourage learners to create questions by providing engaging responses. The innovation requires the online tool.http://nikpeachey.blogspot.co.uk/United KingdomSevenoaks2007-2012http://nikpeachey.blogspot.co.uk/2008/09/artificial-intelligence-chat-bots-and.html
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18PracticeSettingsThis project uses a suite of learning tools hosted on the Internet to support learning between home and school for primary-aged learners, for example, continuing work on an animation at home. The underlying idea of the innovation is for learners to have access and develop their school-work at home with parents. The innovation requires a school subscription to the tools, online access both at home and school, and parent as well as teacher support.http://www.ictopus.org.uk/United KingdomWorcester2007-2012
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19PracticePractisingThis project uses an online game (Light-Bot) to support Primary-aged learners with practicing basic programming, for example, choosing a sequence of directions. The underlying idea is that the game simplifies and engages learners with programming from a young age. The innovation requires access to the free online game and teacher guidance for the instructions.http://www.ideastoinspire.co.uk/United KingdomNottingham2009
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20ResearchOthersThis project uses a structured approach to support learners' discussions in online forums, for example, by requiring learners to take a particular perspective (or role) in an authentic scenario. The underlying idea is that structuring discussions can scaffold critical thinking and higher levels of learning. The innovation requires an online discussion forum, a proposed area of discussion and a teacher to acts as mediator.Wise, A. and Chiu, M.M. (2011) Knowledge construction patterns in online conversation: a statistical discourse analysis of a role-based discussion forum. In H. Spada, G. Stahl, N. Miyake and N. Law (Eds) ‘CSCL2011: Computer-supported Collaborative Learning.’ Conference Proceedings Volume I. pp.64-71. Alpharetta, GA: International Society of the Learning Sciences.Canada; United StatesVancouver, British Columbia; Buffalo, New York2011
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21ResearchOthersThis project provides guidelines about a platform for managing an 'online community of creators', where people get involved in computer-programming communities and co-operate around projects, so that inexperienced people are supported in getting involved. The underlying idea is that the teacher, in an 'administrator' role, needs to support team formation and highlight new and interesting work across the community. The innovation requires the learner to have some basic programming knowledge so that they will be able to contribute to the collaborative programming projects.Sylvan, E. (2010) Predicting influence in an online community of creators. In E. Mynatt, G. Fitzpatrick, S. Hudson, K. Edwards, & T. Rodden (Eds.) 'CHI '10: Proceedings of the 28th international conference on Human factors in computing systems.' Atlanta, GA, USA, April 10-15, 2010, pp. 1913-1916. New York, NY: ACM Press.United StatesCambridge, Massechusetts2010
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22PracticeOthersThis project uses mobile phones to help a community of learners to explore aspects of nature in their local area, for example by identifying types of insects. The underlying idea is that the innovation motivates learners to engage with nature by allowing them to communicate via a free mobile phone app with other members of the community. The innovation requires learners to have a mobile phone running the free app, and for a suitable community interested in local nature issues to exist.http://www.projectnoah.org/faqUnited StatesNew York, New York2010-2012
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23ResearchOthersThis project uses specialist software that runs simultaneously on multiple devices in a classroom to support peer collaboration and communication with the teacher for learning mathematics, for example, linking a multi-touch table, an interactive whiteboard, and a teacher's computer. The underlying idea is that learners can explore the mathematical concepts in groups using the multi-touch table and can also contribute to whole-class discussions. This innovation requires a suitably sized room, multiple devices, and the software, as well as a teacher trained in managing these resources.Hatch, A., Higgins, S., Joyce-Gibbons, A. and Mercier, E. (2011) NumberNet: using multi-touch technology to support within and between-group mathematics learning. In H. Spada, G. Stahl, N. Miyake and N. Law (Eds) ‘CSCL2011: Computer-supported Collaborative Learning, Conference Proceedings Volume I.’ pp.176-183. Alpharetta, GA: International Society of the Learning Sciences.United KingdomDurham2011
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24PracticeMakingThis project uses an audio recording tool (GarageBand) to support learners with reading fluency, for example, changing intonation. The underlying idea is that the tool, by providing a visual representation of speech, helps the learner and teacher discuss how to change reading characteristics such as intonation and speed. The innovation requires the audio software and computer (Mac), and teacher guidance and one-to-one time.http://edtap.psu.edu/video/reading/United StatesUniversity Park, Pennsylvania2010
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25PracticeOthersThis project uses an instant messaging service (Google Chat) to help learners engage with reading comprehension, for example, contributing comments under a presentation using Google docs. The underlying idea is that, by simultaneously presenting learners' comments, the tool motivates learners to comment and read others' comments. The innovation requires the teacher to set up an online presentation of the text as well as set up IM accounts for learners.http://tbarrett.edublogs.org/2009/02/25/using-instant-messaging-to-engage-children-with-reading-comprehension/United KingdomNottingham2006-2009
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26ResearchInquiryThis project uses simulation software (Starry Night) to support primary-aged learners exploratory science inquiry and understanding, for example, when learning about the phases of the moon. The underlying idea is that the tool allows learners to explore information about space. The innovation requires access to the software and some support from teachers.Trundle, K.C. and Bell, R.L. (2010) The use of a computer simulation to promote conceptual change: A quasi-experimental study. ‘Computers & Education.’ 54(4), pp.1078-1088.United StatesColumbus, Ohio; Charlottesville, Virginia2010
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27PracticeInquiryThis project provides everyday, contexts to engage learners in mathematics problem solving, for example calculating basketball scoring averages. The underlying idea is that multimedia materials (lesson plans, presentations, worksheets) are grounded in a range of engaging contexts to motivate students with mathematics. The innovation requires these resources (a limited selection of which are provided free), and the teacher for structuring discussions and activities.http://www.mathalicious.com/about/United StatesCharlottesville, Virginia2010-2012
