Pub Date : 2019-12-19DOI: 10.21125/EDULEARN.2019.1706
M. Mičić
The aim of this study was to examine and compare different aspects of academic motivation of pupils attending regular and Waldorf schools. A total of 256 elementary school pupils from fifth to the eighth grade participated in the research. The data were collected by the mean of questionnaire. The analyses of the results indicate that pupils from regular schools achieve higher results on the scale of controlled motivation and its sub-scales (external regulation and introjected regulation), while pupils from Waldorf schools achieve higher results on the scale of autonomous motivation and its sub-scales (identified regulation and intrinsic motivation). No significant differences are identified between male and female pupils from regular and Waldorf schools regarding development of different aspects of academic motivation. On the other hand, differences are identified between younger and older pupils from regular and Waldorf schools. An increase of controlled motivation and decrease of autonomous motivation were observed among older pupils from Waldorf schools, while the decrease of the two motivation types in academic domain were observed among older pupils from regular schools.
{"title":"ACADEMIC MOTIVATION OF PUPILS IN REGULAR AND WALDORF SCHOOLS","authors":"M. Mičić","doi":"10.21125/EDULEARN.2019.1706","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1706","url":null,"abstract":"The aim of this study was to examine and compare different aspects of academic motivation of pupils attending regular and Waldorf schools. A total of 256 elementary school pupils from fifth to the eighth grade participated in the research. The data were collected by the mean of questionnaire. The analyses of the results indicate that pupils from regular schools achieve higher results on the scale of controlled motivation and its sub-scales (external regulation and introjected regulation), while pupils from Waldorf schools achieve higher results on the scale of autonomous motivation and its sub-scales (identified regulation and intrinsic motivation). No significant differences are identified between male and female pupils from regular and Waldorf schools regarding development of different aspects of academic motivation. On the other hand, differences are identified between younger and older pupils from regular and Waldorf schools. An increase of controlled motivation and decrease of autonomous motivation were observed among older pupils from Waldorf schools, while the decrease of the two motivation types in academic domain were observed among older pupils from regular schools.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133365165","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 : 2019-09-02DOI: 10.21125/EDULEARN.2019.1103
J. Klindzic, Jadranka Lasić-Lazić, Mihaela Banek-Zorica, Maja Perković
{"title":"WE CAN DO IT: MASS TRAINING UNDERGRADUATES IN LEARNING MANAGEMENT SYSTEM USAGE","authors":"J. Klindzic, Jadranka Lasić-Lazić, Mihaela Banek-Zorica, Maja Perković","doi":"10.21125/EDULEARN.2019.1103","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1103","url":null,"abstract":"","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125415966","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 : 2019-08-17DOI: 10.21125/EDULEARN.2019.1763
Nikola Kadoić, N. Begicevic Redep
{"title":"RANKING THE BALANCED SCORECARD GOALS OF HIGHER EDUCATION INSTITUTIONS USING THE CENTRALITY MEASURES","authors":"Nikola Kadoić, N. Begicevic Redep","doi":"10.21125/EDULEARN.2019.1763","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1763","url":null,"abstract":"","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115664753","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 : 2019-07-29DOI: 10.21125/EDULEARN.2019.1334
M. Cortés-Reyes, Carmen Fernández-Gago, Almudena Díaz-Zayas, J. Rosas
{"title":"COORDINATION PROBLEMS IN ENGINEERING DEGREES","authors":"M. Cortés-Reyes, Carmen Fernández-Gago, Almudena Díaz-Zayas, J. Rosas","doi":"10.21125/EDULEARN.2019.1334","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1334","url":null,"abstract":"","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126760627","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 : 2019-07-11DOI: 10.21125/EDULEARN.2019.0351
R. Petani, Nikolina Krajinović
The educational area is one of the most complex and most responsible areas of human activity. The educational process signifies a multi-dimensional reality, which implies relationships between teachers and students, teachers and school associates, students and parents, teachers and parents, actually implies the relationships of all factors of that process. The teacher greatly influences the effectiveness of teaching, interaction, and relationship in the classroom, because of that many research focuses on teacher skills that affect the quality of interpersonal relationships. Pedagogical communication is realized through the interpersonal, intrapersonal and social relations of the factors of the educational process. The quality of the relationship in the process of education is the result of the teacher's relationship with the students on the one hand and the relation of the student towards the teacher on the other. The dimensions of the teacher's interpersonal skills, which will be further emphasized below, are supporting for students, control, empathy towards students, teacher motivation for students, and co-operation with parents. Good quality relationship with students established teachers who are realistic, who appreciate the students and who are empathetic, and who show a way how to share their feelings with the students. These feelings include warmth, care, and