Pub Date : 2019-07-01DOI: 10.21125/EDULEARN.2019.2474
Hanifa Shah, Ian McDonald, M. Reed, S. Buckmaster
Research can often be a fringe or niche activity in many teaching-focused universities, where learning and teaching can often dominate to the exclusion of other activities. This paper aims to evaluate the progress made and techniques used since 2010 to develop a greater research culture in a STEMfocused faculty comprising 4 schools, 3 of which had little research activity prior to 2010. The paper traces the development of a research culture, based on a Grounded Theory Analysis of interviews with staff, which led to the submission of high quality research from all four schools to the UK Government’s Research Excellence Framework in 2014. It critically examines a range of initiatives that were designed to build capacity for research, which had varying degrees of success. The analysis identifies three elements of a research culture and three related drivers of research culture.
{"title":"BRINGING RESEARCH TO THE FORE. LESSONS FROM DEVELOPING A GREATER RESEARCH CULTURE IN A STEM DEPARTMENT WITHIN A TEACHING-FOCUSED UNIVERSITY","authors":"Hanifa Shah, Ian McDonald, M. Reed, S. Buckmaster","doi":"10.21125/EDULEARN.2019.2474","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2474","url":null,"abstract":"Research can often be a fringe or niche activity in many teaching-focused universities, where learning and teaching can often dominate to the exclusion of other activities. This paper aims to evaluate the progress made and techniques used since 2010 to develop a greater research culture in a STEMfocused faculty comprising 4 schools, 3 of which had little research activity prior to 2010. The paper traces the development of a research culture, based on a Grounded Theory Analysis of interviews with staff, which led to the submission of high quality research from all four schools to the UK Government’s Research Excellence Framework in 2014. It critically examines a range of initiatives that were designed to build capacity for research, which had varying degrees of success. The analysis identifies three elements of a research culture and three related drivers of research culture.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121011784","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.2019.1282
K. Tkachenok, Stanislav Tumskiy
While approaching things critically appears to be an innate ability, the skill of critical thinking is the one to be developed and honed in current educational settings. ELT classroom is not an exception as in a globalized world the fact becomes obvious that proficiency in a foreign language does not particularly pave the way for the unqualified success in business or academic background. A great number of skills are needed in order to employ one’s linguistic competence in the way which will yield long-term benefits for a future professional. Involving multiple intelligences, critical thinking is indicative of successful intellectuals and particularly sought after in the workplace. The paper addresses some ways to seamlessly incorporate teaching critical thinking into the process of foreign language instruction. The case of teaching the English language to the students of MGIMO University considered, the authors seek to provide an answer to the question of how to engage learners in critical thinking activities and hone the skill to facilitate its further use in practice. Regarding some obstacles to acquisition of critical thinking skills, the paper concludes by providing a number of practical recommendations on teaching and learning them in universities.
{"title":"CRITICAL THINKING IN THE CONTEXT OF ELT CLASSROOM: DEFINING THE NOTION AND DEVELOPING THE SKILL","authors":"K. Tkachenok, Stanislav Tumskiy","doi":"10.21125/EDULEARN.2019.1282","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1282","url":null,"abstract":"While approaching things critically appears to be an innate ability, the skill of critical thinking is the one to be developed and honed in current educational settings. ELT classroom is not an exception as in a globalized world the fact becomes obvious that proficiency in a foreign language does not particularly pave the way for the unqualified success in business or academic background. A great number of skills are needed in order to employ one’s linguistic competence in the way which will yield long-term benefits for a future professional. Involving multiple intelligences, critical thinking is indicative of successful intellectuals and particularly sought after in the workplace. The paper addresses some ways to seamlessly incorporate teaching critical thinking into the process of foreign language instruction. The case of teaching the English language to the students of MGIMO University considered, the authors seek to provide an answer to the question of how to engage learners in critical thinking activities and hone the skill to facilitate its further use in practice. Regarding some obstacles to acquisition of critical thinking skills, the paper concludes by providing a number of practical recommendations on teaching and learning them in universities.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121159112","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.2019.1512
Sabina Eftimova
In many countries, bibliotherapy are used to treat a variety of illnesses and to help individuals solve their problems. Bibliotherapy is used and applied to different age groups, starting with children, through fairy tales and stories, and reaching people of a ripe old age. In Bulgaria, the use of reading as a way of healing is still paving its way. It is used mostly in the specialized medical institutions in the application of psychotherapeutic activities. The paper is an attempt to create a realistic picture of bibliotherapy development processes in Bulgaria by presenting related publications in Bulgaria. Bibliotherapy today attracts more and more the attention of the scientific circles in Bulgaria, who strive to maximize the healing possibilities of the books. It is advisable to trace the genesis of the bibliotherapeutic reading, its application nowadays, and the further prospects.
