Pub Date : 2020-07-01DOI: 10.21125/edulearn.2020.1584
Mércia Santi, M. Aguirre, M. J. X. Aguirre, G. Carvalho, Wendella Silva, Adriel Bezerra, Wilmara Costa, Emilie Bevilaqua de Carvalho Costa, B. Silva, V. Lima
{"title":"PLAY: HUMAN ACTIVITY AND THE EDUCATIONAL TOOL OF THE SCHOOL CONTEXT","authors":"Mércia Santi, M. Aguirre, M. J. X. Aguirre, G. Carvalho, Wendella Silva, Adriel Bezerra, Wilmara Costa, Emilie Bevilaqua de Carvalho Costa, B. Silva, V. Lima","doi":"10.21125/edulearn.2020.1584","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1584","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"39 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":"117125104","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.2020.0350
Á. Iglesias
{"title":"DISABLED UNIVERSITY STUDENTS: AN EXPLORATORY STUDY OF A SUPPORT PROGRAM IN A SPANISH UNIVERSITY","authors":"Á. Iglesias","doi":"10.21125/edulearn.2020.0350","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0350","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"3 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":"115459903","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.2020.0831
Helena Belchior-Rocha, Rosário Mauritti, João Monteiro, Luis Carneiro
The need to prepare the next generation for the labour market and for new social contexts requires that higher education (ES) reorganizes its learning and training offers to reflect this growing demand. In order to do this, higher education institutions (HEIs) must face certain challenges in identifying and understanding the characteristics and needs of the new generation of students. Over the last few decades, reference models on transversal competences (soft skills) have been established, classifying them under these nomenclatures: instrumental, interpersonal and systemic. However, such classifications do not always consider the temporal and socioeconomic contexts of such references. With the aim of designing a more adequate offer of formative education, we have developed a study based on the systematization of the literature encompassing reference models, categorization and terminology of competences skills and aptitudes. Our study intends to analyses to what extent classification systems (at least in some cases) refer to equal, different or complementary competences in each one. An asymmetry remains evident between the needs for skills enabling full participation in the present digital society and the educational development that HEIs offer convergent with these same needs. Such an asymmetry not only exists at the professional level, but also affects the behavioral, emotional, social, and cultural capacities. Moreover, unlike digital skills, 21st century skills are not necessarily underpinned solely by digital technologies. If two decades ago the categorization terminology were limited to instrumental, interpersonal and systemic skills, the research in this area would have developed more detailed frameworks that do not separate 21st century skills from digital skills, but instead a more comprehensive set would have been established: foundational or fundamental, emancipatory and humanistic, social and emotional skills to learn, create and innovate, and artistic skills. In addition, the discussion focuses on students' abilities to acquire and develop these new skills in an academic and professional context while disregarding the teacher's capacities to conduct and integrate those skills in transversal and transdisciplinary approaches in teaching and learning.