sympathy. Teachers who appreciate students accept them and show respect for them, taking into account the specific characteristics, aspirations, opportunities, and interests of students. The cooperation of teachers and parents is also featured. Cooperation is highly dependent on the personality of the teacher, his commitment and attitude which has towards parents and towards cooperation. Since cooperation implies a reciprocal process, it is necessary to have the same engagement and motivation of the parents themselves to cooperate with the teachers, so the cooperation can be complete. Successful educational work is only possible within a quality school environment. For this reason, one of the main goals of the educational process is to establish the optimal interpersonal relationships on which the interpersonal communication of the factors involved in the educational process is based. The aim of this paper was to determine the frequency of occurrences of some interpersonal teachers’ skills which contribute to the construction and maintenance of a positive school environment and the differences in appearance with regard to gender, age and work experience in the profession of teachers. For the purpose of this study, 100 teachers from 8 elementary schools from Zadar were examined. Out of this there were 80 female and 20 male respondents. We used a questionnaire containing 75 statements that examined five dimensions of teacher interpersonal skills using Likert scale. The data analysis first shows the frequency response of the examined skill. Then there was a comparison of the gender, age
{"title":"DIMENSIONS OF INTERPERSONAL TEACHERS’ SKILLS IN SCHOOL ENVIRONMENT","authors":"R. Petani, Nikolina Krajinović","doi":"10.21125/EDULEARN.2019.0351","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0351","url":null,"abstract":"The educational area is one of the most complex and most responsible areas of human activity. The educational process signifies a multi-dimensional reality, which implies relationships between teachers and students, teachers and school associates, students and parents, teachers and parents, actually implies the relationships of all factors of that process. The teacher greatly influences the effectiveness of teaching, interaction, and relationship in the classroom, because of that many research focuses on teacher skills that affect the quality of interpersonal relationships. Pedagogical communication is realized through the interpersonal, intrapersonal and social relations of the factors of the educational process. The quality of the relationship in the process of education is the result of the teacher's relationship with the students on the one hand and the relation of the student towards the teacher on the other. The dimensions of the teacher's interpersonal skills, which will be further emphasized below, are supporting for students, control, empathy towards students, teacher motivation for students, and co-operation with parents. Good quality relationship with students established teachers who are realistic, who appreciate the students and who are empathetic, and who show a way how to share their feelings with the students. These feelings include warmth, care, and sympathy. Teachers who appreciate students accept them and show respect for them, taking into account the specific characteristics, aspirations, opportunities, and interests of students. The cooperation of teachers and parents is also featured. Cooperation is highly dependent on the personality of the teacher, his commitment and attitude which has towards parents and towards cooperation. Since cooperation implies a reciprocal process, it is necessary to have the same engagement and motivation of the parents themselves to cooperate with the teachers, so the cooperation can be complete. Successful educational work is only possible within a quality school environment. For this reason, one of the main goals of the educational process is to establish the optimal interpersonal relationships on which the interpersonal communication of the factors involved in the educational process is based. The aim of this paper was to determine the frequency of occurrences of some interpersonal teachers’ skills which contribute to the construction and maintenance of a positive school environment and the differences in appearance with regard to gender, age and work experience in the profession of teachers. For the purpose of this study, 100 teachers from 8 elementary schools from Zadar were examined. Out of this there were 80 female and 20 male respondents. We used a questionnaire containing 75 statements that examined five dimensions of teacher interpersonal skills using Likert scale. The data analysis first shows the frequency response of the examined skill. Then there was a comparison of the gender, age ","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128810028","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 : 2019-07-10DOI: 10.21125/EDULEARN.2019.1112
Goran Sirovatka, V. Mićković