{"title":"TRADITIONS AND OPPORTUNITIES FOR BIBLIOTHERAPY IN BULGARIA","authors":"Sabina Eftimova","doi":"10.21125/EDULEARN.2019.1512","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1512","url":null,"abstract":"In many countries, bibliotherapy are used to treat a variety of illnesses and to help individuals solve their problems. Bibliotherapy is used and applied to different age groups, starting with children, through fairy tales and stories, and reaching people of a ripe old age. In Bulgaria, the use of reading as a way of healing is still paving its way. It is used mostly in the specialized medical institutions in the application of psychotherapeutic activities. The paper is an attempt to create a realistic picture of bibliotherapy development processes in Bulgaria by presenting related publications in Bulgaria. Bibliotherapy today attracts more and more the attention of the scientific circles in Bulgaria, who strive to maximize the healing possibilities of the books. It is advisable to trace the genesis of the bibliotherapeutic reading, its application nowadays, and the further prospects.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121253847","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.2019.2121
A. Makhmutova
The globalization of the world educational space is primarily aimed at the exchange of best learning practices of different countries. One important aspect is the use of online courses technologies, which have become an integral part of the global education system and our reality. In this regard, the study of a foreign language through online courses is seen as the most promising direction. This article discusses the strengths and weaknesses, as well as the opportunities and threats inherent in online courses offering the study of foreign languages, using the method of SWOT analysis and Hofstede’s sixdimension model to determine cultural preferences and habits in Russia. SWOT analysis showed effectiveness of introducing online courses for successful foreign language acquisition though Hofstede's model demonstrated learning of foreign languages through online courses has both strengths (accessibility, comfort, flexibility, integration with traditional methods) and weaknesses. Moreover, there is still a lot of potential that has not been fully realized. However, according to Geert Hofstede's theory, Russians mostly treat online courses with distrust due to high index of collectivism, power distribution inequality and uncertainty avoidance. These findings can be extrapolated to countries having similar indices and cultural and value systems as well as countries located nearby Russia.
{"title":"EFFECTIVENESS ASSESSMENT OF ONLINE COURSES FOR FOREIGN LANGUAGE LEARNING IN THE RUSSIAN CONTEXT USING SWOT-ANALYSIS AND HOFSTEDE'S MODEL","authors":"A. Makhmutova","doi":"10.21125/EDULEARN.2019.2121","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2121","url":null,"abstract":"The globalization of the world educational space is primarily aimed at the exchange of best learning practices of different countries. One important aspect is the use of online courses technologies, which have become an integral part of the global education system and our reality. In this regard, the study of a foreign language through online courses is seen as the most promising direction. This article discusses the strengths and weaknesses, as well as the opportunities and threats inherent in online courses offering the study of foreign languages, using the method of SWOT analysis and Hofstede’s sixdimension model to determine cultural preferences and habits in Russia. SWOT analysis showed effectiveness of introducing online courses for successful foreign language acquisition though Hofstede's model demonstrated learning of foreign languages through online courses has both strengths (accessibility, comfort, flexibility, integration with traditional methods) and weaknesses. Moreover, there is still a lot of potential that has not been fully realized. However, according to Geert Hofstede's theory, Russians mostly treat online courses with distrust due to high index of collectivism, power distribution inequality and uncertainty avoidance. These findings can be extrapolated to countries having similar indices and cultural and value systems as well as countries located nearby Russia.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121270880","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.2019.1674
Koteshwar Chirumalla, Y. Eriksson, M. Bjelkemyr, J. Schaeffer
This paper describes the use of blended learning approaches in designing two courses in the two-years international master’s program in innovation and design education. The paper discusses the benefits and challenges encountered during the implementation of the courses in a blended way. The guiding research questions for this study are: How can blended learning approaches be applied in innovation and design education? what are key benefits and challenges in designing and implementing blended courses in this education field? The paper is based on our three years’ experiences in designing and implementing blended courses between 2016-2018. The Blackboard and Yammer micro-blog were used as the main course tools. Data was collected throughout the course periods between 2016-2018 from 55 students. The study observed following benefits with designing and implementing courses in a “blended” way: useful for learning different insights and perspectives, enables reflection and provide a good summary of face-to-face lectures, and fosters engagement and collaboration even outside the classroom. The identified challenges during the implementation of blended courses are students’ limited engagement, errors due to technical, connectivity, and interfaces, new to the course management systems and blended courses, and difficulties to keep track and to follow-up over time. Moreover, the paper discussed six lessons learned in designing and implementing the blended courses in innovation and design education. The paper contributes to the blended learning research in soft-applied fields like innovation and design, where the blended studies are limited. In addition, the paper contributes to the discussion of using micro-blogs for designing blended courses in innovation and design education.
