Pub Date : 2021-03-01DOI: 10.21125/INTED.2021.1193
Carlos Carbonell, S. Cardona, Ivan Dominguez‐Candela, V. Fombuena, M. López-Pérez, J. Lora, Raquel Sanchis
An important issue in any academic degree is to develop a high level of vertical/horizontal coordination between the different subjects taught along the four courses. This activity takes into account the coordination of the contents and methodologies that the teachers teach and the students acquire, the timing when the students learn them and the homework/exams that they do. As a result, both teachers and students gain an overall view of the degree and the teaching-learning process improves. According to this idea, the teachers of the Chemical Engineering degree at Campus of Alcoy are participating in an Educational Innovation and Improvement Project (PIME) for applying the project-based learning (PBL) methodology to the design of an adsorption system for the elimination of dyes in wastewater from the textile industry. This work is scheduled along the four courses and is distributed between some of the core subjects that the students attend. The adsorption column design is partially solved in each subject and the results obtained in one subject are used in the following. As a result, the project is completed sequentially throughout the degree applying a methodology based on teamwork. This paper shows the activities proposed in different subjects, their timing and assessments during four courses. These activities include laboratory work for obtaining adsorption equilibrium and adsorption kinetics experimental data together with column dynamic performance. Other activities belong to the modelling and simulation domain for establishing the mathematical equations corresponding to the different phenomena linked to adsorption. Also, there are activities focused on experimental data treatment for estimating the parameters characterizing the adsorption isotherms or mass transfer coefficients. Finally, other activities are devoted to the column design and control, cost estimation, and oral/writing communication of the work done by the students.
{"title":"PROJECT-BASED LEARNING AS A COORDINATION METHODOLOGY BETWEEN SUBJECTS IN A CHEMICAL ENGINEERING DEGREE","authors":"Carlos Carbonell, S. Cardona, Ivan Dominguez‐Candela, V. Fombuena, M. López-Pérez, J. Lora, Raquel Sanchis","doi":"10.21125/INTED.2021.1193","DOIUrl":"https://doi.org/10.21125/INTED.2021.1193","url":null,"abstract":"An important issue in any academic degree is to develop a high level of vertical/horizontal coordination between the different subjects taught along the four courses. This activity takes into account the coordination of the contents and methodologies that the teachers teach and the students acquire, the timing when the students learn them and the homework/exams that they do. As a result, both teachers and students gain an overall view of the degree and the teaching-learning process improves. According to this idea, the teachers of the Chemical Engineering degree at Campus of Alcoy are participating in an Educational Innovation and Improvement Project (PIME) for applying the project-based learning (PBL) methodology to the design of an adsorption system for the elimination of dyes in wastewater from the textile industry. This work is scheduled along the four courses and is distributed between some of the core subjects that the students attend. The adsorption column design is partially solved in each subject and the results obtained in one subject are used in the following. As a result, the project is completed sequentially throughout the degree applying a methodology based on teamwork. This paper shows the activities proposed in different subjects, their timing and assessments during four courses. These activities include laboratory work for obtaining adsorption equilibrium and adsorption kinetics experimental data together with column dynamic performance. Other activities belong to the modelling and simulation domain for establishing the mathematical equations corresponding to the different phenomena linked to adsorption. Also, there are activities focused on experimental data treatment for estimating the parameters characterizing the adsorption isotherms or mass transfer coefficients. Finally, other activities are devoted to the column design and control, cost estimation, and oral/writing communication of the work done by the students.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"738 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131763617","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 : 2021-03-01DOI: 10.21125/INTED.2021.0807
A. Rodrigues, Luísa Cerdeira, M. Machado-Taylor, H. Alves
Digital technologies have been playing an increasingly relevant role in the personal, social, academic, and professional lives of all citizens, especially after the Covid-19 pandemic. As a result, the technological skills development is a central issue for any country's education and development policies. Throughout school life, young people in primary and secondary education, and later, in Higher Education Institutions (HEIs), to a greater or lesser degree, have the opportunity to build and develop various skills, namely technological. These will certainly be useful in their academic, social, and professional future life. In this way, it is intended to study which technological skills are built and developed by higher education students and what their perception about the importance of technological skills in employment, personal life, and social relationships in the future. There will be a literature review that will serve as a basis for the design of an online questionnaire to be applied to HEIs students, to verify which areas of technological skills (based on the European Digital Competence Framework for Citizens) are most developed and understand repercussions they may have on the professional, personal, and social future of these students and for their future quality of life. The questionnaire was tested, reviewed by experts, and applied to students from three public education institutions located in the North, Centre, and South of Portugal. A summary of the results obtained with this questionnaire is presented.