The goal of this paper is to determine the relationship of the channel of information transmission in comparison to the art of information and the age of information recipients to establish the proper channel for dissemination of learning materials. For this purpose, we used a survey as a research method. The questionnaire was conducted under the title "Comparison of media transfer and content being read". We first divided the respondents by gender, and then by age. The pre-examination conducted before the survey has demonstrated that having three age groups is sufficient for the analysis. Furthermore, the use of the media has been investigated with three forms of written works: literary works (novels), newspapers/magazines/journals, and ultimately, scientific literature. We present the distribution of the ownership of the type of media transfer. The ownership of the printing media means a subscription to newspapers or permanent lending (membership) in libraries. We noticed the lack of usage of electronic readers, with even fewer respondents relying on printed material. There is also a 100% possession of cell phones/tablets and almost the same percentage for computer ownership. We paid special attention to the choice of the type of media transfer. E-readers such as Kindle were used very rarely. Printed media make up for 21% of all media, which is also showing the reducing trend of usage of printed media. On the other hand, computers and mobile phones (tablets) have an equal share in the usage of transfer media. This was also expected. Interestingly, none of the respondents, even those who possess ereaders, have chosen this medium as their choice for usage in media transfer if they have to select just one. The analysis according to the age groups is showing interesting indications. Younger respondents are turning to modern transfer media, and are replacing paper media with a cell phone or tablet, while the older age groups are continuing to use printed media. It is very interesting that, regardless of age, all respondents equally embraced the computer as a media transfer for information. In the distribution according to the sex of respondents, the female respondents report significantly larger usage of printed media than mobile media comparing to male respondents. In further analysis, the research will focus on the relationship between the channel of information transmission in comparison to the art of information. Those finding will determine the methodology for preparing learning materials for our students and will be compared with adult learner habits predicted by a contemporary andrologist.
{"title":"COMPARISON OF TYPE OF THE MEDIA USED FOR TRANSFER AND CONTENT BEING READ AND USED IN HIGH SCHOOL ENVIRONMENT","authors":"Goran Sirovatka, V. Mićković","doi":"10.21125/EDULEARN.2019.1112","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1112","url":null,"abstract":"The goal of this paper is to determine the relationship of the channel of information transmission in comparison to the art of information and the age of information recipients to establish the proper channel for dissemination of learning materials. For this purpose, we used a survey as a research method. The questionnaire was conducted under the title \"Comparison of media transfer and content being read\". We first divided the respondents by gender, and then by age. The pre-examination conducted before the survey has demonstrated that having three age groups is sufficient for the analysis. Furthermore, the use of the media has been investigated with three forms of written works: literary works (novels), newspapers/magazines/journals, and ultimately, scientific literature. We present the distribution of the ownership of the type of media transfer. The ownership of the printing media means a subscription to newspapers or permanent lending (membership) in libraries. We noticed the lack of usage of electronic readers, with even fewer respondents relying on printed material. There is also a 100% possession of cell phones/tablets and almost the same percentage for computer ownership. We paid special attention to the choice of the type of media transfer. E-readers such as Kindle were used very rarely. Printed media make up for 21% of all media, which is also showing the reducing trend of usage of printed media. On the other hand, computers and mobile phones (tablets) have an equal share in the usage of transfer media. This was also expected. Interestingly, none of the respondents, even those who possess ereaders, have chosen this medium as their choice for usage in media transfer if they have to select just one. The analysis according to the age groups is showing interesting indications. Younger respondents are turning to modern transfer media, and are replacing paper media with a cell phone or tablet, while the older age groups are continuing to use printed media. It is very interesting that, regardless of age, all respondents equally embraced the computer as a media transfer for information. In the distribution according to the sex of respondents, the female respondents report significantly larger usage of printed media than mobile media comparing to male respondents. In further analysis, the research will focus on the relationship between the channel of information transmission in comparison to the art of information. Those finding will determine the methodology for preparing learning materials for our students and will be compared with adult learner habits predicted by a contemporary andrologist.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126805430","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 : 2019-07-03DOI: 10.21125/EDULEARN.2019.1654
A. Peña-Fernández, S. Llorens, C. Hurtado, F. Izquierdo, M. J. Pozuelo, S. Fenoy, Christopher N. J. Young, M. Evans, M. Ollero, C. Aguila, Á. Magnet
