Pub Date : 2020-07-01DOI: 10.21125/edulearn.2020.1542
P. Pecharová
{"title":"DEVELOPMENT OF MOTOR SKILLS BY CHILD DIAGNOSED WITH CEREBRAL PALSY FROM THE PERSPECTIVE OF HELPING PROFESSIONS","authors":"P. Pecharová","doi":"10.21125/edulearn.2020.1542","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1542","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132128457","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 : 2020-07-01DOI: 10.21125/edulearn.2020.1769
T. Evans-Palmer
{"title":"THE ART OF TEACHING WITH HUMOR","authors":"T. Evans-Palmer","doi":"10.21125/edulearn.2020.1769","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1769","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124093266","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 : 2020-07-01DOI: 10.21125/edulearn.2020.1331
Itziar Martínez-de-Alegría, Alvaro Campos, R. Lago, E. Villamor
{"title":"PROMOTING THE PHOTOVOLTAIC DEVELOPMENT IN THE UNIVERSITY OF THE BASQUE COUNTRY (UPV/EHU) BY THE APPLICATION OF REAL PROBLEMS AND SELF-LEARNING PROBLEMS SOLVING","authors":"Itziar Martínez-de-Alegría, Alvaro Campos, R. Lago, E. Villamor","doi":"10.21125/edulearn.2020.1331","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1331","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132939846","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 : 2020-07-01DOI: 10.21125/edulearn.2020.1532
K. Murillo, E. Rocha
The detailed study of the agents and factors involved in the teaching-learning process is vital to advance in the proposal of strategies that contribute to their improvement in all aspects (methodology, evaluation, resource management, between others). Today, many theoretical studies on the quality of education are known, which makes this a broad topic of discussion. However, education is a universe in constant motion which imposes the necessity of new systematic studies from different and relevant perspectives. This work aims to contribute to the study of the quality of higher education, evaluating the teaching-learning process, under two approaches. First, examining the technical efficiency of the institutions of higher education (approach 1), and also evaluating the performance of the students of these institutions, in accordance with the influence of the training of the teachers assigned to them (approach 2). Specifically, the use case study relates to 335 data units representing Colombian higher education institutions, corresponding to 165 institutions in the year 2016 (47 publics and 118 privates), and 170 institutions in the year 2017 (48 publics and 122 privates). The analysis considers variables of training/research for teacher and variables of graduation/performance for students. For the estimation of the efficiency (approach 1) has used a non-parametric, method based on the Multidirectional Efficiency Analysis (MEA). The study is focused on efficiency score, efficiency ratios and analysis of the output inefficiency index. For the exploration of the relationship, academic qualification/performance (approach 2), is executed a Canonical Correlation Analysis (CCA). Box-Cox transformations and filtering analysis to deal with outliers are applied. The statistical significance of the canonical correlations found, are shown with different statistical tests. The greatest contribution of this work is the appropriate combination of the MEA and CCA methodologies, which allows a broader vision of what happens in the scheme: institution efficiency/student performance/teacher training. Our results allow us to characterize the institutions in terms of efficiency, discriminating them into seven groups according to the training offer (doctoral programs, masters, specialization, etc.) and comparatively establish the most relevant relationships between teacher training / research and performance of the student.