{"title":"THE IMPORTANCE OF DEVELOPING STUDENTS' TECHNOLOGICAL SKILLS IN HIGHER EDUCATION FOR THEIR FUTURE QUALITY OF LIFE","authors":"A. Rodrigues, Luísa Cerdeira, M. Machado-Taylor, H. Alves","doi":"10.21125/INTED.2021.0807","DOIUrl":"https://doi.org/10.21125/INTED.2021.0807","url":null,"abstract":"Digital technologies have been playing an increasingly relevant role in the personal, social, academic, and professional lives of all citizens, especially after the Covid-19 pandemic. As a result, the technological skills development is a central issue for any country's education and development policies. Throughout school life, young people in primary and secondary education, and later, in Higher Education Institutions (HEIs), to a greater or lesser degree, have the opportunity to build and develop various skills, namely technological. These will certainly be useful in their academic, social, and professional future life. In this way, it is intended to study which technological skills are built and developed by higher education students and what their perception about the importance of technological skills in employment, personal life, and social relationships in the future. There will be a literature review that will serve as a basis for the design of an online questionnaire to be applied to HEIs students, to verify which areas of technological skills (based on the European Digital Competence Framework for Citizens) are most developed and understand repercussions they may have on the professional, personal, and social future of these students and for their future quality of life. The questionnaire was tested, reviewed by experts, and applied to students from three public education institutions located in the North, Centre, and South of Portugal. A summary of the results obtained with this questionnaire is presented.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130277665","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 : 2021-03-01DOI: 10.21125/INTED.2021.0472
J. L. C. Mustelier, C. P. Narciso, J. H. Herbert, P. Westrin, F. Luque, L. Piovano
The use of games as learning tools has become a valuable way to help students to learn while having fun. Based on this idea, BetterGeo is a modification created by the Geological Survey of Sweden (SGU) on Minecraft, one of the most popular games in the world, to improve to help primary school students to get familiarised with the importance of raw materials in modern life and start learning basic concepts on geology, minerals, mining, mineral processing, and circular economy. Together with the development of the mod, BetterGeo projects also work in the development of learning materials to help teachers and students in this approach to the Raw Materials sector. The project developing this initiative, named BetterGeoEdu, is developed with the support of EIT Raw Materials, one of the eight Knowledge and Innovation Communities (KICs) initiated by the EIT (European Institute of Innovation and Technology), funded by the European Commission, and whose mission is to help boost the competitiveness, growth, and attractiveness of the European raw materials sector through radical innovation and guided entrepreneurship. The Technical University of Madrid is one of the partners participating in this pioneering initiative, and in this paper, the idea behind BetterGeo, the goals, and the partners of the consortium are described together with the innovative development of exercises and educational material designed to make easy to primary school students the first contact with raw materials. efficient learning tool on rocks and minerals, in the form of an interactive game complementing BetterGeo. It is designed for pre-university level students, with or without a vocation for natural sciences. With the support of four sample boxes containing igneous, metamorphic, sedimentary, and mineral rocks for the exercise, the student randomly chooses a sample and starts the game. The game raises several questions about the sample that the student must answer intuitively with a click. If the answer is affirmative, the system offers a route with more information about the sample. If the answer is negative, the system forces the student to go back and start again. If the students can complete the exercise, they will have access to the name of the rock or mineral and will be able to access the sample boxes to start a new analysis. The commands are interactive and intuitive, to better capture the student’s attention. This system offers several advantages: the student manages the entire process by himself, learns without prior knowledge, understands instantly the meaning of the questions and answers as they arise based on comparison with objects and situations known to the student. Additionally, it teaches the applications and uses of minerals and rocks in everyday life.