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28PracticeExpertsThis project uses a tag reader disguised within a soft material cloud and simple authoring software to enable primary-aged learners to link any physical object to digital media, for example, playing a video of the learner discussing a clay model simply by placing the model on the cloud. The underlying idea is that this innovation enables the youngest learners as well as teachers to augment physical objects with digital information in the classroom. The innovation requires the tag reader, software, and teacher support to help learners create the digital media to link.http://digitaleducationbrighton.org.uk/?cat=3United KingdomBrighton 2008-2012
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29ResearchAssessThis project uses multimedia materials, such as text, images and video, together with self-explanation prompts to support learners' understanding of computer science, for example complex data structures. The underlying idea is that the tool supports learners by prompting them to make self explanations about the multimedia content. The innovation requires the multimedia materials with integrated prompts.Yeh, Y-F., Chen, M-C., Hung, P-H. and Hwang, G-J. (2010) Optimal self-explanation prompt design in dynamic multi-representational learning environments. ‘Computers & Education.’ 54(4), pp.1089-1100.TaiwanTianan City; Changhua City2010
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30PracticeOthersThis project uses an online tool (Widbook) to support secondary-aged learners with making e-books and assessing each other work, for example giving real-time feedback on part of a story just authored. The underlying idea is that this tool provides a public platform to network learners and facilitate commenting. The innovation requires access (and possibly signing up) to this free online tool and time for learners to comment on each other's work.http://ilearntechnology.com/United StatesColorado 2010-2012http://www.widbook.com/
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31PracticeExpertsThis project uses videos to engage high-school learners with a range of complex mathematical ideas, such as by examining patterns on fruit to support discussion of the Fibonacci sequence. The underlying idea is that the videos engage learners by providing a well paced demonstration of the way that mathematics applies to the world around us. The innovation requires access to these free online videos.http://www.youtube.com/user/VihartUnited States California2009-2012
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32PracticeMakingThis project uses an app on the iPad (Scribble Press) to support primary-aged learners with creating multimedia, for example, a story-book, which they can then share. The innovation requires an iPad and access (and possibly signing up) to this app.http://thedigitalprimaryteacher.blogspot.co.uk/CanadaOttawa, Ontario2011-2012http://www.scribblepress.com/
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33PracticeInquiryThis project uses an educational game (iCivics) for secondary-aged learners to learn about government through a simulation, for example, about legal rights. The underlying idea is that this simulation can engage and scaffold understanding of national topics. The innovation requires access to the game.http://ilearntechnology.com/United StatesColorado 2010-2012http://www.icivics.org/
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34PracticeInquiryThis project (Literacy shed) provides a database of tagged short films and images to engage secondary learners with discussion about various literacy themes, for example, with emotions. The innovation requires access (and possibly signing up) to this free online tool and teacher time to locate and integrate materials into discussions.http://ilearntechnology.com/United StatesColorado 2010-2012http://www.literacyshed.com/
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35PracticeOthersThis project involves an organised community fair (Maker Faire) for learners of all ages to engage with public creative projects, including digital creations. The underlying idea is that this inspires learners with what is possible and links with their local community. The innovation requires event organisation and costs as well as participation from numerous individuals and organisations.http://digitaleducationbrighton.org.uk/?cat=3United KingdomBrighton 2008-2012http://www.makerfairebrighton.com/
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36PracticeOthersThis project uses mobile devices to support secondary-aged learners participation in Environmental Studies such as using an app to take images and comment on electricity consuming devices at home. The underlying idea is that mobile devices can support and personalise learners' enquiry. The innovation requires mobile devices and for teachers to provide coherence to the activity.http://knowledgeillusion.wordpress.com/United KingdomLondon2012
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37ResearchPractisingThis project uses a digital dance mat with some specially-designed activities to support young primary learners investigating numbers, for example, comparing number magnitudes. The underlying idea is that learners' physical activity builds upon and develops their spatial representations of numbers. The innovation requires the dance mat and the prototype activities.Fischer, U., Moeller, K., Bientzle, M., Cress, U. and Nuerk, H.-C. (2011) Sensori-motor spatial training of number magnitude representation. ‘Psychonomic Bulletin & Review.’ 18, pp.177-183. GermanyTuebingen2011
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38PracticeExpertsThis project uses an online Mathematics support tool (Maths Doctor) to support secondary-aged learners with Maths through a tutor, for example by problem-solving together using a tool for annotating an on-screen layer. The underlying idea is that this innovation provides learners with personal tuition and a means to communicate annotation in real time. The innovation requires a paid tutor, software, and a screen writing device.http://digitaleducationbrighton.org.uk/?cat=3United KingdomBrighton 2008-2012www.mathsdoctor.tv/
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39ResearchExpertsThis project uses different strategies for learning with animations to support secondary-aged learners in science, for example, learning about the movements of bees. The underlying idea is that certain annotation strategies can help learners benefit from animations. The innovation requires a set of suitable animations and teacher support for learners' annotation strategies.Kombartzky, U., Ploetzner, R., Schlag, S. and Metz, B. (2010) Developing and evaluating a strategy for learning from animations. 'Learning and Instruction.' 20(5), pp. 424-433.GermanyFreiburg2010
