Printer Friendly

An Effect of Interactive Media in a Social Awareness Ubiquitous Learning Community.

ERIC Descriptors: Educational Environment; Safety Education; Active Learning; Teaching Methods; Foreign Countries; Video Technology; Educational Media; Consciousness Raising; Teacher Education; Educational Technology; Educational Games; Simulation; Electronic Publishing; Technology Uses in Education; Planning; Lesson Plans; Motor Vehicles; Traffic Safety; Communities of Practice; Handheld Devices; Telecommunications

To read the full text of this article, click here:

Chulalongkorn University collaboratively worked with the Office of Basic Education, and Department of Highways, with support from a Corporate Social Responsibility Unit (CSR) of Toyota motor Thailand in a Road Safety Project. The project was aimed at cultivating a social awareness, "from a school to a community", using a set of interactive media that supports a ubiquitous learning environment. A framework of "Ubiquitous Learning Community: from a School to a Community", consisted of three phrases of work: (1) A development of interactive media for a social awareness, (2) An accelerated teacher training network, and (3) An establishment of a ubiquitous learning community. An interactive media so-called a "White-Road Social Awareness Toolkit", is a design of media for learning intervention based upon a continuum of an abstract to a concrete learning experience, consisted of a simple interactive paper-printed book integrated with an Augmented Reality (AR), an interactive game-based learning, a Virtual Learning Center, and a Multimedia Blog for an Appreciative Inquiry (AI), as well as a Digital Storytelling (DS) of a learning community. The second phase of the project when the toolkits were fully developed, teacher training programs were offered to groups of teacher network. To lead an active learning in school and to bind teachers to be a network group, teachers were invited to share a "WhiteRoad safety Wikipedia", a series of integrated Road-Safety Lesson Plans, based on a "Challenged-based Learning technique", that students together with community set a goal to achieve their own community road safety issue. In the final phase of establishing a ubiquitous learning community, teachers led students to perform a road safety learning task in their communities, and using their mobile devices archived evidence of their works, and produce a video product in a digital storytelling fashion, and eventually uploaded to a social network community platform. A mixed method research method was applied in this final phase. The framework of "Ubiquitous Learning Community: from a School to a Community" was deployed to a group of 68 teachers and 124 students from 20 schools and communities in the central part of Thailand. The results showed the high level of road-safety social awareness of the sampling group. There was evidence of the establishment of seven active learning communities. The interactive media were found to be instructional realistic, purposefully emotional involvement, and meanwhile bridging learning tasks to a social awareness in a ubiquitous learning environment. (Contains 3 tables.)

COPYRIGHT 2011 U.S. Department of Education
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2011 Gale, Cengage Learning. All rights reserved.

Article Details
Printer friendly Cite/link Email Feedback
Author:Na-songkhla, Jaitip
Publication:ERIC: Reports
Article Type:Report
Geographic Code:1USA
Date:Nov 14, 2011
Previous Article:Funding the Arms Race: A Case Study of Student Athletic Fees.
Next Article:Using Data to Improve Instruction in the Great City Schools: Documenting Current Practice. Urban Data Study.

Terms of use | Privacy policy | Copyright © 2020 Farlex, Inc. | Feedback | For webmasters