{"title":"TEACHING-LEARNING PROCESS UNDER A MULTIDIRECTIONAL EFFICIENCY AND CANONICAL CORRELATION ANALYSIS","authors":"K. Murillo, E. Rocha","doi":"10.21125/edulearn.2020.1532","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1532","url":null,"abstract":"The detailed study of the agents and factors involved in the teaching-learning process is vital to advance in the proposal of strategies that contribute to their improvement in all aspects (methodology, evaluation, resource management, between others). Today, many theoretical studies on the quality of education are known, which makes this a broad topic of discussion. However, education is a universe in constant motion which imposes the necessity of new systematic studies from different and relevant perspectives. This work aims to contribute to the study of the quality of higher education, evaluating the teaching-learning process, under two approaches. First, examining the technical efficiency of the institutions of higher education (approach 1), and also evaluating the performance of the students of these institutions, in accordance with the influence of the training of the teachers assigned to them (approach 2). Specifically, the use case study relates to 335 data units representing Colombian higher education institutions, corresponding to 165 institutions in the year 2016 (47 publics and 118 privates), and 170 institutions in the year 2017 (48 publics and 122 privates). The analysis considers variables of training/research for teacher and variables of graduation/performance for students. For the estimation of the efficiency (approach 1) has used a non-parametric, method based on the Multidirectional Efficiency Analysis (MEA). The study is focused on efficiency score, efficiency ratios and analysis of the output inefficiency index. For the exploration of the relationship, academic qualification/performance (approach 2), is executed a Canonical Correlation Analysis (CCA). Box-Cox transformations and filtering analysis to deal with outliers are applied. The statistical significance of the canonical correlations found, are shown with different statistical tests. The greatest contribution of this work is the appropriate combination of the MEA and CCA methodologies, which allows a broader vision of what happens in the scheme: institution efficiency/student performance/teacher training. Our results allow us to characterize the institutions in terms of efficiency, discriminating them into seven groups according to the training offer (doctoral programs, masters, specialization, etc.) and comparatively establish the most relevant relationships between teacher training / research and performance of the student.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123088127","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 : 2020-07-01DOI: 10.21125/edulearn.2020.1536
K. Stepanyan, Diana Milyukhina
This research is aimed at assisting students in the acquisition of a foreign language (English in particular). Specifically, it investigates the development of fluency and accuracy in advanced-level learners of English through preparation for and actual participation in a public speaking event. The paper examines the literature relating to various modes in which public speaking in L2 and public speaking, in general, can be instrumental in faster L2 acquisition as well as in the development of overall communication competence. This work addresses TED Talks format which has opened new vistas for educational process at high school as it provides academic topics with a wider prospect as well as with a range of relevant vocabulary and grammatical structures. Moreover, public speaking engages speakers into active process of creation, it transforms the whole notion of study into a fruitful practice of learning while doing. Being placed into the circumstances where to be heard they need to cultivate their social, personal and language skills within the framework of the concise message framing, learners take an active position in their education. Undoubtedly, the broader choice of various angles inflames the interest itself. With general direction provided, a potential speaker tries to avoid plagiarism naturally driven by his personal curiosity and appeal to the topic of the speech. The research is based on practical experience of approaching to language learning process by means of public speaking elements. The implications of the public speaking component for university curricula considered, the paper concludes with a number of practical recommendations on how to implement a similar course to reach the desired instructional effect.
{"title":"ACQUISITION OF EFFECTIVE COMMUNICATION AND LANGUAGE SKILLS THROUGH PUBLIC SPEAKING: A CASE STUDY OF THE INTERNATIONAL JOURNALISM FACULTY","authors":"K. Stepanyan, Diana Milyukhina","doi":"10.21125/edulearn.2020.1536","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1536","url":null,"abstract":"This research is aimed at assisting students in the acquisition of a foreign language (English in particular). Specifically, it investigates the development of fluency and accuracy in advanced-level learners of English through preparation for and actual participation in a public speaking event. \u0000 \u0000The paper examines the literature relating to various modes in which public speaking in L2 and public speaking, in general, can be instrumental in faster L2 acquisition as well as in the development of overall communication competence. \u0000 \u0000This work addresses TED Talks format which has opened new vistas for educational process at high school as it provides academic topics with a wider prospect as well as with a range of relevant vocabulary and grammatical structures. Moreover, public speaking engages speakers into active process of creation, it transforms the whole notion of study into a fruitful practice of learning while doing. Being placed into the circumstances where to be heard they need to cultivate their social, personal and language skills within the framework of the concise message framing, learners take an active position in their education. \u0000 \u0000Undoubtedly, the broader choice of various angles inflames the interest itself. With general direction provided, a potential speaker tries to avoid plagiarism naturally driven by his personal curiosity and appeal to the topic of the speech. \u0000 \u0000The research is based on practical experience of approaching to language learning process by means of public speaking elements. \u0000 \u0000The implications of the public speaking component for university curricula considered, the paper concludes with a number of practical recommendations on how to implement a similar course to reach the desired instructional effect.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121229089","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 : 2020-07-01DOI: 10.28925/1609-8595.2020.1.7
Halyna Horbenko, M. Netreba
The article deals with the new principle of diploma defence (protection) for Ukrainian higher education in the form of start-ups on the example of the masters of educational and professional program «Advertising and Public Relations» Borys Grinchenko Kyiv University, which provides great opportunities for the establishment of innovative environment and every alumnus confirms very high level of qualification which was acquired during years of university study. The possible results of such a step for the development of entrepreneurship in Ukraine are also being evaluated. On the grounds of content analysis, the theme of master’s thesis of professional program «Advertising and Public Relations are analyzed as a result of willingness to solve difficult tasks and problems in professional activity, competence to apply the acquired knowledge in applied scientific research, practical communication projects, in public, commercial, creative and other socially beneficial activities with the help of future specialists in the field of advertising and PR. The structural components of a master’s startup project are described in the details, as well as an evaluation criteria and a range of possible points for their implementation were pointed out. clearly defined criteria for evaluating startup projects: creativity, visual effects, aesthetic impression, originality, style, composition, etc. The conclusions which are relative to the dynamic of development such masters’ startups are formulated in the form of more complicated, integrated interdisciplinary project, in which individual parts can be performed by a master of another structural subdivision(unit) of Borys Grinchenko Kyiv University or even other higher education institution.