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40ResearchAssessThis project uses a virtual representation of number blocks to support primary-aged learners in mathematics, for example, exploring number relationships. The underlying idea is that manipulating blocks on the computer constrains children's actions to practice efficient strategies. The innovation requires the computer application and the teacher to present the activity.Manches, A., O'Malley, C. and Benford, S. (2010) The role of physical representations in solving number problems: A comparison of young children’s use of physical and virtual materials. ‘Computers & Education.’ 54(3), pp.622-640.United KingdomNottingham2010
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41PracticeMakingThis project uses a 3D modelling tool (SketchUp) and 3D map tool (Google Earth) to help learners explore spatial ideas, for example, adding chart data about micro-climates. The underlying idea is that these tools help learners visualise and reflect upon data about the environment. The innovation requires the free tools, data about the environment, and teacher guidance on using the tools and prompting reflection.http://www.digitalgeography.co.uk/United KingdomTaunton2005-2012
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42ResearchMakingThis project uses computer game development to foster the creative perceptions of secondary-aged learners, for example by discussing positive ideas. The underlying idea is that the computer games provide a good environment for learners to explore and share successful approaches with other learners. The innovation requires a game making environment (e.g. GameMaker) and teacher support.Eow, Y.L., Ali, W.Z.b.W., Mahmud, R.b. and Baki, R. (2010) Computer games development and appreciative learning approach in enhancing students’ creative perception. ‘Computers & Education.’ 54(1), pp.146-161. MalaysiaSelangor2010
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43ResearchInquiryThis project (Science Created by You) allows secondary-aged learners to work individually and collaboratively in a virtual environment, for example, by answering socio-scientific questions through activities and sharing explanations. This innovation requires this free tool as well as teacher support for designing and running activities.de Jong, T., van Joolingen, W.R., Giemza, A., Girault, I., Hoppe, U., Kindermann, J., Kluge, A., Lazonder, A.W., Vold, V., Weinberger, A., Weinbrenner, S., Wichmann, A., Anjewierden, A., Bodin, M., Bollen, L., D'Ham, C., Dolonen, J., Engler, J., Geraedts, C., Grosskreutz, H., Hovardas, T., Julien, R., Lechner, J., Ludvigsen, S., Matteman, Y., Meistadt, Ø., Næss, B., Ney, M., Pedaste, M., Perritano, A., Rinket, M., von Schlanbusch, H., Sarapuu, T., Schulz, F., Sikken, J., Slotta, J., Toussaint, J., Verkade, A., Wajeman, C., Wasson, B., Zacharia, Z.C. and van der Zanden, M. (2010) Learning by creating and exchanging objects: The SCY experience. ‘British Journal of Educational Technology.’ 41(6), pp.909-921.Canada; Cyprus; Estonia; France; Germany; Netherlands; NorwayToronto; Nicosia; Tartu; Grenoble; Munich; Essen; Amsterdam; Enschede; Oslo; Bergen2010http://www.scy-net.eu/
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44PracticePractisingThis project uses an interactive graphical environment on a tablet device to engage learners with mathematical ideas, for example, by tilting the device to investigate numerical properties in an activity about larger and smaller numbers. The underlying idea is that the physical actions required in activities not only engage learners but build upon bodily representations of mathematical ideas. The innovation requires a tablet device and the app.http://motionmathgames.com/United StatesSan Fransico, California2012
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45PracticeMakingThis project uses a mapping tool (OverlapMaps.com) to help learners visualise the relation of different land masses, for example, the size of the UK compared to African nations. The underlying idea is that tool provides a visual representation to helps explore the relative size of areas and support class discussions about geographical resources. The innovation requires access to this free online tool.http://www.scoop.it/t/geography-educationUnited StatesAustin, Texas2001-2012http://overlapmaps.com/
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46PracticeOthersThis project uses an online tool that provides learners with a way to share comments during a lesson, for example, posting ideas during a review session. The underlying idea is that all learners share ideas by posting comments and suggestions on the class-displayed webpage during the lesson. The innovation requires the free online tool, mobile devices, and a shared class screen.http://yoursmarticles.blogspot.co.uk/ and http://yoursmarticles.blogspot.co.uk/search?q=review+sessionUnited States Grand Island, New York2008-2012
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47PracticeOthersThis project uses a shared online wall space (Wallwisher) to help learners share their learning aims with peers, for example by posting success criteria for tasks. The underlying idea is that the tool provides a shared space for learners to view other learners' ideas. The innovation requires access to this free (although subscription may be needed) online tool and teacher time to set up the wall.http://www.ideastoinspire.co.uk/United KingdomNottingham2012http://wallwisher.com/
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48ResearchPractisingThis project uses a mobile phone app to teach young, Chinese groups of learners how to write Chinese characters. The app uses the form of traditional Chinese group games, with which learners are already familiar, to support continued participation and confidence. This innovation requires all learners in the group to have the app installed on their mobile phones so that they can all play together.Tian, F., Lv, F., Wang, J., Wang, H., Luo, W., Kam, M., Setlur, V., Dai, G. and Canny, J. (2010) Let's play Chinese characters: mobile learning approaches via culturally inspired group games. In E. Mynatt, G. Fitzpatrick, S. Hudson, K. Edwards and T. Rodden (Eds) ‘CHI '10: Proceedings of the 28th international conference on Human factors in computing systems.’ Atlanta, GA, USA, April 10-15, 2010. pp.1603-1612. New York, NY: ACM Press.China; United StatesBeijing; Berkeley, California; Pittsburgh, Pennsylvania2010
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49PracticeExpertsThis project uses a game and console (Kinect Sports) to engage learners in Mathematics, for example, calculating differences in player scores. The underlying idea is that the game engages learners and produces data that can be leveraged by teachers. The innovation requires the game, console, and teacher guidance.http://missaliceleung.wordpress.com/category/xbox/AustraliaSydney2011-2012
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50PracticeExpertsThis project uses a gesture-controlled console and game (Kinect Sports) to support secondary-aged pupils in mathematics, for example, in an activity calculating average speeds. The underlying idea is that the game provides an engaging context to ground mathematics problems. The innovation requires the game, the console and teacher's guidance.http://tbarrett.edublogs.org/2009/10/14/nintendo-wii-golf-subtraction/United KingdomNottingham2006-2009