{"title":"BETTERGEOEDU: THE USE OF MINECRAFT AS AN INTERACTIVE TOOL TO FACILITATE THE KNOWLEDGE ON ROCKS AND MINERALS IN PRIMARY SCHOOL STUDENTS","authors":"J. L. C. Mustelier, C. P. Narciso, J. H. Herbert, P. Westrin, F. Luque, L. Piovano","doi":"10.21125/INTED.2021.0472","DOIUrl":"https://doi.org/10.21125/INTED.2021.0472","url":null,"abstract":"The use of games as learning tools has become a valuable way to help students to learn while having fun. Based on this idea, BetterGeo is a modification created by the Geological Survey of Sweden (SGU) on Minecraft, one of the most popular games in the world, to improve to help primary school students to get familiarised with the importance of raw materials in modern life and start learning basic concepts on geology, minerals, mining, mineral processing, and circular economy. Together with the development of the mod, BetterGeo projects also work in the development of learning materials to help teachers and students in this approach to the Raw Materials sector. The project developing this initiative, named BetterGeoEdu, is developed with the support of EIT Raw Materials, one of the eight Knowledge and Innovation Communities (KICs) initiated by the EIT (European Institute of Innovation and Technology), funded by the European Commission, and whose mission is to help boost the competitiveness, growth, and attractiveness of the European raw materials sector through radical innovation and guided entrepreneurship. The Technical University of Madrid is one of the partners participating in this pioneering initiative, and in this paper, the idea behind BetterGeo, the goals, and the partners of the consortium are described together with the innovative development of exercises and educational material designed to make easy to primary school students the first contact with raw materials. efficient learning tool on rocks and minerals, in the form of an interactive game complementing BetterGeo. It is designed for pre-university level students, with or without a vocation for natural sciences. With the support of four sample boxes containing igneous, metamorphic, sedimentary, and mineral rocks for the exercise, the student randomly chooses a sample and starts the game. The game raises several questions about the sample that the student must answer intuitively with a click. If the answer is affirmative, the system offers a route with more information about the sample. If the answer is negative, the system forces the student to go back and start again. If the students can complete the exercise, they will have access to the name of the rock or mineral and will be able to access the sample boxes to start a new analysis. The commands are interactive and intuitive, to better capture the student’s attention. This system offers several advantages: the student manages the entire process by himself, learns without prior knowledge, understands instantly the meaning of the questions and answers as they arise based on comparison with objects and situations known to the student. Additionally, it teaches the applications and uses of minerals and rocks in everyday life.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130904114","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 : 2021-03-01DOI: 10.21125/INTED.2021.2057
D. Garcia-Garcia, N. Montanes, L. Quiles-Carrillo, J. Ivorra‐Martinez, Raquel Sanchis
The implementation of the European Higher Education Area (EHEA) resulted in a change in the concept of teaching-learning, from a traditional teacher-centered model to a current model focused on student learning. In this new model, the student takes an active role in acquiring competencies to process information, while the teacher is the facilitator of learning. In competence-based teaching, knowledge is approached through its interrelationship with other elements and at the same time bringing into play both knowledge and skills, abilities, and values, thus contributing to learning of great relevance to be transferred to the professional activity. Within the framework of the EHEA, the Project Based Learning (PBL) methodology is an effective tool for the acquisition of knowledge and skills that society is demanding from students, preparing them for their professional future. The PBL is a learning methodology in continuous growth and evolution, becoming one of the most used methodologies in the current educational systems. This methodology is focused on the resolution of projects based on real problems by the students, mainly combined in groups. The PBL methodology allows students to acquire knowledge, develop different specific skills, increase their analysis and synthesis capabilities, and the development of research skills. In addition, PBL offers a number of advantages, as it allows students to become protagonists of their own learning, encouraging teamwork and leadership, and generating an active, dynamic, and participatory teaching environment in which feedback occurs between teachers and students, contributing to improved student learning. For all these reasons, it is considered that this learning methodology can be interesting and appropriate for its implementation in university degree subjects, as it allows students to prepare for real situations that they will later experience in their professional lives.