{"title":"STARTUP AS A DIPLOMA MASTER’S PROJECT: FROM THE IDEA TO A PRACTICAL IMPLEMENTATION","authors":"Halyna Horbenko, M. Netreba","doi":"10.28925/1609-8595.2020.1.7","DOIUrl":"https://doi.org/10.28925/1609-8595.2020.1.7","url":null,"abstract":"The article deals with the new principle of diploma defence (protection) for Ukrainian higher education in the form of start-ups on the example of the masters of educational and professional program «Advertising and Public Relations» Borys Grinchenko Kyiv University, which provides great opportunities for the establishment of innovative environment and every alumnus confirms very high level of qualification which was acquired during years of university study. The possible results of such a step for the development of entrepreneurship in Ukraine are also being evaluated. On the grounds of content analysis, the theme of master’s thesis of professional program «Advertising and Public Relations are analyzed as a result of willingness to solve difficult tasks and problems in professional activity, competence to apply the acquired knowledge in applied scientific research, practical communication projects, in public, commercial, creative and other socially beneficial activities with the help of future specialists in the field of advertising and PR. The structural components of a master’s startup project are described in the details, as well as an evaluation criteria and a range of possible points for their implementation were pointed out. clearly defined criteria for evaluating startup projects: creativity, visual effects, aesthetic impression, originality, style, composition, etc. The conclusions which are relative to the dynamic of development such masters’ startups are formulated in the form of more complicated, integrated interdisciplinary project, in which individual parts can be performed by a master of another structural subdivision(unit) of Borys Grinchenko Kyiv University or even other higher education institution.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129077785","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 : 2020-07-01DOI: 10.21125/edulearn.2020.1432
L. Kontrová, D. Šusteková
{"title":"TEACHING WITH GEOGEBRA VERSUS TRADITIONAL METHOD","authors":"L. Kontrová, D. Šusteková","doi":"10.21125/edulearn.2020.1432","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1432","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129208813","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 : 2020-07-01DOI: 10.21125/edulearn.2020.0807
M. Garçon
Numerous studies, including the well-known PISA surveys, confirm that French students present significant difficulties in mathematics (OECD, 2010, 2014 and 2015). This skills gap, as has been recognized by several observers, can have a negative impact on the human, social and economic development of a territory (CE, 2011). The problem is even more concerning in the French West Indies, where learning difficulties are linked to an educational ecosystem that is a victim of a colonial heritage and a peripheral position that has not allowed development adapted to the local specificities of the educational structures and resources available (Alì, 2017 and 2019), especially in the strategic area of STEM (science, technology, engineering, and mathematics. Roberts and de Oliveira, 2015; MENESRI, 2019). Pending a national plan dedicated to the problems of the "overseas school", the Academies have put in place local measures to improve student performance, particularly in the so-called “fundamental” areas, including mathematics. Since 2013, the Academy of Martinique has deployed its Math Plan. One of its aims is to provide teachers in Cycles 1, 2 and 3 with training and dissemination of teaching resources. The purpose of this communication is to present an initial assessment and evaluation of the results achieved during the first period of operation of the Plan (2013-2017). The results of the first finding showed us that the difficulties of the students are not to be attributed to errors of execution but to a difficulty of understanding the initial concepts. Our questioning around the obstacles that made it difficult to develop an ecosystem positive to mathematical culture in primary school led us to develop a biannual academic training project (2015-2017) based on collective work and a collaborative type of work distribution, from design to evaluation of each activity, according to the criteria defined by Friend and Cook (2007) and professional benchmarks for national education trainers (MENESR, 2015 and 2016). We were aware of the benefits of this organizational modality (a horizontal division of work and the opportunity for all team members to participate in the conceptualization of activities) but also disadvantages in relation to a cooperative type organisation (which would explain and compartmentalize, the Dillenburg, 1999; We hope that this work can contribute to improving continuing training practices for first- and second-degree teachers in the field of mathematics, motivating decision-makers to enhance collective work practices in national education (as claimed by several authors. See Marcel and al., 2007), particularly in contexts marked by strong cultural specificity, as in the "overseas" world.
