Pub Date : 2021-07-06DOI: 10.21125/EDULEARN.2021.1245
Sharon Cox
Knowledge sharing is at the heart of pedagogy and there are a wide range of methods to assess understanding, retention and application of knowledge. Identifying gaps in understanding, where misunderstanding or misinterpretation of knowledge has occurred remains challenging. This paper focuses on the question: how do we measure the differences and similarities between the mental model in the head of the tutor and the mental model in the head of the student? LEGO® Serious Play® is a structured method of using LEGO® bricks for problem solving and sharing tacit knowledge based on the Piaget’s constructivism theory. The method encourages participants to externalize their understanding, building a physical representation of their mental model. Participants share their mental model by explaining its physical representation in the LEGO® model. This paper presents the results of a pilot study to explore how LEGO® Serious Play® may be used to assess the extent to which the mental model in the head of the tutor has been successfully shared with students. The work focuses on how the method can be used to identify whether students have developed a similar mental model in their heads and how similarities and differences can be surfaced. The initial pilot study suggests that LEGO® Serious Play® is an effective method for creating a safe environment to externalize and share mental models, promoting meaningful discussion. This research will be of interest to tutors who are seeking novel ways of encouraging students to share their thoughts and build richer mental models.
{"title":"USING LEGO® SERIOUS PLAY® TO ARTICULATE UNDERSTANDING AND SHARE MENTAL MODELS","authors":"Sharon Cox","doi":"10.21125/EDULEARN.2021.1245","DOIUrl":"https://doi.org/10.21125/EDULEARN.2021.1245","url":null,"abstract":"Knowledge sharing is at the heart of pedagogy and there are a wide range of methods to assess understanding, retention and application of knowledge. Identifying gaps in understanding, where misunderstanding or misinterpretation of knowledge has occurred remains challenging. This paper focuses on the question: how do we measure the differences and similarities between the mental model in the head of the tutor and the mental model in the head of the student? \u0000 \u0000LEGO® Serious Play® is a structured method of using LEGO® bricks for problem solving and sharing tacit knowledge based on the Piaget’s constructivism theory. The method encourages participants to externalize their understanding, building a physical representation of their mental model. Participants share their mental model by explaining its physical representation in the LEGO® model. \u0000 \u0000This paper presents the results of a pilot study to explore how LEGO® Serious Play® may be used to assess the extent to which the mental model in the head of the tutor has been successfully shared with students. The work focuses on how the method can be used to identify whether students have developed a similar mental model in their heads and how similarities and differences can be surfaced. \u0000 \u0000The initial pilot study suggests that LEGO® Serious Play® is an effective method for creating a safe environment to externalize and share mental models, promoting meaningful discussion. This research will be of interest to tutors who are seeking novel ways of encouraging students to share their thoughts and build richer mental models.","PeriodicalId":231471,"journal":{"name":"EDULEARN21 Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130017460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-05DOI: 10.21125/EDULEARN.2021.2582
Maria Manuela Magalhães Silva, D. Alves
{"title":"EDUCATION FOR ACCESS TO EUROPEAN UNION LAW THROUGH THE USE OF DIGITAL TECHNOLOGIES","authors":"Maria Manuela Magalhães Silva, D. Alves","doi":"10.21125/EDULEARN.2021.2582","DOIUrl":"https://doi.org/10.21125/EDULEARN.2021.2582","url":null,"abstract":"","PeriodicalId":231471,"journal":{"name":"EDULEARN21 Proceedings","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134202957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-05DOI: 10.21125/EDULEARN.2021.1250
Joanne Pigott Hakim, C. Diggle, Anna Gurrey
{"title":"SURVIVING, THRIVING & SACRIFICING: THE HONEST REFLECTIONS AND PERSPECTIVES OF OPPORTUNITIES, CHALLENGES AND ADAPTATIONS FROM STAFF AND STUDENTS ON DELIVERING A NON-ONLINE COURSE TO AN ONLINE COMMUNITY","authors":"Joanne Pigott Hakim, C. Diggle, Anna Gurrey","doi":"10.21125/EDULEARN.2021.1250","DOIUrl":"https://doi.org/10.21125/EDULEARN.2021.1250","url":null,"abstract":"","PeriodicalId":231471,"journal":{"name":"EDULEARN21 Proceedings","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117225830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-05DOI: 10.21125/EDULEARN.2021.2123