{"title":"GOING BLENDED IN INNOVATION AND DESIGN EDUCATION: BENEFITS, CHALLENGES, AND LESSONS LEARNED","authors":"Koteshwar Chirumalla, Y. Eriksson, M. Bjelkemyr, J. Schaeffer","doi":"10.21125/EDULEARN.2019.1674","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1674","url":null,"abstract":"This paper describes the use of blended learning approaches in designing two courses in the two-years international master’s program in innovation and design education. The paper discusses the benefits and challenges encountered during the implementation of the courses in a blended way. The guiding research questions for this study are: How can blended learning approaches be applied in innovation and design education? what are key benefits and challenges in designing and implementing blended courses in this education field? The paper is based on our three years’ experiences in designing and implementing blended courses between 2016-2018. The Blackboard and Yammer micro-blog were used as the main course tools. Data was collected throughout the course periods between 2016-2018 from 55 students. The study observed following benefits with designing and implementing courses in a “blended” way: useful for learning different insights and perspectives, enables reflection and provide a good summary of face-to-face lectures, and fosters engagement and collaboration even outside the classroom. The identified challenges during the implementation of blended courses are students’ limited engagement, errors due to technical, connectivity, and interfaces, new to the course management systems and blended courses, and difficulties to keep track and to follow-up over time. Moreover, the paper discussed six lessons learned in designing and implementing the blended courses in innovation and design education. The paper contributes to the blended learning research in soft-applied fields like innovation and design, where the blended studies are limited. In addition, the paper contributes to the discussion of using micro-blogs for designing blended courses in innovation and design education.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121387109","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.2019.1365
Andrés de Andrés, M. Girotto, Luis Alberto Seguí, A. Arisó, L. Chiaramonte, María Luz Marín
{"title":"DEVELOPING A LEARNING MODEL THAT ADDRESSES THE REINFORCEMENT OF TEAMWORK AND INFORMATION MANAGEMENT COMPETENCIES OF UNDERGRADUATE BUSINESS STUDENTS","authors":"Andrés de Andrés, M. Girotto, Luis Alberto Seguí, A. Arisó, L. Chiaramonte, María Luz Marín","doi":"10.21125/EDULEARN.2019.1365","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1365","url":null,"abstract":"","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114391826","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.2019.1278
I. Zabalza-Bribián, B. Peña, B. Zalba
In recent years the use of Web 2.0 applications, including YouTube, wikis, social networks, blogs, etc. has spread to all areas, including higher education. Among these applications, YouTube is the most used in the educational field, being highly appreciated by university students. Currently, YouTube has more than 1,900 million users, and it is estimated that more than 1,000 million daily hours worldwide are spent watching Youtube videos, which are mainly accessed from mobile devices. Almost all universities have an institutional channel on YouTube in which in addition to disseminating the corporate image and their teaching and research activities, some teaching videos used in degree studies and Massive Open Line Courses (MOOC) are included. This paper presents the main activities carried out in a teaching innovation project financed by the University of Zaragoza (UZ, Spain) for the development and management of a YouTube channel which has been designed as a repository of instructional videos. This video collection together with a set of short self-assessment questionnaires has been used to support teaching in several related subjects in the field of Thermodynamics and Thermal Engineering. The paper aims to analyse the visualization statistics of the videos by using YouTube and Moodle Analytics, as well as the degree of satisfaction of the students with this innovation experience through a questionnaire. Likewise, the possible improvements obtained in the teaching-learning process are analysed and possible advantages or disadvantages associated with the use of videos as a complementary tool to traditional teaching are identified. The results show a high satisfaction degree among students with the videos produced and the selfassessment questionnaires as well as an improvement in the learning outcomes.