{"title":"IMPLEMENTATION OF THE PROJECT BASED LEARNING METHODOLOGY IN THE “MATERIALS. DESIGN AND RESTYLING” SUBJECT","authors":"D. Garcia-Garcia, N. Montanes, L. Quiles-Carrillo, J. Ivorra‐Martinez, Raquel Sanchis","doi":"10.21125/INTED.2021.2057","DOIUrl":"https://doi.org/10.21125/INTED.2021.2057","url":null,"abstract":"The implementation of the European Higher Education Area (EHEA) resulted in a change in the concept of teaching-learning, from a traditional teacher-centered model to a current model focused on student learning. In this new model, the student takes an active role in acquiring competencies to process information, while the teacher is the facilitator of learning. In competence-based teaching, knowledge is approached through its interrelationship with other elements and at the same time bringing into play both knowledge and skills, abilities, and values, thus contributing to learning of great relevance to be transferred to the professional activity. Within the framework of the EHEA, the Project Based Learning (PBL) methodology is an effective tool for the acquisition of knowledge and skills that society is demanding from students, preparing them for their professional future. The PBL is a learning methodology in continuous growth and evolution, becoming one of the most used methodologies in the current educational systems. This methodology is focused on the resolution of projects based on real problems by the students, mainly combined in groups. The PBL methodology allows students to acquire knowledge, develop different specific skills, increase their analysis and synthesis capabilities, and the development of research skills. In addition, PBL offers a number of advantages, as it allows students to become protagonists of their own learning, encouraging teamwork and leadership, and generating an active, dynamic, and participatory teaching environment in which feedback occurs between teachers and students, contributing to improved student learning. For all these reasons, it is considered that this learning methodology can be interesting and appropriate for its implementation in university degree subjects, as it allows students to prepare for real situations that they will later experience in their professional lives.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124609323","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 : 2021-03-01DOI: 10.21125/INTED.2021.1212
Lorena Gonzalez, V. Alfonsín, R. Maceiras, Arturo González
{"title":"ADAPTATION OF TEACHING METHODOLOGIES DURING COVID-19 CRISIS SITUATION","authors":"Lorena Gonzalez, V. Alfonsín, R. Maceiras, Arturo González","doi":"10.21125/INTED.2021.1212","DOIUrl":"https://doi.org/10.21125/INTED.2021.1212","url":null,"abstract":"","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131595181","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 : 2021-03-01DOI: 10.21125/INTED.2021.0726
M. Canepa, F. Ballini, D. Dalaklis, S. Vakili
In recent years, the use of digital means is rapidly expanding throughout the whole world and the maritime industry is not an exception; dealing effectively with the issue of “Cyber Security” should be a high priority issue for the numerous maritime stakeholders. It is also useful to point out that the maritime sector still maintains its importance for today’s global economy: acting as the backbone of world trade, approximately 80-90% of goods and raw materials are served nowadays by the international shipping industry. Additionally, the so-called "digitalization phenomenon" is rapidly expanding in all sectors of the economy, including the maritime one; both onboard ships and in ports, Information Technology (IT) applications systems are numerous, and very often designed without taking into account the growing cyber risks. The Cyber-MAR Project is focused on hyper-realistic simulation and emulation of maritime systems (e.g. Supply Chain) and aims to create a federated Cyber Range (CR Cyber-MAR) which will include various platforms and interconnected systems onboard a ship or on land, in order to facilitate a real-time simulation of cyber-attacks and relevant malicious attempts. Cutting a long way short, CR Cyber-MAR will be an integral part of an ambitious IT security training offer, aimed at target groups with different levels of experience and technical skills available. The analysis at hand will initially deliver a literature review in relation to education and training on cybersecurity, with a very dedicated focus on the maritime domain. Then, a discussion of the position of the International Maritime Organization on the wider topic of maritime cybersecurity will be taking place. Afterward, the impact of a training session affiliated with the Project under discussion will be provided. A conclusion clearly standing out is that the vast majority of participants confirmed an improvement in their cybersecurity skills, as well as an increased level of awareness towards cyber threats.