M. Hachet, L. Canioni, J. P. Guillet, Stéphanie Fleck, B. Bousquet
{"title":"HOBIT - A NEW CONCEPT FOR PEDAGOGICAL INNOVATIONS IN LEARNING AND TEACHING OPTICS","authors":"M. Hachet, L. Canioni, J. P. Guillet, Stéphanie Fleck, B. Bousquet","doi":"10.21125/EDULEARN.2021.2123","DOIUrl":"https://doi.org/10.21125/EDULEARN.2021.2123","url":null,"abstract":"","PeriodicalId":231471,"journal":{"name":"EDULEARN21 Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123978124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-05DOI: 10.21125/EDULEARN.2021.0759
Izzy. Crawford
As a result of the revolutionary change in remote and online working practices triggered by the pandemic in 2020, the need for universities to prepare students for the international, virtual, workplace has never been greater. To remain competitive in a dynamic and uncertain global environment, employers need graduates who have digital knowledge, skills, resilience, and versatility which is future proof. It is therefore incumbent on Higher Education to develop pedagogies that promote, facilitate, and enhance digital literacy. Within this context, classroom collaboration through online, international, virtual teams can be an effective strategy to enhance digital, intercultural, and employability skills. This presentation will share the findings of a doctoral research project which took place in the Spring of 2020. The project, which involved a series of twelve in-depth interviews with employers in three different countries, sought opinions on global digital competency development and how universities should prepare students for the future workplace. Five interviews were conducted just before the UK pandemic lockdown, one on the first day of lockdown, and six after lockdown had started. This resulted in several poignant references to the global pandemic and how it has forced rapid digital transformation within organizations across all sectors. Many believed the pandemic has had a positive impact on digital literacy and digital infrastructure and a sudden dramatic shift to remote working. The embracing of technology and more flexible working was regarded as necessary and something that most participants would like to retain in the future, however, it is not without its challenges. Bhat and McMahon (2016) argue that technological advances enable intercultural experiential online learning and this was reinforced by the participants who described a wide range of platforms and applications being used in the workplace to facilitate global collaboration and communication, and the importance of training and learning through the direct experience of these tools. The technological challenges and opportunities associated with remote and online working identified by the participants strongly echoed those of students and faculty from previous research (Swartz et al, 2020), including platform compatibility, infrastructure, and support, cost, and efficiency. If the future workplace becomes an established and accepted hybrid of home and office distributed around the globe, driven by rapidly evolving technological change, graduates will need to develop a future-focused mindset centered on creativity, flexibility, and life-long digital learning. The balance between theory and practice in universities may need to be addressed if employers do not feel that graduates are entering the workplace with sufficient skills to do the job. Skills can be acquired and developed through work experience however it could be argued that the highly dynamic and uncertain workplace of th
{"title":"RE-THINKING DIGITAL SKILL DEVELOPMENT POST COVID19 – VIEWS FROM THE WORKPLACE","authors":"Izzy. Crawford","doi":"10.21125/EDULEARN.2021.0759","DOIUrl":"https://doi.org/10.21125/EDULEARN.2021.0759","url":null,"abstract":"As a result of the revolutionary change in remote and online working practices triggered by the pandemic in 2020, the need for universities to prepare students for the international, virtual, workplace has never been greater. To remain competitive in a dynamic and uncertain global environment, employers need graduates who have digital knowledge, skills, resilience, and versatility which is future proof. It is therefore incumbent on Higher Education to develop pedagogies that promote, facilitate, and enhance digital literacy. Within this context, classroom collaboration through online, international, virtual teams can be an effective strategy to enhance digital, intercultural, and employability skills. This presentation will share the findings of a doctoral research project which took place in the Spring of 2020. The project, which involved a series of twelve in-depth interviews with employers in three different countries, sought opinions on global digital competency