包括著名的PISA调查在内的大量研究证实，法国学生在数学方面存在重大困难(OECD, 2010年、2014年和2015年)。正如一些观察员所认识到的那样，这种技能差距可能对一个领土的人类、社会和经济发展产生负面影响(CE, 2011)。在法属西印度群岛，这一问题更加令人担忧，那里的学习困难与教育生态系统有关，该生态系统是殖民遗产的受害者，并且处于边缘地位，无法适应当地教育结构和可用资源的特点(Alì， 2017年和2019年)，特别是在STEM(科学、技术、工程和数学)的战略领域。Roberts and de Oliveira, 2015;MENESRI, 2019)。在一项专门解决“海外学校”问题的国家计划出台之前，各院校已经实施了当地措施，以提高学生的表现，特别是在包括数学在内的所谓“基础”领域。自2013年以来，马提尼克学院已经部署了数学计划。其目的之一是为第1、2和3周期的教师提供培训和传播教学资源。本通报的目的是对该计划第一阶段(2013-2017年)实施期间取得的成果进行初步评估和评价。第一个发现的结果告诉我们，学生的困难不是由于执行错误，而是由于难以理解最初的概念。我们对难以在小学建立积极的数学文化生态系统的障碍进行了质疑，这使我们根据Friend和Cook(2007)定义的标准以及国家教育培训师的专业基准(MENESR, 2015年和2016年)，基于集体工作和协作式的工作分配，开发了一个两年一次的学术培训项目(2015-2017)。我们意识到这种组织方式的好处(横向分工，所有团队成员都有机会参与活动的概念化)，但也有与合作型组织相关的缺点(这可以解释和划分，Dillenburg, 1999;我们希望这项工作能够有助于改善数学领域一、二级教师的继续培训实践，激励决策者加强国家教育中的集体工作实践(正如几位作者所声称的那样)。参见Marcel and al.， 2007)，特别是在具有强烈文化特殊性的背景下，如“海外”世界。
{"title":"DID YOU SAY MATHS? NOT EVEN SCARED! ASSESSMENT OF THE FIRST EXERCISE PERIOD OF THE MATH PLAN OF THE ACADEMY OF MARTINIQUE","authors":"M. Garçon","doi":"10.21125/edulearn.2020.0807","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0807","url":null,"abstract":"Numerous studies, including the well-known PISA surveys, confirm that French students present significant difficulties in mathematics (OECD, 2010, 2014 and 2015). This skills gap, as has been recognized by several observers, can have a negative impact on the human, social and economic development of a territory (CE, 2011). The problem is even more concerning in the French West Indies, where learning difficulties are linked to an educational ecosystem that is a victim of a colonial heritage and a peripheral position that has not allowed development adapted to the local specificities of the educational structures and resources available (Alì, 2017 and 2019), especially in the strategic area of STEM (science, technology, engineering, and mathematics. Roberts and de Oliveira, 2015; MENESRI, 2019). Pending a national plan dedicated to the problems of the \"overseas school\", the Academies have put in place local measures to improve student performance, particularly in the so-called “fundamental” areas, including mathematics. Since 2013, the Academy of Martinique has deployed its Math Plan. One of its aims is to provide teachers in Cycles 1, 2 and 3 with training and dissemination of teaching resources. The purpose of this communication is to present an initial assessment and evaluation of the results achieved during the first period of operation of the Plan (2013-2017). The results of the first finding showed us that the difficulties of the students are not to be attributed to errors of execution but to a difficulty of understanding the initial concepts. Our questioning around the obstacles that made it difficult to develop an ecosystem positive to mathematical culture in primary school led us to develop a biannual academic training project (2015-2017) based on collective work and a collaborative type of work distribution, from design to evaluation of each activity, according to the criteria defined by Friend and Cook (2007) and professional benchmarks for national education trainers (MENESR, 2015 and 2016). We were aware of the benefits of this organizational modality (a horizontal division of work and the opportunity for all team members to participate in the conceptualization of activities) but also disadvantages in relation to a cooperative type organisation (which would explain and compartmentalize, the Dillenburg, 1999; We hope that this work can contribute to improving continuing training practices for first- and second-degree teachers in the field of mathematics, motivating decision-makers to enhance collective work practices in national education (as claimed by several authors. See Marcel and al., 2007), particularly in contexts marked by strong cultural specificity, as in the \"overseas\" world.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128743806","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 : 2020-07-01DOI: 10.21125/edulearn.2020.1848
Niklas Humble
An essential part of becoming proficient in any language is to develop and increase the learner’s vocabulary. This is a part of language education and the teaching of grammar, through teaching the ...