{"title":"21ST CENTURY SKILLS AND DIGITAL SKILLS, ARE ONE AND THE SAME THING?","authors":"Helena Belchior-Rocha, Rosário Mauritti, João Monteiro, Luis Carneiro","doi":"10.21125/edulearn.2020.0831","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0831","url":null,"abstract":"The need to prepare the next generation for the labour market and for new social contexts requires that higher education (ES) reorganizes its learning and training offers to reflect this growing demand. In order to do this, higher education institutions (HEIs) must face certain challenges in identifying and understanding the characteristics and needs of the new generation of students. Over the last few decades, reference models on transversal competences (soft skills) have been established, classifying them under these nomenclatures: instrumental, interpersonal and systemic. However, such classifications do not always consider the temporal and socioeconomic contexts of such references. With the aim of designing a more adequate offer of formative education, we have developed a study based on the systematization of the literature encompassing reference models, categorization and terminology of competences skills and aptitudes. Our study intends to analyses to what extent classification systems (at least in some cases) refer to equal, different or complementary competences in each one. An asymmetry remains evident between the needs for skills enabling full participation in the present digital society and the educational development that HEIs offer convergent with these same needs. Such an asymmetry not only exists at the professional level, but also affects the behavioral, emotional, social, and cultural capacities. Moreover, unlike digital skills, 21st century skills are not necessarily underpinned solely by digital technologies. If two decades ago the categorization terminology were limited to instrumental, interpersonal and systemic skills, the research in this area would have developed more detailed frameworks that do not separate 21st century skills from digital skills, but instead a more comprehensive set would have been established: foundational or fundamental, emancipatory and humanistic, social and emotional skills to learn, create and innovate, and artistic skills. In addition, the discussion focuses on students' abilities to acquire and develop these new skills in an academic and professional context while disregarding the teacher's capacities to conduct and integrate those skills in transversal and transdisciplinary approaches in teaching and learning.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"69 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":"133288184","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.2020.1289
A. Peña-Fernández, S. Fenoy, Joshua Simons, C. del Águila, J. Shell, M. Evans, L. Acosta
{"title":"DEVELOPING A SMARTPHONE APP FOR LEARNING PARASITOLOGY","authors":"A. Peña-Fernández, S. Fenoy, Joshua Simons, C. del Águila, J. Shell, M. Evans, L. Acosta","doi":"10.21125/edulearn.2020.1289","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1289","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"74 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":"114826322","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.2020.1511
K. Tkachenok, K. Stepanyan
{"title":"THE EXPERIENCE OF THE PUBLIC SPEAKING COMPONENT IMPLEMENTATION INTO THE CURRICULA OF THE FUTURE SPECIALISTS IN INTERNATIONAL LAW AND JOURNALISM BY THE EXAMPLE OF MONTHLY CONFERENCE LET’S TALK","authors":"K. Tkachenok, K. Stepanyan","doi":"10.21125/edulearn.2020.1511","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1511","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"30 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":"131534630","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.2020.2156
A. Augustinienė, Berita Simonaitienė, R. Erentaitė, Rimantas Vosylis, Saulė Raižienė
In the stage of middle adolescence educational goals become salient for students. However, their salience may change over the period of late adolescence (Massey et al, 2008). From the perspective of achievement motivation (Law, Elliot, & Murayama, 2012), achievement goals are considered to be cognitive-dynamic goals focused on educational competence. School goal structure refers to goal-related messages made salient by the policies, practices, and communication strategies that teachers employ with students (Park, et al., 2018). Students adopt the achievement goals that match the goals stressed in their environment. Pursuing mastery-approach goals is more beneficial for students’ deeper learning, well-being and long-term outcomes than pursuing performance goals (Elliot & Hulleman, 2017). Metaanalysis of research over the past 30 years showed that the relations between school goal structures and achievement goals are robust and largely unbiased. However, the understanding of the relation between goal structures and achievement goals is insufficient (Bardach,et al., 2019). Therefore, the objectives of this two-wave study are twofold: (1) to investigate how the 9th grade students’ achievement goal orientations and perceived school goal structure change over a school year and (2) to evaluate the (strength of the) relationship between the 9th grade students perceived school goal structures and achievement goals in two measurement waves ( W1 and W2). It is not clear how Covid-19 pandemic situation with emphasis on distance learning affected students‘ motivation, so it is important to evaluate students’ perceived school goals structure and achievement goals orientation in the 2020 spring semester (W2) as the different learning contexts might affect motivation and learning processes differently.