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51PracticeMakingThis project uses an augmented reality tool (Woices) to support secondary-aged learners with recording their ideas linked to different locations, for example, creating an audio treasure hunt for other learners linked to historical locations. The underlying idea is that the tool allows learners to create and explore information linked to different contexts. The innovation requires a mobile device, the AR app, and peers to take part in activities.http://nikpeachey.blogspot.co.uk/2012/04/getting-learning-out-of-classroom-with.htmlUnited KingdomSevenoaks2007-2012http://woices.com/
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52PracticeExpertsThis project uses stop-start animations available on video sharing sites (YouTube) to support learners with discussing story sequencing, for example, using a silent story clip about a boy and wolf. The underlying idea is that the animation engages learners to work together, where the silent clips allows multiple discussions in class. The innovation requires access to a video-sharing site (e.g. YouTube) and the teacher to identify appropriate resources.http://yoursmarticles.blogspot.co.uk/2011/04/video-sequencing.htmlUnited StatesGrand Island, New York2008-2012
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53ResearchMakingThis project uses an authoring tool (Evolution) to help secondary-aged learners to organise, collaborate around, and present multimedia about their museum experiences, for example, recording notes and photographs using mobile devices. The underlying idea is that the tools engage learners in out-of-school contexts and then go on to prepare a presentation for their peers. The innovation requires the availability of the authoring tool, mobile devices, and teacher time to organise the museum visit.Wishart, J. and Triggs, P. (2010) MuseumScouts: Exploring how schools, museums and interactive technologies can work together to support learning. ‘Computers & Education.’ 54(3), pp.669-678.United KingdomBristol2010
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54PracticeOthersThis project uses an online portal (VYou.com) connecting language learners to natives, for example, asking a question to an English native who will then leave a recorded reply in their language. The underlying idea is that this innovation is more authentic and motivating than typical classroom language tasks. The innovation requires this portal, a webcam, willing natives, and possibly teacher time for monitoring.http://nikpeachey.blogspot.co.uk/United KingdomSevenoaks2007-2012
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55ResearchInquiryThis project uses augmented reality visualisations in museums to guide learners around a science museum on a field trip, for example, using large projected images attached to specific exhibits. The underlying idea is that learners are supported in their own inquiry within the museum, supported by the visualisations and by worksheets provided by their teacher. This innovation requires the visualizations in the museum as well as teacher time to organize the field trip within the timetable and prepare worksheets.Yoon, S.A., Elinich, K.J., Steinmeier, C., Wang, J. and Tucker, S. (2011) Learning science through knowledge-building and augmented reality in museums. In H. Spada, G. Stahl, N. Miyake and N. Law (Eds) ‘CSCL2011: Computer-supported Collaborative Learning.’ Conference Proceedings Volume I. pp.9-16. Alpharetta, GA: International Society of the Learning Sciences.United StatesPhiladelphia, Pennsylvania2011
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56ResearchInquiryThis project uses a special set of playing cards and a set of card-sorting exercises to help learners, in any one of a variety of age groups, better understand some basic elements of computer programming. The underlying idea is that the cards provide a relaxed, informal way to discuss issues of algorithmic thinking that might otherwise intimidate many learners. The innovation requires that the teacher (or someone similar) has enough knowledge and skill to provide appropriate structure to the discussion.Dorn, B. and Guzdial, M. (2010) Learning on the job: characterizing the programming knowledge and learning strategies of web designers. In E. Mynatt, G. Fitzpatrick, S. Hudson, K. Edwards and T. Rodden (Eds) ‘CHI '10: Proceedings of the 28th international conference on Human factors in computing systems.’ Atlanta, GA, USA, April 10-15, 2010. pp.703-712. New York, NY: ACM Press.United StatesAtlanta, Georgia2010
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57PracticeOthersThis project uses an online portal (Vital) to support teachers with sharing ideas and good practice, particularly with respect to embedding technology into the curriculum. The underlying idea is that the managed portal ensures quality and well-managed resources to support teachers' development. The innovation requires access to this service and for teachers to share practice.http://digitaleducationbrighton.org.uk/?cat=3United KingdomBrighton 2008-2012http://www.vital.ac.uk/
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58ResearchExploringThis project uses a very large, multi-touch display technology to engage people in public exhibition spaces with concepts relating to Science in Society. The underlying idea is that several participants can simultaneously navigate different 'layers' of information in public, leave their own annotations for others and discuss the issues raised with other users and nearby spectators. This innovation requires a large interactive display, software, installation expertise and peers for discussions.Jacucci., G., Morrison., A., Richard., G.T., Kleimola, J., Peltonen., P., Parisi., L. and Laitinen, T. (2010) Worlds of information: designing for engagement at a public multi-touch display. In E. Mynatt, G. Fitzpatrick, S. Hudson, K. Edwards and T. Rodden (Eds) ‘CHI '10: Proceedings of the 28th international conference on Human factors in computing systems.’ Atlanta, GA, USA, April 10-15, 2010. pp.2267-2276. New York, NY: ACM Press.Finland; Italy; United StatesHelsinki; Rome; New York, New York2010
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59ResearchInquiryThis project aims to teach web design skills to small groups of learners using collaboration scripts and incomplete concept maps. The underlying idea is that these tools allow learner groups to better understand web design by working together on extended tasks using a scripted inquiry approach. Constraints include providing learners with access to suitable web-design tools and the specialist design-based learning environment used by the project.El-Rafai, W., Kollar, I. and Fischer, F. (2011) Facilitating web design skills through online design-based learning: the case of collaboration scripts and incomplete concept maps. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds) 'CSCL2011: Computer-supported Collaborative Learning, Conference Proceedings.' Volume I, pp. 120-127. Alpharetta, GA: International Society of the Learning Sciences.GermanyMunich2011