{"title":"ASSESSING THE EFFECTIVENESS OF CYBERSECURITY TRAINING AND RAISING AWARENESS WITHIN THE MARITIME DOMAIN","authors":"M. Canepa, F. Ballini, D. Dalaklis, S. Vakili","doi":"10.21125/INTED.2021.0726","DOIUrl":"https://doi.org/10.21125/INTED.2021.0726","url":null,"abstract":"In recent years, the use of digital means is rapidly expanding throughout the whole world and the maritime industry is not an exception; dealing effectively with the issue of “Cyber Security” should be a high priority issue for the numerous maritime stakeholders. It is also useful to point out that the maritime sector still maintains its importance for today’s global economy: acting as the backbone of world trade, approximately 80-90% of goods and raw materials are served nowadays by the international shipping industry. Additionally, the so-called \"digitalization phenomenon\" is rapidly expanding in all sectors of the economy, including the maritime one; both onboard ships and in ports, Information Technology (IT) applications systems are numerous, and very often designed without taking into account the growing cyber risks. The Cyber-MAR Project is focused on hyper-realistic simulation and emulation of maritime systems (e.g. Supply Chain) and aims to create a federated Cyber Range (CR Cyber-MAR) which will include various platforms and interconnected systems onboard a ship or on land, in order to facilitate a real-time simulation of cyber-attacks and relevant malicious attempts. Cutting a long way short, CR Cyber-MAR will be an integral part of an ambitious IT security training offer, aimed at target groups with different levels of experience and technical skills available. The analysis at hand will initially deliver a literature review in relation to education and training on cybersecurity, with a very dedicated focus on the maritime domain. Then, a discussion of the position of the International Maritime Organization on the wider topic of maritime cybersecurity will be taking place. Afterward, the impact of a training session affiliated with the Project under discussion will be provided. A conclusion clearly standing out is that the vast majority of participants confirmed an improvement in their cybersecurity skills, as well as an increased level of awareness towards cyber threats.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132037682","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 : 2021-03-01DOI: 10.21125/INTED.2021.1188
Ivan Dominguez‐Candela, S. Cardona, J. Lora, M. López-Pérez, V. Fombuena
The resolution of material balances is one of the main activities both in Chemical Engineering studies and in the development of the profession. Their resolution translates into a system of algebraic equations that can be quite complex. For its resolution, it is necessary to use mathematical software, as is the case with Matlab. However, students may have a deficit in programming skills with Matlab. To solve this deficit, students have been provided with a Matlab template, where the student only has to enter the main parameters of each material balance in order to obtain a mathematical solution. With the aim of knowing the acceptance of the mentioned methodology for the mathematical resolution of material balances, a survey has been provided to the students, where anonymously, they respond, at the end of the subject, their main views on the matter. Key questions such as the usefulness of the methodology, the degree of use, personal assessment, and the relationship between the use of the Matlab template and understanding of knowledge, allow teachers to determine the strengths and weaknesses of the new methodology.