{"title":"YOUTUBE AS A COMPLEMENTARY LEARNING TOOL TO SUPPORT THE STUDY IN THE FIELD OF THERMAL ENGINEERING","authors":"I. Zabalza-Bribián, B. Peña, B. Zalba","doi":"10.21125/EDULEARN.2019.1278","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1278","url":null,"abstract":"In recent years the use of Web 2.0 applications, including YouTube, wikis, social networks, blogs, etc. has spread to all areas, including higher education. Among these applications, YouTube is the most used in the educational field, being highly appreciated by university students. Currently, YouTube has more than 1,900 million users, and it is estimated that more than 1,000 million daily hours worldwide are spent watching Youtube videos, which are mainly accessed from mobile devices. Almost all universities have an institutional channel on YouTube in which in addition to disseminating the corporate image and their teaching and research activities, some teaching videos used in degree studies and Massive Open Line Courses (MOOC) are included. This paper presents the main activities carried out in a teaching innovation project financed by the University of Zaragoza (UZ, Spain) for the development and management of a YouTube channel which has been designed as a repository of instructional videos. This video collection together with a set of short self-assessment questionnaires has been used to support teaching in several related subjects in the field of Thermodynamics and Thermal Engineering. The paper aims to analyse the visualization statistics of the videos by using YouTube and Moodle Analytics, as well as the degree of satisfaction of the students with this innovation experience through a questionnaire. Likewise, the possible improvements obtained in the teaching-learning process are analysed and possible advantages or disadvantages associated with the use of videos as a complementary tool to traditional teaching are identified. The results show a high satisfaction degree among students with the videos produced and the selfassessment questionnaires as well as an improvement in the learning outcomes.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121481718","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.2019.1056
D. Vampola
One of the key elements of business practice is decision making. In the domain of commerce, persons who have been managing business organizations are called upon to make both tactical and strategic decisions that determine the course of their enterprises through the maze of modern economic life. Given the importance of decision making, the teaching of these practices and their implementation is of paramount importance for the training of future professionals in business schools. As with all pedagogical endeavors (in this case that of business education) salient theories and methods that should be conveyed to students need to be identified. One of the principal theoretical approaches to decision making are decision trees. These are sequential graphs that display alternate paths through a particular "space" in which selected courses of action are made. Decision trees, according to Lee Roy Beach and others, also can embody a narrative structure defined by the temporal series of choices made by a decision maker. Decision making therefore embraces the use of scenarios that a decision maker should follow. As a first step towards incorporating the use of narrative decision making into business education, "practical minded" students must be motivated to consider the importance of storytelling. As researchers in the tradition of contextual cognition have observed, an effective way for students to be motivated is to place them in a situation where they need to construct an environment or virtual world. Fortunately for instructors who wish to teach narratives by having students produce them, there exists a software tool known as "Twine". Twine allows a storyteller to develop a scenario by creating a linked series of HTML pages that can, in the case of business, represent a decision tree based process. To test whether the use of Twine enhances a business student's appreciation and understanding of the role of narrative in decision making, a study was performed using a control and an experimental group of graduate level business students. In the control group, students were taught decision making methods without exposure to the Twine program, while the experimental group did an assignment using Twine. After completing questionnaires, it was found that the experimental group significantly appreciated incorporating narrative into the decision making process more than the control group. These initial empirical results suggest that software tools that allow students to develop their own decision making scenarios can be fruitfully incorporated into business education. These tools can also allow students, as well as faculty, to empirically investigate of the use of narrative structures in business decision making.