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60PracticeMakingThis project uses an online map tool (Google Maps) to engage learners in geometry in Mathematics, for example, measuring the area and perimeter of familiar places. The underlying idea is that the tool can motivate learners by provide a more meaningful model for investigation. The innovation requires Google Maps, practice mastering the tools and teacher guidance in activities.http://www.ideastoinspire.co.uk/United KingdomNottingham2012
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61ResearchExploringThis project uses a graphical visualisation tool to help learners improve their Internet search skills by visualising the search progress of other learners undertaking similar tasks, using a visualisation that looks like a graphical timeline. The underlying idea is that learners can see what information other people uncovered and so develop better search strategies of their own. This innovation requires access to the software, and peers undertaking similar searches.Moraveji, N., Ahmad, S., Kita, C., Chen, F. and Kamvar, S. (2011) Weblines: enabling the social transfer of web search expertise using user-generated short-form timelines. In H. Spada, G. Stahl, N. Miyake and N. Law (Eds) ‘CSCL2011: Computer-supported Collaborative Learning.’ Conference Proceedings Volume I. pp.112-119. Alpharetta, GA: International Society of the Learning Sciences.United StatesStanford, California2011
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62PracticeOthersThis project involves a blog to support primary-aged learners with writing and sharing their personal perspectives in and out of school, for example, their opinions of school food. The underlying idea is that this tool motivates writing by providing access to a wider audience. The innovation requires a free blogging tool and writing support from a family member.http://www.edu.blogs.com/United KingdomEdinburgh 2011-2012
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63PracticeSettingsThis project is a private-sector service provider that creates location-based games for smart phones from designs created by users, for example, games designed by educators for use by their students. The underlying idea is that the simplified interface provides a way for developers in education to specify location-based activities for learners. The innovation requires payment to the particular company for developing the game from the design.http://digitaleducationbrighton.org.uk/?cat=3United KingdomBrighton 2008-2012http://www.locomatrix.com/
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64ResearchOthersThis project uses a digital storybook and a video conferencing application to help grandparents provide help at a distance to young learners who are learning to read. The underlying idea is that the storybook tool can display the reading materials to both learners and grandparents, and can provide assistance to grandparents on setting up the video connection and about what kind of assistance they might provide to the learner. The innovation requires both learners and grandparents to have access to the technology, and must both be available at a common time.Raffle, H., Ballagas, R., Revelle, G., Horii, H., Follmer, S., Go, J. et al. (2010) Family story play: reading with young children (and Elmo) over a distance. In E. Mynatt, G. Fitzpatrick, S. Hudson, K. Edwards and T. Rodden (Eds) ‘CHI '10: Proceedings of the 28th international conference on Human factors in computing systems.’ Atlanta, GA, USA, April 10-15, 2010. pp.1583-1592. New York, NY: ACM Press.United StatesPalo Alto, California; New York, New York; Cambridge, Massachusetts2010
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65PracticeMakingThis project uses video cameras to encourage learners to work together to create video-recorded mathematics explanations, for example of scaled diagrams to someone who does not know what they are. The underlying idea is that the process of discussing and co-creating explanations helps learners share and consolidate their understanding. The innovation requires peers and a video camera.http://missaliceleung.wordpress.com/category/xbox/AustraliaSydney2011-2012
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66PracticeAssessThis project uses panoptic cameras and a video tagging database tool (IrisConnect) to help teachers record, reflect upon, and share teaching practice, for example, particular behaviour management strategies. The underlying idea is that this tool makes certain strategies explicit to support professional development, whilst gradually building a resource bank for teachers. The innovation requires a camera, the tool including storage, and teachers' time and willingness to record and share their lessons.http://www.l4l.co.uk/?p=2656United KingdomBrighton 2006-2012http://www.irisconnect.co.uk/
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67PracticeMakingThis project uses an online image editor (PhotoScape) to help primary-aged learners create and annotate digital images, such as a comic. The underlying idea is that learners are motivated to write using new forms of media. The innovation requires access (and possibly signing up) to this free online tool.http://knowledgeillusion.wordpress.com/United KingdomLondon2012http://www.photoscape.org/ps/main/index.php
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68PracticeOthersThis project uses an online 'sticky notes' notice board tool to encourage secondary-aged learners to take part in discussions, for example, posting video responses on a particular theme. The underlying idea is that the tool helps learners present and share their thoughts on a particular subject. The innovation requires the online tool, a theme to be set up by the teacher and a webcam to record ideas.http://nikpeachey.blogspot.co.uk/United KingdomSevenoaks2007-2012
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69ResearchInquiryThis project (Room quake) uses instrumentation on PDAs, simple physical tools, and physical movement to support children's science inquiry in class, for example by determining the epicentre and magnitude of earthquakes based on information available via the different tools. The underlying idea is that classrooms embed imaginary dynamic phenomena using lightweight computing. This innovation requires PDAs, the prototype materials, and the teacher's support to structure learners' activities.Moher, T., Hussain, S., Halter, T. and Kilb, D. (2005) Roomquake: Embedding dynamic phenomena within the physical space of an elementary school classroom. In W. Kellogg, S. Zhai, G. van der Veer and C. Gale (Eds) ‘CHI 2005: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems.’ Portland, OR, USA – April 02-07, 2005. pp.1665-1668. New York, NY: ACM Press.United StatesChicago, Illinois, Oak Part, Illinois, and La Jolla, California2005
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70PracticeOthersThis project (Classroom20.com) provides a social network for practitioners to exchange ideas about social and participative technologies in the classroom, for example, advice on using tools such as Blackboard. The underlying idea is that this network provides practitioners with professional support and tangible ideas for their practice. The innovation requires free access to the site, teaching peers for responses, and the time of organisers to vet subscribers (avoiding spammers).http://www.classroom20.com/United StatesSacramento, California2007-2012