development and how universities should prepare students for the future workplace. Five interviews were conducted just before the UK pandemic lockdown, one on the first day of lockdown, and six after lockdown had started. This resulted in several poignant references to the global pandemic and how it has forced rapid digital transformation within organizations across all sectors. Many believed the pandemic has had a positive impact on digital literacy and digital infrastructure and a sudden dramatic shift to remote working. The embracing of technology and more flexible working was regarded as necessary and something that most participants would like to retain in the future, however, it is not without its challenges. Bhat and McMahon (2016) argue that technological advances enable intercultural experiential online learning and this was reinforced by the participants who described a wide range of platforms and applications being used in the workplace to facilitate global collaboration and communication, and the importance of training and learning through the direct experience of these tools. The technological challenges and opportunities associated with remote and online working identified by the participants strongly echoed those of students and faculty from previous research (Swartz et al, 2020), including platform compatibility, infrastructure, and support, cost, and efficiency. If the future workplace becomes an established and accepted hybrid of home and office distributed around the globe, driven by rapidly evolving technological change, graduates will need to develop a future-focused mindset centered on creativity, flexibility, and life-long digital learning. The balance between theory and practice in universities may need to be addressed if employers do not feel that graduates are entering the workplace with sufficient skills to do the job. Skills can be acquired and developed through work experience however it could be argued that the highly dynamic and uncertain workplace of th","PeriodicalId":231471,"journal":{"name":"EDULEARN21 Proceedings","volume":"66 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121012815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.21125/EDULEARN.2021.0923
Hande Duzgun Bekdas, S. Yıldız
{"title":"BUILDING A BRIDGE BETWEEN ARCHITECTURAL KNOWLEDGE AND CONCEPTS VIA ABSTRACTION","authors":"Hande Duzgun Bekdas, S. Yıldız","doi":"10.21125/EDULEARN.2021.0923","DOIUrl":"https://doi.org/10.21125/EDULEARN.2021.0923","url":null,"abstract":"","PeriodicalId":231471,"journal":{"name":"EDULEARN21 Proceedings","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114975473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.21125/EDULEARN.2021.1806
M. Banshchikova, K. Tkachenok
{"title":"GIVING FEEDBACK THROUGH MBTI IN AN ONLINE LEARNING CONTEXT (EXEMPLIFIED BY TEACHING GERMAN AS A SECOND FOREIGN LANGUAGE AT THE INSTITUTE OF WORLD ECONOMY AND BUSINESS)","authors":"M. Banshchikova, K. Tkachenok","doi":"10.21125/EDULEARN.2021.1806","DOIUrl":"https://doi.org/10.21125/EDULEARN.2021.1806","url":null,"abstract":"","PeriodicalId":231471,"journal":{"name":"EDULEARN21 Proceedings","volume":"241 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115388718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.21125/EDULEARN.2021.1007
F. Vlach, R. Rak
{"title":"CZECH PRISON STAFF TRAINING AND ENHANCEMENT IN THE TIMES OF PANDEMIC","authors":"F. Vlach, R. Rak","doi":"10.21125/EDULEARN.2021.1007","DOIUrl":"https://doi.org/10.21125/EDULEARN.2021.1007","url":null,"abstract":"","PeriodicalId":231471,"journal":{"name":"EDULEARN21 Proceedings","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115394915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.21125/EDULEARN.2021.0706
D. Iliško, I. Kačāne, Jeļena Badjanova
{"title":"EMOTIONAL AND SOCIAL CHALLENGES OF THE COVID-19 PANDEMIC: TEACHERS’ PERSPECTIVES ON PUPILS’ NEEDS","authors":"D. Iliško, I. Kačāne, Jeļena Badjanova","doi":"10.21125/EDULEARN.2021.0706","DOIUrl":"https://doi.org/10.21125/EDULEARN.2021.0706","url":null,"abstract":"","PeriodicalId":231471,"journal":{"name":"EDULEARN21 Proceedings","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115396922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-01DOI: 10.21125/EDULEARN.2021.0722
Kalina Mincheva, Sabina Eftimova
{"title":"HOW BOOKS HELP CHILDREN UNDERSTAND AND FIND THEIR WAY IN THIS NEW REALITY: GOOD PRACTICES","authors":"Kalina Mincheva, Sabina Eftimova","doi":"10.21125/EDULEARN.2021.0722","DOIUrl":"https://doi.org/10.21125/EDULEARN.2021.0722","url":null,"abstract":"","PeriodicalId":231471,"journal":{"name":"EDULEARN21 Proceedings","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115626482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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