{"title":"ASSESSMENT OF STUDENTS IN THE USE OF MATLAB GUIDE TEMPLATES FOR SOLVING MATERIAL BALANCES. A TEACHING EXPERIENCE IN CHEMICAL ENGINEERING DEGREE","authors":"Ivan Dominguez‐Candela, S. Cardona, J. Lora, M. López-Pérez, V. Fombuena","doi":"10.21125/INTED.2021.1188","DOIUrl":"https://doi.org/10.21125/INTED.2021.1188","url":null,"abstract":"The resolution of material balances is one of the main activities both in Chemical Engineering studies and in the development of the profession. Their resolution translates into a system of algebraic equations that can be quite complex. For its resolution, it is necessary to use mathematical software, as is the case with Matlab. However, students may have a deficit in programming skills with Matlab. To solve this deficit, students have been provided with a Matlab template, where the student only has to enter the main parameters of each material balance in order to obtain a mathematical solution. With the aim of knowing the acceptance of the mentioned methodology for the mathematical resolution of material balances, a survey has been provided to the students, where anonymously, they respond, at the end of the subject, their main views on the matter. Key questions such as the usefulness of the methodology, the degree of use, personal assessment, and the relationship between the use of the Matlab template and understanding of knowledge, allow teachers to determine the strengths and weaknesses of the new methodology.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125653455","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 : 2020-12-22DOI: 10.21125/INTED.2021.0491
E. Baguzina
The article focuses on integration of project work into content-based instruction for foreign language university learners. By such integration educators facilitate students' creativity, ignite their motivation of self-expression, develop their collaboration and problem-solving skills. Apart from that educators create an engaging foreign language learning environment to enhance their classroom practices. Connecting Shakespeare's literary heritage with a topic under review suddenly breathed new life into the routine of the English language program for undergraduate students studying for their Bachelor's Degree in Management and Business. While working on the thematic unit «Crime and Punishment» students came up with an idea of staging Shakespeare's «Othello» at the Annual students' conference. Learning English through the prism of Art triggered a powerful emotional response, requiring learners to study authentic reading materials, search for supplementary historical and country studies sources, view online videos and collect related Internet sites. Digital and Internet technology supported every stage of the «Othello project»: starting from animated content summaries to choosing background music and surfing online sites for theatre props. Students' mobile and digital devices enabled them to access online materials any time and any place as well as connect with one another. The outcomes of the project were most rewarding in terms of developing the basic four language skills, learners' creativity and self-expression. Team-building , another skill which is most important for future managers cemented our cast. The «Othello project» had unexpected real life outcomes by getting recommendations from Moscow English theatre professionals. The project was a truly joyous experience for all students. It is also worth noting that by means of such social and emotional learning educators effectively develop collaboration, creativity, critical thinking, communication and problem-solving which are in the top ten skills for job candidates in 2020.
{"title":"TECHNOLOGY ASSISTED CREATIVE PROJECTS: MAXIMIZING UNIVERSITY STUDENTS’ PARTICIPATION IN FOREIGN LANGUAGE LEARNING","authors":"E. Baguzina","doi":"10.21125/INTED.2021.0491","DOIUrl":"https://doi.org/10.21125/INTED.2021.0491","url":null,"abstract":"The article focuses on integration of project work into content-based instruction for foreign language university learners. By such integration educators facilitate students' creativity, ignite their motivation of self-expression, develop their collaboration and problem-solving skills. Apart from that educators create an engaging foreign language learning environment to enhance their classroom practices. Connecting Shakespeare's literary heritage with a topic under review suddenly breathed new life into the routine of the English language program for undergraduate students studying for their Bachelor's Degree in Management and Business. While working on the thematic unit «Crime and Punishment» students came up with an idea of staging Shakespeare's «Othello» at the Annual students' conference. Learning English through the prism of Art triggered a powerful emotional response, requiring learners to study authentic reading materials, search for supplementary historical and country studies sources, view online videos and collect related Internet sites. Digital and Internet technology supported every stage of the «Othello project»: starting from animated content summaries to choosing background music and surfing online sites for theatre props. Students' mobile and digital devices enabled them to access online materials any time and any place as well as connect with one another. The outcomes of the project were most rewarding in terms of developing the basic four language skills, learners' creativity and self-expression. Team-building , another skill which is most important for future managers cemented our cast. The «Othello project» had unexpected real life outcomes by getting recommendations from Moscow English theatre professionals. The project was a truly joyous experience for all students. It is also worth noting that by means of such social and emotional learning educators effectively develop collaboration, creativity, critical thinking, communication and problem-solving which are in the top ten skills for job candidates in 2020.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122002268","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 : 2020-11-01DOI: 10.21125/iceri.2020.0288
Mikhael Jude Dionio, A. Fernandez, R. Feria, L. L. Figueroa, M. R. Solamo
{"title":"LIKHA! MAHIKA: AN EDUCATIONAL ONLINE COMPETITIVE MOBILE GAME TO HELP FACILITATE THE LEARNING OF BAYBAYIN","authors":"Mikhael Jude Dionio, A. Fernandez, R. Feria, L. L. Figueroa, M. R. Solamo","doi":"10.21125/iceri.2020.0288","DOIUrl":"https://doi.org/10.21125/iceri.2020.0288","url":null,"abstract":"","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115964888","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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