{"title":"DEVELOPING A WEB APPLICATION FOR AUTO-GENERATING GRAMMAR TESTS","authors":"Niklas Humble","doi":"10.21125/edulearn.2020.1848","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1848","url":null,"abstract":"An essential part of becoming proficient in any language is to develop and increase the learner’s vocabulary. This is a part of language education and the teaching of grammar, through teaching the ...","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115916091","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 : 2020-07-01DOI: 10.21125/edulearn.2020.1173
Michele Mauri
In this paper it is described the didactical approach used to introduce information visualization to students with a graphic design background. The approach is based on a four-years long experience in which this approach has been refined and tuned for better suiting the students’ needs, and it is specifically addressed to communication design students. While information visualization is a discipline increasingly required by studios and companies, teaching it to design students is not a simple task. Information visualization is not a direct, mechanical operation: it is more similar to a translation in which a number of choices have to be made by the designer. Choices are not just related to the visual side but also to the underlying data: how to select, filter, and aggregate it. To cope with the presented issue, the “learn by doing” didactical approach comes at hand. Students are faced with a concrete experience and provided with the technical means to solve it. By practically realizing projects, the aim is to learn design in its broad sense: how to design things rather than realising a particular artifact. By applying such approach in teaching information visualization, and drawing both on academic and on professional experience, a didactical approach was identified. It provides a process stressing most of the problems that arise when dealing with information visualization, allowing the students to face them and understand how to solve them. The setting can be seen as composed by a series of sandboxes in which students can fail, discuss and improve their knowledge. In the presented approach, students work in teams, with the goal of creating a real infographic for a newspaper. Each phase of the realisation (source identification, dataset selection, technical draft and final delivery) is defined by an output that students have to discuss with teachers and among the class.
{"title":"INTRODUCING INFORMATION VISUALIZATION TO DESIGN STUDENTS","authors":"Michele Mauri","doi":"10.21125/edulearn.2020.1173","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1173","url":null,"abstract":"In this paper it is described the didactical approach used to introduce information visualization to students with a graphic design background. The approach is based on a four-years long experience in which this approach has been refined and tuned for better suiting the students’ needs, and it is specifically addressed to communication design students. While information visualization is a discipline increasingly required by studios and companies, teaching it to design students is not a simple task. Information visualization is not a direct, mechanical operation: it is more similar to a translation in which a number of choices have to be made by the designer. Choices are not just related to the visual side but also to the underlying data: how to select, filter, and aggregate it. To cope with the presented issue, the “learn by doing” didactical approach comes at hand. Students are faced with a concrete experience and provided with the technical means to solve it. By practically realizing projects, the aim is to learn design in its broad sense: how to design things rather than realising a particular artifact. By applying such approach in teaching information visualization, and drawing both on academic and on professional experience, a didactical approach was identified. It provides a process stressing most of the problems that arise when dealing with information visualization, allowing the students to face them and understand how to solve them. The setting can be seen as composed by a series of sandboxes in which students can fail, discuss and improve their knowledge. In the presented approach, students work in teams, with the goal of creating a real infographic for a newspaper. Each phase of the realisation (source identification, dataset selection, technical draft and final delivery) is defined by an output that students have to discuss with teachers and among the class.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116927742","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：