在青少年中期，教育目标对学生的影响日益突出。然而，它们的显著性可能在青春期后期发生变化(Massey et al, 2008)。从成就动机的角度来看(Law, Elliot， & Murayama, 2012)，成就目标被认为是关注教育能力的认知动态目标。学校目标结构是指教师对学生采用的政策、实践和沟通策略所突出的与目标相关的信息(Park, et al.， 2018)。学生采用与他们所处环境所强调的目标相匹配的成就目标。追求精通型目标比追求绩效目标更有利于学生的深度学习、幸福感和长期成果(Elliot & Hulleman, 2017)。对过去30年研究的荟萃分析表明，学校目标结构与成就目标之间的关系是稳健的，并且在很大程度上是无偏倚的。然而，对目标结构与成就目标之间关系的理解不足(Bardach,et al.， 2019)。因此，本双波研究的目的是:(1)调查九年级学生的成就目标取向和学校目标感知结构在一个学年期间的变化情况;(2)在两个测量波(W1和W2)中评估九年级学生的学校目标感知结构与成就目标之间的关系(强度)。目前尚不清楚以远程学习为重点的新冠肺炎疫情如何影响学生的学习动机，因此，在2020年春季学期(W2)，评估学生对学校目标结构和成就目标取向的感知非常重要，因为不同的学习环境可能会对动机和学习过程产生不同的影响。
{"title":"THE LINKS BETWEEN THE 9TH GRADE STUDENTS’ ACHIEVEMENT GOALS ORIENTATIONS AND PERCEIVED SCHOOL ENVIRONMENT","authors":"A. Augustinienė, Berita Simonaitienė, R. Erentaitė, Rimantas Vosylis, Saulė Raižienė","doi":"10.21125/edulearn.2020.2156","DOIUrl":"https://doi.org/10.21125/edulearn.2020.2156","url":null,"abstract":"In the stage of middle adolescence educational goals become salient for students. However, their salience may change over the period of late adolescence (Massey et al, 2008). From the perspective of achievement motivation (Law, Elliot, & Murayama, 2012), achievement goals are considered to be cognitive-dynamic goals focused on educational competence. School goal structure refers to goal-related messages made salient by the policies, practices, and communication strategies that teachers employ with students (Park, et al., 2018). Students adopt the achievement goals that match the goals stressed in their environment. Pursuing mastery-approach goals is more beneficial for students’ deeper learning, well-being and long-term outcomes than pursuing performance goals (Elliot & Hulleman, 2017). Metaanalysis of research over the past 30 years showed that the relations between school goal structures and achievement goals are robust and largely unbiased. However, the understanding of the relation between goal structures and achievement goals is insufficient (Bardach,et al., 2019). Therefore, the objectives of this two-wave study are twofold: (1) to investigate how the 9th grade students’ achievement goal orientations and perceived school goal structure change over a school year and (2) to evaluate the (strength of the) relationship between the 9th grade students perceived school goal structures and achievement goals in two measurement waves ( W1 and W2). It is not clear how Covid-19 pandemic situation with emphasis on distance learning affected students‘ motivation, so it is important to evaluate students’ perceived school goals structure and achievement goals orientation in the 2020 spring semester (W2) as the different learning contexts might affect motivation and learning processes differently.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"101 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":"128855771","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.2020.1568
Angélica Souza, M. Madaleno, M. Ferreira Dias, M. Amorim
{"title":"CHANGEMAKERS FOR THE FUTURE: SOCIAL INNOVATION COMPETENCES FOR A DIGITALIZED WORLD IN LATIN AMERICAN COUNTRIES","authors":"Angélica Souza, M. Madaleno, M. Ferreira Dias, M. Amorim","doi":"10.21125/edulearn.2020.1568","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1568","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"26 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":"116332915","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.2020.0490
J. Hodaňová, Hana Hyksová, Marek Škultéty
{"title":"EDUCATIONAL POTENTIAL OF DIGITAL TECHNOLOGIES","authors":"J. Hodaňová, Hana Hyksová, Marek Škultéty","doi":"10.21125/edulearn.2020.0490","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0490","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"18 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":"130380711","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.2020.0943
M. Fragkaki, S. Mystakidis, I. Hatzilygeroudis, Konstantinos Kovas, Z. Pálková, Zein Salah, Ghadeer Hamed, W. Khalilia, Ahmad Ewais
