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}
: Leadership development is an important theme for today’s teacher leaders. In most leadership courses, participants learn about leadership styles and various skills to make them a better leader like communication skills, time management, running effective meetings, and teamwork, etc. This development course run by two specialists in emotional intelligence, positivity, self-care and wellbeing will go beyond the traditional leadership skills mentioned above and introduce modern teacher leaders to skills that are recognized as being a crucial part for today’s teacher leader. They include emotional intelligence which has been found to be a more important metric in teacher success than IQ. Another area that will be of prime focus is positivity and happiness which are now essential elements in success. The last two concepts that will be presented and shared are self-care and wellbeing which are especially important during the COVID era and are anticipated to be even more important in the post COVID era. This will not be simply a lecture by the course facilitators, interaction, and engagement on the part of the participants is necessary for complete understanding and application of these important concepts. So, bring your laptops and/or devices so you can participate fully in the interactive activities that we have planned for you.
{"title":"BEST PRACTICES IN ONLINE TEACHING AND LEARNING","authors":"G. Kontos","doi":"10.1037/e676252012-069","DOIUrl":"https://doi.org/10.1037/e676252012-069","url":null,"abstract":": Leadership development is an important theme for today’s teacher leaders. In most leadership courses, participants learn about leadership styles and various skills to make them a better leader like communication skills, time management, running effective meetings, and teamwork, etc. This development course run by two specialists in emotional intelligence, positivity, self-care and wellbeing will go beyond the traditional leadership skills mentioned above and introduce modern teacher leaders to skills that are recognized as being a crucial part for today’s teacher leader. They include emotional intelligence which has been found to be a more important metric in teacher success than IQ. Another area that will be of prime focus is positivity and happiness which are now essential elements in success. The last two concepts that will be presented and shared are self-care and wellbeing which are especially important during the COVID era and are anticipated to be even more important in the post COVID era. This will not be simply a lecture by the course facilitators, interaction, and engagement on the part of the participants is necessary for complete understanding and application of these important concepts. So, bring your laptops and/or devices so you can participate fully in the interactive activities that we have planned for you.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"2 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":"123907112","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.2020.0982
A. Benedetti, Tommaso Elli, Michele Mauri
In this contribution we present a didactical framework aimed at teaching design students how to use coding in support to their design process. This framework has been developed during the last four years in a course named “Creative Coding”, held in the Communication Design degree of Politecnico di Milano. The article firstly introduces the motivations that support the idea of teaching coding to design students, it specifies the approach to coding that is taken into account (creative coding) and it describes the strategies and the framework developed for teaching it. Lastly it presents and discusses results derived from the held editions, showing how the presented framework is capable of making design students conversant about coding and able to use this skill within a communication design project, with a beneficial boost in creativity and a better understanding of the feasibility of their ideas.
{"title":"\"DRAWING WITH CODE\": THE EXPERIENCE OF TEACHING CREATIVE CODING AS A SKILL FOR COMMUNICATION DESIGNERS","authors":"A. Benedetti, Tommaso Elli, Michele Mauri","doi":"10.21125/edulearn.2020.0982","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0982","url":null,"abstract":"In this contribution we present a didactical framework aimed at teaching design students how to use coding in support to their design process. This framework has been developed during the last four years in a course named “Creative Coding”, held in the Communication Design degree of Politecnico di Milano. The article firstly introduces the motivations that support the idea of teaching coding to design students, it specifies the approach to coding that is taken into account (creative coding) and it describes the strategies and the framework developed for teaching it. Lastly it presents and discusses results derived from the held editions, showing how the presented framework is capable of making design students conversant about coding and able to use this skill within a communication design project, with a beneficial boost in creativity and a better understanding of the feasibility of their ideas.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"103 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":"122912590","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.2020.1849
M. Bisson, M. Zinzone, S. Palmieri, A. Ianniello
{"title":"COGENERATION FOR DESIGN TRAINING: NEW FRONTIERS FOR A CONTINUOUS GROWTH","authors":"M. Bisson, M. Zinzone, S. Palmieri, A. Ianniello","doi":"10.21125/edulearn.2020.1849","DOIUrl":"https://doi.org/10.21125/edulearn.2020.1849","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"28 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":"121575492","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.2020.0971
J. Holzer, D. Elster