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71PracticeMakingThis project uses a simplified programming language (Scratch) to motivate primary-aged learners to learn programming in after-school clubs (Code Clubs), for example, by creating coded animations. The underlying idea is that the tool provides an accessible and engaging way to learn basic programming skills in a more informal school setting. The innovation requires the free tool and out of school adult support.http://www.bbc.co.uk/news/technology-17740143United KingdomLondon2012http://www.codeclub.org.uk/
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72ResearchOthersThis project uses a range of technologies in a specially designed room to support group design activities, for example, a large multi-touch display screen and tools allowing learners to transfer information from pieces of paper to areas of the screen, as well as connecting their own devices. The underlying idea is that the tools facilitate parallel collaboration between different sized sub-groups and the transition to whole-group working by providing an environment where information can be easily created, accessed and transferred around. This innovation requires the cost of a suitable room, and integrating and installing the devices within it.Haller, M., Leitner, J., Seifried, T., Wallace, J.R., Scott, S.D., Richter, C., Brandl, P., Gokcezade, A. and Hunter, S. (2010) The NiCE discussion room: integrating paper and digital media to support co-located group meetings. In E. Mynatt, G. Fitzpatrick, S. Hudson, K. Edwards and T. Rodden (Eds) ‘CHI '10: Proceedings of the 28th international conference on Human factors in computing systems.’ Atlanta, GA, USA, April 10-15, 2010. pp.609-618. New York, NY: ACM Press.Austria; Canada; United StatesHagenberg; Waterloo, Ontario; Cambridge, Massechusetts2010
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73PracticeExploringThis project ('hole in the wall') uses a computer secured in a public place to encourage learners to explore the Internet and learn language, for example, English in an Indian village. The underlying idea is that in the absence of tuition, this innovation can motivate learners to teach themselves and each other. The innovation requires a computer with internet, and a secure position in a public place.http://www.ted.com/talks/lang/en/sugata_mitra_shows_how_kids_teach_themselves.htmlIndiaNew Delhi2008http://www.hole-in-the-wall.com/
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74PracticeMakingThis project uses cameras (Flip) to help learners generate questions in pairs, for example, questions about a reading text. The underlying idea is that the innovation encourages learners to work together to articulate a question to record. The innovation requires a flip camera and reading text, teacher support, and peers to present the questions to.http://tbarrett.edublogs.org/2009/02/25/using-instant-messaging-to-engage-children-with-reading-comprehension/United KingdomNottingham2006-2009
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75ResearchOthersThis project uses an instructional tool (Synergo) to develop primary-aged learners' independent problems solving skills, for example, by providing structured problems about healthy eating. The underlying idea is that the computer-based tool can scaffold key aspects of learning by providing appropriate guidance, including about collaboration with other learners. The innovation requires that learners have access to the tool and that suitable peers are available with whom to collaborateLazakidou, G. and Retalis, S. (2010) Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. ‘Computers & Education.’ 54(1), pp.3-13.GreecePiraeus2010
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76PracticeExploringThis project uses an online virtual 3D environment and community to let primary-aged learners explore and construct objects collaboratively, such as a tower. The underlying idea is that the environment engages and facilitates open-ended construction in a virtual world, whilst letting learners communicate with one another. The innovation requires the free tool and adult volunteer time to monitor learners for safety. 93. This project uses an online tool (Wordle) to create word clouds to help learners of English explore themes in text, such as key words in a story. The underlying idea is that the tool provides a visualisation of text to stimulate discussion. The innovation requires the free online tool, text to analyse, and teacher guidance for discussion.http://markmarshall.edublogs.org/2012/02/16/minecraft-a-new-virtual-tool-for-learning/IndonesiaJakarta2009-2012
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77ResearchExploringThis project uses a specially designed web interface to support learners discussing politics in the comments section of an online blog. The underlying idea is that, compared with a conventional list of comments, the interface encourages learners to interact with more of the comments they read and to argue their points of view in constructive ways. This innovation requires the tool, which needs to be compatible with several blogging platforms, and peers for discussions.Faridani, S., Bitton, E., Ryokai, K. and Goldberg, K. (2010) Opinion space: a scalable tool for browsing online comments. In E. Mynatt, G. Fitzpatrick, S. Hudson, K. Edwards and T. Rodden (Eds) ‘CHI '10: Proceedings of the 28th international conference on Human factors in computing systems.’ Atlanta, GA, USA, April 10-15, 2010. pp.1175-1184. New York, NY: ACM Press.United StatesBerkeley, California2010
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78PracticeExpertsThis project (remind101) provides a safe way for teachers to communicate with students and parents using text, for example, when reminding students about deadlines. The underlying idea is that this tool provides a safe way for teachers to communicate, using mobile phones that students and parents use pervasively. The innovation requires access to an app, which is currently free, mobile devices, and for teachers to have time to send messages.https://www.remind101.com/United StatesSan Francisco, California 2012
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79ResearchOthersThis project uses social media (Twitter) to support university learners' on-going participation, for example in discussions within pre-health professional courses. The underlying idea is that the social media increases engagement in academic and co-curricula discussions. The innovation requires a free social media tool and devices, particularly mobiles.Junco, Heiberge, R. and Loken, E. (2011) The effect of Twitter on college student engagement and grades. 'Journal of Computer Assisted Learning' (2011), 27, pp.119–132United StatesLock Haven, Pennsylvania; Brookings, South Dakota; University Park, Ppennsylvania2011