The teaching of medical parasitology is facing important challenges including the need to reverse the current downward trend in the teaching status of this scientific discipline reported in developed countries, despite increasing food and water-borne parasitic outbreaks in these countries. Moreover, the teaching of parasitology should be adapted to the rapidly increasing biomedical and technological achievements in our societies, so we can meet future students’ interests and expectations as well as being able to supply future work placement needs. Thus, parasitologists from different European Universities [De Montfort University, DMU, UK; and the Spanish University of San Pablo CEU (USPCEU) and Miguel Hernández de Elche], are developing a complete on-line package for teaching and learning medical parasitology, named DMU e-Parasitology (http://parasitology.dmu.ac.uk). This novel package includes a virtual laboratory and microscope with a complete library of digitised 2D slides of parasites in clinical samples. Recently, we have been successful in using 3D super-resolution microscopy (3D Cell Explorer; Nanolive), to incorporate 3D microscopic images (multiple-viewpointholographic images, 96 z-stacks) of important protozoan (e.g. http://parasitology.dmu.ac.uk /learn/3D_Parasitology/Acanthamoeba_ cyst_1.htm) and fungal human parasites fixed on slides. In contrast to images created from pre-stained clinical samples, in which structures of the parasites were indistinguishable from the background, an insight of the morphological structure of the infective forms of the parasites could be seen in the 3D z-stack images in each fixed culture sample provided. However, we believe that such images will have little applicability as a potential diagnostic tool, requiring further development. We have also created an e-learning unit on parasite cell culture (http://parasitology.dmu.ac.uk /learn/lab/parasite_cell_cultures/ story_flash.html), which show all the practices and procedures for working in a parasite culture unit in conjunction with detailed information and videos of parasitologists/technicians working in real conditions with parasite cultures. In order to validate this unit, we used a blended learning approach with final year BSc Biomedical Science and BMedSci Medical Science undergraduate students and postgraduate students enrolled in the MSc Advanced Biomedical Science at DMU, who voluntarily enrolled to receive formative training in these topics. This training consisted of two sessions, which were delivered in the first week of April 2019, when these volunteer students had completed the DMU e-Parasitology’s Parasite and Cell Culture Units. The first session, mostly theoretical, provided an overall description of how to work in a parasite culture unit in conjunction with explanatory mini-videos, in which students were able to observe different parasites in culture conditions and specific 2D (clinical samples) and 3D (fixed culture samples) slides. Thus
{"title":"TEACHING PARASITE CULTURE THROUGH E-LEARNING INCORPORATING DIGITISED 2D AND 3D PARASITE IMAGES","authors":"A. Peña-Fernández, S. Llorens, C. Hurtado, F. Izquierdo, M. J. Pozuelo, S. Fenoy, Christopher N. J. Young, M. Evans, M. Ollero, C. Aguila, Á. Magnet","doi":"10.21125/EDULEARN.2019.1654","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1654","url":null,"abstract":"The teaching of medical parasitology is facing important challenges including the need to reverse the current downward trend in the teaching status of this scientific discipline reported in developed countries, despite increasing food and water-borne parasitic outbreaks in these countries. Moreover, the teaching of parasitology should be adapted to the rapidly increasing biomedical and technological achievements in our societies, so we can meet future students’ interests and expectations as well as being able to supply future work placement needs. Thus, parasitologists from different European Universities [De Montfort University, DMU, UK; and the Spanish University of San Pablo CEU (USPCEU) and Miguel Hernández de Elche], are developing a complete on-line package for teaching and learning medical parasitology, named DMU e-Parasitology (http://parasitology.dmu.ac.uk). This novel package includes a virtual laboratory and microscope with a complete library of digitised 2D slides of parasites in clinical samples. Recently, we have been successful in using 3D super-resolution microscopy (3D Cell Explorer; Nanolive), to incorporate 3D microscopic images (multiple-viewpointholographic images, 96 z-stacks) of important protozoan (e.g. http://parasitology.dmu.ac.uk /learn/3D_Parasitology/Acanthamoeba_ cyst_1.htm) and fungal human parasites fixed on slides. In contrast to images created from pre-stained clinical samples, in which structures of the parasites were indistinguishable from the background, an insight of the morphological structure of the infective forms of the parasites could be seen in the 3D z-stack images in each fixed culture sample provided. However, we believe that such images will have little applicability as a potential diagnostic tool, requiring further development. We have also created an e-learning unit on parasite cell culture (http://parasitology.dmu.ac.uk /learn/lab/parasite_cell_cultures/ story_flash.html), which show all the practices and procedures for working in a parasite culture unit in conjunction with detailed information and videos of parasitologists/technicians working in real conditions with parasite cultures. In order to validate this unit, we used a blended learning approach with final year BSc Biomedical Science and BMedSci Medical Science undergraduate students and postgraduate students enrolled in the MSc Advanced Biomedical Science at DMU, who voluntarily enrolled to receive formative training in these topics. This training consisted of two sessions, which were delivered in the first week of April 2019, when these volunteer students had completed the DMU e-Parasitology’s Parasite and Cell Culture Units. The first session, mostly theoretical, provided an overall description of how to work in a parasite culture unit in conjunction with explanatory mini-videos, in which students were able to observe different parasites in culture conditions and specific 2D (clinical samples) and 3D (fixed culture samples) slides. Thus","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134054109","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 : 2019-07-03DOI: 10.21125/EDULEARN.2019.0313