商业实践的关键要素之一是决策。在商业领域，一直在管理商业组织的人被要求做出战术和战略决策，这些决策决定了他们的企业在现代经济生活的迷宫中前进的方向。考虑到决策的重要性，这些实践的教学和实施对于商学院培养未来的专业人才至关重要。正如所有的教学努力(在这种情况下是商业教育)一样，需要确定应该向学生传达的重要理论和方法。决策树是研究决策的主要理论方法之一。这些是顺序图，显示了通过特定“空间”的替代路径，其中选择了行动路线。根据Lee Roy Beach等人的观点，决策树也可以体现一种叙事结构，这种结构是由决策者所做的一系列选择所定义的。因此，决策制定包含了决策者应该遵循的场景的使用。作为将叙事式决策纳入商业教育的第一步，必须激励“注重实践”的学生考虑讲故事的重要性。正如传统语境认知研究人员所观察到的那样，激发学生学习动机的有效方法是将他们置于需要构建环境或虚拟世界的情境中。幸运的是，对于那些希望通过学生创作来教授叙事的教师来说，有一种名为“Twine”的软件工具。Twine允许讲故事的人通过创建一系列链接的HTML页面来开发场景，在业务的情况下，这些页面可以表示基于决策树的流程。为了检验Twine的使用是否提高了商科学生对叙事在决策中的作用的欣赏和理解，我们对研究生水平的商科学生进行了对照和实验组的研究。在对照组中，学生们在不接触Twine程序的情况下学习决策方法，而实验组则使用Twine完成作业。在完成问卷调查后，我们发现实验组明显比对照组更欣赏将叙事纳入决策过程。这些初步的实证结果表明，允许学生制定自己的决策情景的软件工具可以有效地纳入商业教育。这些工具还可以让学生和教师对叙事结构在商业决策中的使用进行实证调查。
{"title":"SCENARIOS OF CHOICE: USING SOFTWARE TO TEACH NARRATIVE DECISION MAKING","authors":"D. Vampola","doi":"10.21125/EDULEARN.2019.1056","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1056","url":null,"abstract":"One of the key elements of business practice is decision making. In the domain of commerce, persons who have been managing business organizations are called upon to make both tactical and strategic decisions that determine the course of their enterprises through the maze of modern economic life. Given the importance of decision making, the teaching of these practices and their implementation is of paramount importance for the training of future professionals in business schools. As with all pedagogical endeavors (in this case that of business education) salient theories and methods that should be conveyed to students need to be identified. One of the principal theoretical approaches to decision making are decision trees. These are sequential graphs that display alternate paths through a particular \"space\" in which selected courses of action are made. Decision trees, according to Lee Roy Beach and others, also can embody a narrative structure defined by the temporal series of choices made by a decision maker. Decision making therefore embraces the use of scenarios that a decision maker should follow. As a first step towards incorporating the use of narrative decision making into business education, \"practical minded\" students must be motivated to consider the importance of storytelling. As researchers in the tradition of contextual cognition have observed, an effective way for students to be motivated is to place them in a situation where they need to construct an environment or virtual world. Fortunately for instructors who wish to teach narratives by having students produce them, there exists a software tool known as \"Twine\". Twine allows a storyteller to develop a scenario by creating a linked series of HTML pages that can, in the case of business, represent a decision tree based process. To test whether the use of Twine enhances a business student's appreciation and understanding of the role of narrative in decision making, a study was performed using a control and an experimental group of graduate level business students. In the control group, students were taught decision making methods without exposure to the Twine program, while the experimental group did an assignment using Twine. After completing questionnaires, it was found that the experimental group significantly appreciated incorporating narrative into the decision making process more than the control group. These initial empirical results suggest that software tools that allow students to develop their own decision making scenarios can be fruitfully incorporated into business education. These tools can also allow students, as well as faculty, to empirically investigate of the use of narrative structures in business decision making.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113985186","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.2019.1724
S. Niño, Juan Carlos Castellanos-Ramírez, K. Parra
In the field of higher education, the educational proposals involving the use of digital forums have taken a leading role. The potential of these forums to maintain a multidirectional communication based on written texts that do not require spatial or temporal coincidence for participation are especially suitable for promote collaborative learning processes. However, the results of multiple investigations show that, often, the conversations in forums acquire a superficial nature and participants are incapable of engaging in effective learning processes. In an attempt to optimize the learning process in forums, there have been several lines of research that put emphasis on providing information to participants about the activities performed in order to help them improve collaborative processes and learning outcomes. In this paper, from the concept of distributed educational influence and the model developed for its analysis, the relationship between two different types of information and the degree of usefulness for students to guide their participation and improve their collaborative processes in an online forum is explored. Specifically, the two different types of information are based on two different