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80ResearchOthersThis project uses a novel classroom design (Active Learning Classrooms) to encourage new pedagogical approaches in University tutorials. The underlying idea is that the tools are “ a set of moveable round tables with attached screens, student laptops, an 'instructor station' that can monitor student activity as well as control two interactive whiteboards, and wall-mounted glass marker boards to “ better support students working in collaborative groups, and can be used in flexible ways that area responsive to the particular needs of the learning scenario. The innovation requires that a University installs the equipment in seminar rooms and allows appropriately timetabled access to tutor groups.Brooks, D.C. (2011) Space Matters: The Impact of Formal Learning Environments on Student Learning. ‘British Journal of Educational Technology.’ Vol. 42, No. 5, pp.719-726.United StatesMinneapolis, Minnesota2011
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81ResearchOthersThis project uses an interactive video conferencing tool to support learners collaboration over a distance, for example learners at two institutions working on the same construction activities.. The underlying idea is that the video conferencing broadens learners' opportunities for communication with those outside the classroom. The innovation requires access to the video conferencing tool, adequate Internet connection speed, appropriate display screens and logistical organisation between participating institutions.Anastasiades, P.S., Filippousis, G., Karvunis, L., Siakis, S., Tomazinakis, A., Giza, P. and Mastoraki, H. (2010) Interactive Videoconferencing for collaborative learning at a distance in the school of 21st century: A case study in elementary schools in Greece. 'Computers & Education' 54(2), pp.321-339.GreeceAthens; Chania; Crete; Rethymno2010
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82ResearchPractisingThis project uses an educational game (Zombie Division) to help primary-aged children learn mathematics through engaging activities, for example, by allowing them to 'divide' skeletons with numbers on their chests using mathematical 'weapons'. The underlying idea is that learning is more effective by integrating fun and learning content. This innovation requires the software and teacher support.Habgood, M.P.J. and Ainsworth, S.E. (2011) Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games. ‘Journal of the Learning Sciences.’ 20 (2), pp.169-206.United KingdomSheffield2011
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83ResearchSettingsThis project uses software on a tablet PC to support links between the learning undertaken at home and at school, for example, activities to encourage family support for homework and a messaging system supporting communication between parents and the teacher. The underlying idea is that the technology can encourage greater parental involvement and help parents to provide assistance to their children that is relevant to what they are learning at school. The innovation requires the tablet PCs and software, including homework resources, to be made available to learners, and some time commitment from both parents and teachers.Lewin, C. and Luckin, R. (2010) Technology to support parental engagement in elementary education: Lessons learned from the UK. ‘Computers & Education.’ 54(3), pp.749-758.United KingdomCrewe; London2010
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84PracticeAssessThis project uses a tool to create wikis quickly (QWiki) to support secondary and higher education learners with creating presentations about their learning, for example creating a personal narration of web material. The underlying idea is that this tool provides an easy way for learners to pull together web materials and webcam recording to demonstrate and share understanding. The innovation requires a microphone and access (and possibly signing up) to this free online tool.http://ilearntechnology.com/United StatesColorado 2010-2012http://www.qwiki.com/
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85ResearchExploringThis project uses a game on a mobile phone to help people concentrate when undertaking tasks where getting better requires repeated practice. The underlying principle is that engagement with the mobile game helps the user to avoid the performance-reduction issues associated with boredom. This innovation requires that the person must first have acquired some basic skills in the repetitive task, so that they are able to both practise and play the game at the same time.Shastri., D., Fujiki., Y., Buffington., R., Tsiamyrtzis., P., and Pavlidis., I. (2010) O job can you return my mojo: improving human engagement and enjoyment in routine activities. In E. Mynatt, G. Fitzpatrick, S. Hudson, K. Edwards, & T. Rodden (Eds.) 'CHI '10: Proceedings of the 28th international conference on Human factors in computing systems.' Atlanta, GA, USA, April 10-15, 2010 pp. 2491-2498. New York, NY: ACM Press. Greece; United StatesAthens; Houston, Texas2010
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86ResearchOthersThis project uses a special plugin for a wiki environment to improve collaborative authoring of content. The underlying idea is that users should be supported in determining the next steps that need to be taken in a collaborative writing project, and in negotiating and assigning the different roles that team-members will take as the activity progresses. This innovation requires access to a wiki with the plugin installed, and for the teacher to set up suitable collaborative writing tasks.Chi, C., Zhou, M.X., Yang, M., Xiao, W., Yu, Y. and Sun, X. (2010) Dandelion: supporting coordinated, collaborative authoring in Wikis. In E. Mynatt, G. Fitzpatrick, S. Hudson, K. Edwards and T. Rodden (Eds) ‘CHI '10: Proceedings of the 28th international conference on Human factors in computing systems.’ Atlanta, GA, USA, April 10-15, 2010. pp.1199-1202. New York, NY: ACM Press.ChinaBeijing2010
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87ResearchPractisingThis project uses multimedia software to support primary-aged learners' literacy development, for example, their recognition of whole words. The underlying idea is that the tool lets children hear a word by clicking on it when reading. The innovation requires the software to be made available to learners.Karemaker, A., Pitchford, N.J. and O'Malley, C. (2010) Enhanced recognition of written words and enjoyment of reading in struggling beginner readers through whole-word multimedia software. ‘Computers & Education.’ 54(1), pp.199-208.United KingdomNottingham 2010
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88PracticeMakingThis project uses a popular 3D game (Spore) to inspire learners to create a story, for example, descriptions about characters they have created. The underlying idea is that the game provides an immersive and engaging platform to motivate writing. The innovation requires the game and console, and teaching activity to scaffold writing.http://nikpeachey.blogspot.co.uk/United KingdomSevenoaks2007-2012
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89PracticePractisingThis project uses a game building tool (GameBuilder in Wordia) to engage learners with domain vocabulary by creating and sharing games, for example a geography Capital naming game. The underlying idea is that the tool engages learners in practising vocabulary by creating and completing each other games. The innovation requires free access to the game (signing up to share).http://educationgamesnetwork.com/learning-gamesUnited KingdomLondon2012http://wordia.com/