{"title":"TESTING OF AN INTERVENTION TO PROMOTE STUDENTS’ INTENTION REGARDING STEM CELL DONATION","authors":"J. Holzer, D. Elster","doi":"10.21125/edulearn.2020.0971","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0971","url":null,"abstract":"","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":"130271614","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.2020.0039
Hayley Glover, H. Collins, Fran Myers
The proliferation of digital solutions in higher education has accompanied the raising of fees in exacerbating marketplace developments, with a mainstreaming of digital provision through MOOCs, online equivalencies, and short courses. Digital strategies, in aiming to increase student numbers and retention in cost-effective ways are provoking competitive and mimetic behaviours in higher education institutions; whilst management logics and policy around digital ideas have been operated towards normative aspects of digital, narrowing debate about benefits of differing and complementary approaches for students. This raises important questions about control in general and the obscuration of control in an online environment, (see Andrejevic, 2007). This accompanies changing roles of managers, and the effect upon the staff that inhabit this workspace. This paper considers that certain aspects of higher education teaching in the UK are therefore undergoing a process of digital ‘enclosure’ facilitated by, and in turn, helping to legitimise neoliberalistic outlooks of governance and meritocracy (see Littler, 2013). The need then for critical examination of digital HE futures is key, as explored by Hall (2013: 54), whose paper discusses the reshaping of “deterministic, socio-economic discourses of efficiency, personalisation and networked individualism that underpin the technologically-mediated University”. Till and Gregory refer to the need to challenge individualised pictures digital technologies and platforms which are often to personal empowerment as our work leads in digital directions. They argue contextualisation discussing the perception digital saves academic time, practice burden much greater.
{"title":"LIVING IN AN (IM)MATERIAL WORLD?: HIGHER EDUCATION ENCLOSURE AND DIGITAL DISPOSSESSION","authors":"Hayley Glover, H. Collins, Fran Myers","doi":"10.21125/edulearn.2020.0039","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0039","url":null,"abstract":"The proliferation of digital solutions in higher education has accompanied the raising of fees in exacerbating marketplace developments, with a mainstreaming of digital provision through MOOCs, online equivalencies, and short courses. Digital strategies, in aiming to increase student numbers and retention in cost-effective ways are provoking competitive and mimetic behaviours in higher education institutions; whilst management logics and policy around digital ideas have been operated towards normative aspects of digital, narrowing debate about benefits of differing and complementary approaches for students. This raises important questions about control in general and the obscuration of control in an online environment, (see Andrejevic, 2007). This accompanies changing roles of managers, and the effect upon the staff that inhabit this workspace. This paper considers that certain aspects of higher education teaching in the UK are therefore undergoing a process of digital ‘enclosure’ facilitated by, and in turn, helping to legitimise neoliberalistic outlooks of governance and meritocracy (see Littler, 2013). The need then for critical examination of digital HE futures is key, as explored by Hall (2013: 54), whose paper discusses the reshaping of “deterministic, socio-economic discourses of efficiency, personalisation and networked individualism that underpin the technologically-mediated University”. Till and Gregory refer to the need to challenge individualised pictures digital technologies and platforms which are often to personal empowerment as our work leads in digital directions. They argue contextualisation discussing the perception digital saves academic time, practice burden much greater.","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":"127198798","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.2020.0997
S. Swartz, Belém Barbosa, Izzy. Crawford, Susan L. Luck
Collaborative online international learning (COIL) presents relevant opportunities for innovation in the teaching-learning process. Global virtual teams (GVTs) activities provide a very broad set of advantages, including the development of soft skills. In addition to enhancing business communication skills, the learning outcomes from these activities indicate an increase in intercultural competencies, virtual teamwork and project management skills. COIL projects are helpful in achieving these goals while offering instructors the opportunity to develop as global educators. Thus, the benefits of COIL are not reserved for students, but rather positively impact instructors through the exchange with colleagues from diverse institutions, backgrounds, pedagogies and practices. Instructors thereby gain global understanding which they can impart to their students and use to help facilitate intercultural curricula at their institutions. Engaging in GVTs projects means intense collaboration and agreement between faculty on assignments, deadlines, assessment and learning outcomes. This, in turn, forces instructors to reevaluate their own values and methods of work. This paper describes several COIL projects that were carried out by instructors, together with their students, from four universities in the USA and Europe over the course of several years. These instructors increased their own professional learning experience by overcoming technological, institutional and cultural differences. It is the hope of this study to encourage faculty and colleagues to engage in and facilitate the use of COIL projects as part of a larger endeavor to internationalize higher education.