types of indicators: indicators derived from the structural analysis of students’ activity in the forum, and indicators derived from the content analysis of their contributions. A study with 24 undergraduate students was conducted; the students participated in 5 forums developing a report of the core themes as a final product of their activity in the online forums. In order to help them to improve their activity, a particular type of information about the activity developed by the students on previous forum was provided before the beginning of the next forum. In order to value the usefulness that participants gave to the information provided to improve their collaborative processes and guide their own participation in the forums, a questionnaire was administered after each forum. The results show that majority of participants who received information derived from the content analysis of their contributions, assessed it as much more useful than participants who received information derived from structural analysis. The contrasting results between the two types of information suggest that indicators based on qualitative aspects of students’ activity are most useful to help them engage in more effective collaboration processes. From above, we reinforce our interest in further analysis of the relationship between the collaborative processes performed and the learning outcomes with the use of information and its usefulness to promote collaborative learning processes.
{"title":"THE INITIAL DESIGN OF A LEARNING ANALYTIC TO IMPROVE COLLABORATIVE PROCESS IN A DIGITAL FORUM","authors":"S. Niño, Juan Carlos Castellanos-Ramírez, K. Parra","doi":"10.21125/EDULEARN.2019.1724","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1724","url":null,"abstract":"In the field of higher education, the educational proposals involving the use of digital forums have taken a leading role. The potential of these forums to maintain a multidirectional communication based on written texts that do not require spatial or temporal coincidence for participation are especially suitable for promote collaborative learning processes. However, the results of multiple investigations show that, often, the conversations in forums acquire a superficial nature and participants are incapable of engaging in effective learning processes. In an attempt to optimize the learning process in forums, there have been several lines of research that put emphasis on providing information to participants about the activities performed in order to help them improve collaborative processes and learning outcomes. In this paper, from the concept of distributed educational influence and the model developed for its analysis, the relationship between two different types of information and the degree of usefulness for students to guide their participation and improve their collaborative processes in an online forum is explored. Specifically, the two different types of information are based on two different types of indicators: indicators derived from the structural analysis of students’ activity in the forum, and indicators derived from the content analysis of their contributions. A study with 24 undergraduate students was conducted; the students participated in 5 forums developing a report of the core themes as a final product of their activity in the online forums. In order to help them to improve their activity, a particular type of information about the activity developed by the students on previous forum was provided before the beginning of the next forum. In order to value the usefulness that participants gave to the information provided to improve their collaborative processes and guide their own participation in the forums, a questionnaire was administered after each forum. The results show that majority of participants who received information derived from the content analysis of their contributions, assessed it as much more useful than participants who received information derived from structural analysis. The contrasting results between the two types of information suggest that indicators based on qualitative aspects of students’ activity are most useful to help them engage in more effective collaboration processes. From above, we reinforce our interest in further analysis of the relationship between the collaborative processes performed and the learning outcomes with the use of information and its usefulness to promote collaborative learning processes.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114740255","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.2019.1102
Eilish Mernagh, M. Jennings
{"title":"TOON BOOM – THE CONSEQUENCES: AN ANALYSIS OF FACTORS AFFECTING TALENT SHORTAGES IN THE IRISH ANIMATION INDUSTRY","authors":"Eilish Mernagh, M. Jennings","doi":"10.21125/EDULEARN.2019.1102","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1102","url":null,"abstract":"","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114850509","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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