Á. Magnet, S. Fenoy, C. Hurtado, M. Ollero, E. Nistal., S. Angulo, R. Laguna, Patricia Ollo Jiménez, F. Llinares, M. Robas, A. Peña-Fernández, F. Izquierdo, C. Aguila, M. J. Pozuelo
Higher Education Students (HES) may find the lectures as something far away from their everyday life. Professors feel a big gap between themselves and their pupils. Furthermore, some students can find that subjects are not connected in between them and make close boxes of knowledge. To show them the great net of knowledge they can build, we have redesigned an old strategy, the use of blogs in education, to break that gap and increase student interest in the lectures. After the introduction of the Bologna Process in the European Higher Education Area, annual subjects have almost disappeared in behalf of shorter ones. This reduction might help the students pass their courses, but it brings up the problem of compartments in knowledge. Because of this, our project has been focused on the students of the Pharmacy Faculty which have 4 subjects associated to infectious diseases (ID) from 3rd to 6th semester (Microbiology, Parasitology, Immunology, and Biological Analysis) of a curriculum of 5 years (10 semesters). Technological gap is a reality in between students and teachers because the internet and technology are used in a different way. HES have grown in a world where social media is a part of them, sharing their daily life with pictures, videos or comments. We have therefore thought to use this enthusiasm to create a blog to share and associate the knowledge they acquire in our classes, with news they find related to ID. The blog is edited by teachers, but written by students named the “Infectious Gazzete”. Students have looked for information related to ID in different media. Once they have found attractive news, students have to practice their critical thinking and write a small blog entry containing a review of the subject using their lectures notes or books. By means of this activity, students can link the knowledge acquired in the lectures to the latest news in the field of ID. Before the entry is published in the blog, teachers play an editor role where the entry is sent back to students for improvement. Finally, the text is uploaded to the blog. As the blog entries are published in an open blog, their peers are able to read and discuss the news. Because this activity is carried out during 4 semesters, students are also able to have a global and up to date view of every aspect related to ID. Furthermore, students from other Universities (The Montfort University, UK) have joined our initiative contributing to the blog. A survey was carried to analyze students’ opinion on this initiative. Ninety-five students answer the survey with a mean age of 19,11 (± 2,11) years old. After statistically analyzing the results, the medians that favorably scored for the activity were for the statements: In general, I liked this activity. The realization of this activity is interesting and I consider that this project favors my Personal development. None negative impression was observed for any question. Overall our project has improved students’ interest in th
{"title":"TRANSLATIONAL BLOGGING: A BIDIRECTIONAL COMMUNICATION BETWEEN THE CLASS AND SOCIETY","authors":"Á. Magnet, S. Fenoy, C. Hurtado, M. Ollero, E. Nistal., S. Angulo, R. Laguna, Patricia Ollo Jiménez, F. Llinares, M. Robas, A. Peña-Fernández, F. Izquierdo, C. Aguila, M. J. Pozuelo","doi":"10.21125/EDULEARN.2019.0313","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0313","url":null,"abstract":"Higher Education Students (HES) may find the lectures as something far away from their everyday life. Professors feel a big gap between themselves and their pupils. Furthermore, some students can find that subjects are not connected in between them and make close boxes of knowledge. To show them the great net of knowledge they can build, we have redesigned an old strategy, the use of blogs in education, to break that gap and increase student interest in the lectures. After the introduction of the Bologna Process in the European Higher Education Area, annual subjects have almost disappeared in behalf of shorter ones. This reduction might help the students pass their courses, but it brings up the problem of compartments in knowledge. Because of this, our project has been focused on the students of the Pharmacy Faculty which have 4 subjects associated to infectious diseases (ID) from 3rd to 6th semester (Microbiology, Parasitology, Immunology, and Biological Analysis) of a curriculum of 5 years (10 semesters). Technological gap is a reality in between students and teachers because the internet and technology are used in a different way. HES have grown in a world where social media is a part of them, sharing their daily life with pictures, videos or comments. We have therefore thought to use this enthusiasm to create a blog to share and associate the knowledge they acquire in our classes, with news they find related to ID. The blog is edited by teachers, but written by students named the “Infectious Gazzete”. Students have looked for information related to ID in different media. Once they have found attractive news, students have to practice their critical thinking and write a small blog entry containing a review of the subject using their lectures notes or books. By means of this activity, students can link the knowledge acquired in the lectures to the latest news in the field of ID. Before the entry is published in the