{"title":"PROFESSIONAL LEARNING THROUGH COLLABORATIVE ONLINE INTERNATIONAL LEARNING","authors":"S. Swartz, Belém Barbosa, Izzy. Crawford, Susan L. Luck","doi":"10.21125/edulearn.2020.0997","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0997","url":null,"abstract":"Collaborative online international learning (COIL) presents relevant opportunities for innovation in the teaching-learning process. Global virtual teams (GVTs) activities provide a very broad set of advantages, including the development of soft skills. In addition to enhancing business communication skills, the learning outcomes from these activities indicate an increase in intercultural competencies, virtual teamwork and project management skills. COIL projects are helpful in achieving these goals while offering instructors the opportunity to develop as global educators. Thus, the benefits of COIL are not reserved for students, but rather positively impact instructors through the exchange with colleagues from diverse institutions, backgrounds, pedagogies and practices. Instructors thereby gain global understanding which they can impart to their students and use to help facilitate intercultural curricula at their institutions. Engaging in GVTs projects means intense collaboration and agreement between faculty on assignments, deadlines, assessment and learning outcomes. This, in turn, forces instructors to reevaluate their own values and methods of work. This paper describes several COIL projects that were carried out by instructors, together with their students, from four universities in the USA and Europe over the course of several years. These instructors increased their own professional learning experience by overcoming technological, institutional and cultural differences. It is the hope of this study to encourage faculty and colleagues to engage in and facilitate the use of COIL projects as part of a larger endeavor to internationalize higher education.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"23 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":"124463433","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.2020.0928
Ivana Mrozková, K. Kučerová, Maria Šikolová, J. Dooley
{"title":"MOCK EXAM AND FEEDBACK AS INSTRUMENTS TO ENHANCE EXAM SUCCESS","authors":"Ivana Mrozková, K. Kučerová, Maria Šikolová, J. Dooley","doi":"10.21125/edulearn.2020.0928","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0928","url":null,"abstract":"","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"85 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":"116710345","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}
As Community Based Research (CBR) gains currency as a ‘research strategy of choice’ for the community sector (and increasingly establishes itself as a credible research approach also in the academic sector) we believe there is a need to revisit what have become the conventions of CBR and consider how these are enacted in practice. We could verify that there are several Higher Education Institutions (HEI’s) with offices of support services to the community or with this type of goal in their research projects, a demand which is also demonstrated by the organisation that evaluates the HEI’s in Portugal. Mainly, the type of problems studied by the community support centres in universities, are related with health, disabilities, and social exclusion. The current investigation is innovative because it was performed in order to identify in what way the accounting organisations need the help of HEI’s to provide independent participatory research support in response to concerns experienced by these organisations. Through a questionnaire composed of open and closed questions it was our intention to obtain information regarding the perspective of accounting professionals considering the needs and gaps that they feel in their professional practice and how the HEI’s can contribute to help bridge these gaps.
{"title":"PERCEPTION OF ACCOUNTING ORGANISATIONS NEEDS AND THE ROLE OF HIGHER EDUCATION INSTITUTIONS","authors":"S. Leite","doi":"10.14738/assrj.610.7313","DOIUrl":"https://doi.org/10.14738/assrj.610.7313","url":null,"abstract":"As Community Based Research (CBR) gains currency as a ‘research strategy of choice’ for the community sector (and increasingly establishes itself as a credible research approach also in the academic sector) we believe there is a need to revisit what have become the conventions of CBR and consider how these are enacted in practice. We could verify that there are several Higher Education Institutions (HEI’s) with offices of support services to the community or with this type of goal in their research projects, a demand which is also demonstrated by the organisation that evaluates the HEI’s in Portugal. Mainly, the type of problems studied by the community support centres in universities, are related with health, disabilities, and social exclusion. The current investigation is innovative because it was performed in order to identify in what way the accounting organisations need the help of HEI’s to provide independent participatory research support in response to concerns experienced by these organisations. \u0000Through a questionnaire composed of open and closed questions it was our intention to obtain information regarding the perspective of accounting professionals considering the needs and gaps that they feel in their professional practice and how the HEI’s can contribute to help bridge these gaps.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131043441","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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