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90PracticeAssessThis project uses a tool (IRIS Connect) for storing and sharing video of teachers' practice with an online community to promote professional reflection, for example, learning from peer teaching strategies. The underlying idea is that this innovation allows teachers access to their own and others' lessons to view in their own time. The innovation requires the tool including storage space and teacher time to record and view video resources.http://digitaleducationbrighton.org.uk/?cat=3United KingdomBrighton 2008-2012http://www.irisconnect.co.uk/
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91ResearchOthersThis project uses a special tool that allows someone to record their thoughts and reflections in a structured way before taking part in a 'brainstorming' process. The underlying idea is that by having people think about the problem first in structured ways, the brainstorming session itself will be better structured and more productive. The tool must be used at a suitable time, just before brainstorming is to occur.Bao, P., Gerber, E., Gergle, D. and Hoffman, D. (2010) Momentum: getting and staying on topic during a brainstorm. In E. Mynatt, G. Fitzpatrick, S. Hudson, K. Edwards and T. Rodden (Eds) ‘CHI '10: Proceedings of the 28th international conference on Human factors in computing systems.’ Atlanta, GA, USA, April 10-15, 2010. pp.1233-1236. New York, NY: ACM Press.United StatesEvanston, Iillinois2010
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92PracticeExploringThis project uses a game to motivate a secondary-aged learner with creating stories at home, such as descriptions of her own characters. The underlying idea is that the game provides inspiration to write stories in a similar theme. The innovation requires the game and console, as well as parental support and encouragement.http://digitalparent.maremel.com/United StatesMonrovia, California2007-2011
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93ResearchOthersThis project uses a tool that allows learners working in pairs to annotate video material about Historical topics. The underlying idea is that learners read each other's comments and can discuss with each other their different interpretations of the video, thereby gaining better insight into the topic. This innovation requires the tool and the teacher's time to select the video and organise suitable pairs of learners to work together.Zahn, C., Krauskopf, K., Hesse, F.W. and Pea, R. (2011) Digital media in the classroom: a study on how to improve guidance for successful collaboration and learning in student teams. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds) 'CSCL2011: Computer-supported Collaborative Learning, Conference Proceedings.' Volume I, pp. 152-159. Alpharetta, GA: International Society of the Learning Sciences.Germany; United States Tuebingen; Stanford2011
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94ResearchMakingThis project uses the outline function of common writing software (e.g., Microsoft Word) to support learners writing, for example in argumentative texts. The underlying idea is that the tool helps learners to plan their arguments. The innovation requires access to the writing software and some teacher guidance in how to use the outline feature.de Smet, M.J.R., Broekkamp, H., Brand-Gruwel, S. and Kirschner, P.A. (2011) Effects of electronic outlining on students’ argumentative writing performance. ‘Journal of Computer Assisted Learning.’ 27, pp.557-574. Netherlands Amsterdam; Heerlen; Utrecht2011
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95ResearchOthersThis project uses a visualisation tool to support learners developing their critical thinking by debating politics in online blogs. The underlying idea is that the tool analyses and provides a visual representation of different 'information scents' so as to support reasoned argumentation. The innovation requires learners to have access to the blogging tool and some knowledge about the political issues being discussed.Baumer, E.P.S., Sinclair, J. and Tomlinson, B. (2010) America is like Metamucil: fostering critical and creative thinking about metaphor in political blogs. In E. Mynatt, G. Fitzpatrick, S. Hudson, K. Edwards and T. Rodden (Eds) ‘CHI '10: Proceedings of the 28th international conference on Human factors in computing systems.’ Atlanta, GA, USA, April 10-15, 2010. pp.1437-1446. New York, NY: ACM Press.United StatesIrvine, California2010
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96ResearchExploringThis project uses a gesture control device (Wii remote) and an onscreen representation to help learners explore and discuss their mathematical understanding, for example, of ratio. The underlying idea is that the design encourages learners to make gestures to represent mathematical concepts and then to reflect upon and discuss how their gestures related to the concepts. The innovation requires the gesture console, the prototype device and peers to be available so that learners can discuss their ideas.Abrahamson, D. (2012) You're it! Body, action, and object in STEM learning. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds) 'Proceedings of the International Conference of the Learning Sciences: Future of Learning' (ICLS 2012) Vol. 2: Symposia, pp. 99-109. Sydney: University of Sydney / ISLS.United States Berkeley, California2010
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97ResearchExpertsThis project uses a small robotic tutor to provide support to learners who are learning a new language, by providing prompting about use of vocabulary . The underlying idea is that the tool can model the language capabilities of the learner and gradually reduce support, thereby promoting independence. This innovation requires the robotic tool as well as a quiet room.Saerbeck, M., Schut, T., Bartneck, C. and Janse, M.D. (2010) ‘Expressive robots in education: varying the degree of social supportive behavior of a robotic tutor.’ Proceedings of the 28th ACM Conference on Human Factors in Computing Systems (CHI2010), Atlanta, pp.1613-1622.Netherlands Eindhoven2010
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98ResearchSettingsThis project uses small laptops to support groups of learners writing their notes and recording images while out on Geography field trips. The underlying idea is that learners will be better able to relate the learning on the field trip back to the classroom if they can take notes and have access to explanatory curriculum materials while in the field. This innovation requires teachers to manage the complex, technology-supported field trip activity and encourage learners to work together collaboratively out of class.Tan, E. and So, H-J. (2011) Location-based collaborative learning at a geography trail: examining the relationship among task design, facilitation and discourse types. In H. Spada, G. Stahl, N. Miyake and N. Law (Eds) ‘CSCL2011: Computer-supported Collaborative Learning.’ Conference Proceedings Volume I. pp.41-48. Alpharetta, GA: International Society of the Learning Sciences.SingaporeSingapore2011