Deeper learning is associated with increased retention, intrinsic motivation, the durability of knowledge and a solid understanding of the underlying principles of studied phenomena. It advocates learning beyond rote content knowledge accumulation using student-centred instructional strategies such as case-based learning, simulations, collaborative learning, self-directed learning and learning for transfer. Science education in Higher Education is crucial for the social, scientific and economic progress of both advanced and developing countries. Desktop Virtual Reality is a technological medium that can be utilized to facilitate deep learning instructional strategies in science education. Desktop Virtual Reality features pervasive, computer-generated 3D virtual immersive environments where users interact through digital agents or avatars. In this paper, we explore if three learning scenarios from the fields of Biology, Earth Sciences (Geology) and Physics are updating the traditional transfer of knowledge. Passive, teacher-centred approaches often cause a sentiment of “apathy” to students while interactive student-centred approaches for Deeper Learning in Virtual Reality environments evoke feelings of “empathy”. More specific, we inquire to what extend does the TPACK instructional design model in Virtual Reality support Deeper Learning. Results indicate that academic teachers were able to enrich their teaching paradigm by integrating learning activities in virtual reality that evoke students’ interest, motivation and autonomy. Moreover, and after discussing the research results, we propose recommendations that instructional designers need to take in consideration to promote Deeper Learning in blended distance e-learning settings using social VR. The TPACK Learning Scenarios were developed in Palestinian Higher Education Institutes (HEIs) in the context of the capacity building Erasmus+ KA2 project “Virtual Reality as an Innovative and Immersive Tool for HEIs in Palestine (TESLA)”.
{"title":"TPACK INSTRUCTIONAL DESIGN MODEL IN VIRTUAL REALITY FOR DEEPER LEARNING IN SCIENCE AND HIGHER EDUCATION: FROM “APATHY” TO “EMPATHY”","authors":"M. Fragkaki, S. Mystakidis, I. Hatzilygeroudis, Konstantinos Kovas, Z. Pálková, Zein Salah, Ghadeer Hamed, W. Khalilia, Ahmad Ewais","doi":"10.21125/edulearn.2020.0943","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0943","url":null,"abstract":"Deeper learning is associated with increased retention, intrinsic motivation, the durability of knowledge and a solid understanding of the underlying principles of studied phenomena. It advocates learning beyond rote content knowledge accumulation using student-centred instructional strategies such as case-based learning, simulations, collaborative learning, self-directed learning and learning for transfer. Science education in Higher Education is crucial for the social, scientific and economic progress of both advanced and developing countries. Desktop Virtual Reality is a technological medium that can be utilized to facilitate deep learning instructional strategies in science education. Desktop Virtual Reality features pervasive, computer-generated 3D virtual immersive environments where users interact through digital agents or avatars. In this paper, we explore if three learning scenarios from the fields of Biology, Earth Sciences (Geology) and Physics are updating the traditional transfer of knowledge. Passive, teacher-centred approaches often cause a sentiment of “apathy” to students while interactive student-centred approaches for Deeper Learning in Virtual Reality environments evoke feelings of “empathy”. More specific, we inquire to what extend does the TPACK instructional design model in Virtual Reality support Deeper Learning. Results indicate that academic teachers were able to enrich their teaching paradigm by integrating learning activities in virtual reality that evoke students’ interest, motivation and autonomy. Moreover, and after discussing the research results, we propose recommendations that instructional designers need to take in consideration to promote Deeper Learning in blended distance e-learning settings using social VR. The TPACK Learning Scenarios were developed in Palestinian Higher Education Institutes (HEIs) in the context of the capacity building Erasmus+ KA2 project “Virtual Reality as an Innovative and Immersive Tool for HEIs in Palestine (TESLA)”.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"70 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":"125452806","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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