blog, teachers play an editor role where the entry is sent back to students for improvement. Finally, the text is uploaded to the blog. As the blog entries are published in an open blog, their peers are able to read and discuss the news. Because this activity is carried out during 4 semesters, students are also able to have a global and up to date view of every aspect related to ID. Furthermore, students from other Universities (The Montfort University, UK) have joined our initiative contributing to the blog. A survey was carried to analyze students’ opinion on this initiative. Ninety-five students answer the survey with a mean age of 19,11 (± 2,11) years old. After statistically analyzing the results, the medians that favorably scored for the activity were for the statements: In general, I liked this activity. The realization of this activity is interesting and I consider that this project favors my Personal development. None negative impression was observed for any question. Overall our project has improved students’ interest in th","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121552815","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 : 2019-07-01DOI: 10.21125/EDULEARN.2019.0555
Aurimas Šidlauskas, Tadas Limba
The General Data Protection Regulation, more commonly known as “GDPR”, is a regulation in the European Union law implemented since the 25th of May, 2018. It aims to increase data protection for EU citizens and individuals within the European Economic Area and simplify international regulations by unifying the European system. The GDPR is a law that protects the personal information of all EU citizens, regardless of where their personal information is located and stored. The GDPR aims to give EU citizens greater protection and control of their personal information. Regulation coverage extends to all organizations – whether or not they have physical EU footprints – that control or process the personal information of EU citizens. Many higher education institutions are gaining international students at a high rate throughout their various online education programs. If any portion of your online educations student base is made up of EU citizens, you will want to ensure that you have GDPR compliance plans in place. The scientific problem, GDPR leaves much to interpretation and higher education institutions unaware of how to implement GDPR requirements. The main purpose of this article is to provide an action plan to help higher education institutions implement GDPR requirements. Tasks: 1 Identify the key aspects that GDPR should have on conceptual impact on data protection law. 2 Describe the challenges faced by higher education institutions in implementing the GDPR. 3 Provide a GDPR implementation model. In this scientific article, methods of document analysis, scientific literature review, case study and generalization are used.
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Pub Date : 2019-07-01DOI: 10.21125/EDULEARN.2019.1025
P. Valentin, L. Capus
Game-based learning like serious games is growing more and more, but to be effective, these games have to be personalised according to the learning progress while keeping their playful aspect. Learning analytics techniques are usually used to collect data about a significant portion of learner activities and analyse learning progress. However, the current works on learning analytics do not include playful aspects. In another side, video games analytics techniques are restricted to entertainment to keep the player connected to the game as long as possible. So, the paper aims to propose to personalise the content to be learned in an educational and playful manner for playerslearners within a same model. Three software agents compose this model, they interact with the learner through the game interface and use several data structures. The most important data is of course domain data, for instance a set of exercises that could be used by the game and the learning paths. Learner data concerns all the activities that are relevant to analyse performance, like success/failure, response time, etc., as well as psychological profile of player. Some pedagogical rules are also stored to validate learning progression, specially success conditions and importance level of a given content. The first step of the personalisation consists of selecting the better game mechanics to be used for each learner, such as social function or scores table. These game mechanics can be used within any game phase. They are added to the game or else the game evolves whilst respecting player preferences. Messages will need to be predefined to interact according to these mechanics. This is the task of the telemetry agent, it also collects learner activities to analyse their performance. The personalisation agent evaluates the better content to be proposed to learner according the results obtained by the telemetry agent. Finally, the visualisation agent offers a help to all the users – learner, teacher, or parent – of the serious game, it can show the impact of the performed work with a graph and makes predictions on the remaining work. The model was validated by creating a prototype that verified its functionality on a breakout game to learn French grammar rules. Thus, with this model, the game can offer the most relevant content for learner, show their progress and interact according to the game mechanics that best suits each learner. Although playful personalisation is limited, the model is flexible enough to adapt to any form of educational content and any field of study. Tests involving learners will be made more later and would allow a more advanced validation.
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