Pub Date : 2019-07-01DOI: 10.21125/EDULEARN.2019.2234
Omar García, M. P. Becerril, A. Aguilar, F. León
Information and Communication Technologies, ICTs, propose new scenarios that require a revision of the classical teaching model, since both the methodologies, the way to access and acquire the knowledge and resources used, are affected by this technology. Students now have grown immersed in technology, where computers, tablets and cell phones, etc., are ways in which they interact with their world, so they need study material that fits the way they learn. Teaching material according to these ideas are digital textbooks integrated in appropriate virtual environments; a digital book is a publication whose support is an electronic file that can be stored in different digital media and allows the incorporation of interactive and multimedia elements. The elaboration of the multimedia book of the subject of hypothesis testing for the courses of Probability and Statistics that are taught in the FESCuautitlán in a virtual environment is based on the theory of social constructivism, which holds that an optimal learning environment is that where there is a dynamic interaction between teachers, students and tasks that provide opportunities for students to build their own knowledge, what happens due to interaction with others. The multimedia book of the proposed hypothesis test will act as a catalyst for the integration of ICTs in the teaching-learning process of the Probability and Statistics subjects. This book will offer students a full-screen experience with galleries, videos, interactive diagrams, mathematical expressions and more; this book gives life to the content in ways that a printed page cannot do. Students will no longer be limited to the static images that illustrate traditional texts, but can now immerse themselves in an image with interactive subtitles, make an answer come alive in the review of a chapter since they can browse through a book just by swiping a finger on the screen. In summary, the audiovisual contents of these books will provide advantages when it comes to explanations and understanding of the concepts. As they are interactive, all the advantages of the network and its applications will be exploited. They will adapt to curricular changes and taking advantage of digital flexibility, teachers can select content, add, modify, etc. In a few words, they will be textbooks that will be in continuous review.
{"title":"TEACHING OF THE PROOF OF THE HYPOTHESIS THROUGH A MULTIMEDIA BOOK IN THE PROBABILITY AND STATISTICS SUBJECTS TAUGHT IN THE FESC","authors":"Omar García, M. P. Becerril, A. Aguilar, F. León","doi":"10.21125/EDULEARN.2019.2234","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2234","url":null,"abstract":"Information and Communication Technologies, ICTs, propose new scenarios that require a revision of the classical teaching model, since both the methodologies, the way to access and acquire the knowledge and resources used, are affected by this technology. Students now have grown immersed in technology, where computers, tablets and cell phones, etc., are ways in which they interact with their world, so they need study material that fits the way they learn. Teaching material according to these ideas are digital textbooks integrated in appropriate virtual environments; a digital book is a publication whose support is an electronic file that can be stored in different digital media and allows the incorporation of interactive and multimedia elements. The elaboration of the multimedia book of the subject of hypothesis testing for the courses of Probability and Statistics that are taught in the FESCuautitlán in a virtual environment is based on the theory of social constructivism, which holds that an optimal learning environment is that where there is a dynamic interaction between teachers, students and tasks that provide opportunities for students to build their own knowledge, what happens due to interaction with others. The multimedia book of the proposed hypothesis test will act as a catalyst for the integration of ICTs in the teaching-learning process of the Probability and Statistics subjects. This book will offer students a full-screen experience with galleries, videos, interactive diagrams, mathematical expressions and more; this book gives life to the content in ways that a printed page cannot do. Students will no longer be limited to the static images that illustrate traditional texts, but can now immerse themselves in an image with interactive subtitles, make an answer come alive in the review of a chapter since they can browse through a book just by swiping a finger on the screen. In summary, the audiovisual contents of these books will provide advantages when it comes to explanations and understanding of the concepts. As they are interactive, all the advantages of the network and its applications will be exploited. They will adapt to curricular changes and taking advantage of digital flexibility, teachers can select content, add, modify, etc. In a few words, they will be textbooks that will be in continuous review.","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":"115265316","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.2019.0855
N. Novikova, T. Cherkashina, N. Karapetyan
The article discusses new risks and new challenges in education, and also gives some recommendations on the restructuring of the training technique. The authors analyze how modern prefigurative society influences the formation of the life values in young people, which is totally different from the previous generation life values. Next, the authors explore the problems associated with the abundance of information in modern life, and highlight the 15 risks and challenges of today's education, which are the result of both changes in the mentality of students and an excess of information. Analyzing these challenges, the authors come to conclusion that the current generation of students requires new forms of academic work. The article suggests some methods for solving the modern educational challenges when teaching Russian as a foreign language: digest method, project method, use of social networks and instant messengers like WhatsApp. According to the authors, the advantages of the digestmethod are that this method allows the student to get a lot of information in a very quick and economical way. The use of digests helps to fill gaps in lingua-cultural knowledge of students and enhance their communicative competence. Statistical data obtained as a result of questioning 90 students before using the digest and after confirm the provisions stated in the article. The use of the projectmethod (Project Based Learning) has also proven itself in the training system. The authors talk about their work experience, when students are happy to prepare projects related to their future professional field, which involve searching the Internet for information on the topic, selecting, organizing and minimizing the material, and then creating Power Point presentations based on it. Such work makes students more creative, it teaches them “to grab” the most important information, as well as to structure, systematize and minimize the selected material, training logical and teamwork skills. Social networks (Facebook, VKontakte, etc.) and WhatsApp can also be used in the modern educational process, especially in the absence or lack of interactive facilities. The rapid exchange of small pieces of information (including video, audio and infographics) in a WhatsApp group or on a social network is, on the one hand, the best format for a modern students who are used to multitasking and unable to perceive large informational content, and on the other hand, corresponds to the habits of young people to prefer visual information. In the article authors give some examples how they use this way in the frame of teaching Russian as a foreign language.
{"title":"EDUCATION WITHIN THE FRAMEWORK OF PREFIGURATIVE CULTURE: NEW RISKS AND NEW CHALLENGES","authors":"N. Novikova, T. Cherkashina, N. Karapetyan","doi":"10.21125/EDULEARN.2019.0855","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0855","url":null,"abstract":"The article discusses new risks and new challenges in education, and also gives some recommendations on the restructuring of the training technique. The authors analyze how modern prefigurative society influences the formation of the life values in young people, which is totally different from the previous generation life values. Next, the authors explore the problems associated with the abundance of information in modern life, and highlight the 15 risks and challenges of today's education, which are the result of both changes in the mentality of students and an excess of information. Analyzing these challenges, the authors come to conclusion that the current generation of students requires new forms of academic work. The article suggests some methods for solving the modern educational challenges when teaching Russian as a foreign language: digest method, project method, use of social networks and instant messengers like WhatsApp. According to the authors, the advantages of the digestmethod are that this method allows the student to get a lot of information in a very quick and economical way. The use of digests helps to fill gaps in lingua-cultural knowledge of students and enhance their communicative competence. Statistical data obtained as a result of questioning 90 students before using the digest and after confirm the provisions stated in the article. The use of the projectmethod (Project Based Learning) has also proven itself in the training system. The authors talk about their work experience, when students are happy to prepare projects related to their future professional field, which involve searching the Internet for information on the topic, selecting, organizing and minimizing the material, and then creating Power Point presentations based on it. Such work makes students more creative, it teaches them “to grab” the most important information, as well as to structure, systematize and minimize the selected material, training logical and teamwork skills. Social networks (Facebook, VKontakte, etc.) and WhatsApp can also be used in the modern educational process, especially in the absence or lack of interactive facilities. The rapid exchange of small pieces of information (including video, audio and infographics) in a WhatsApp group or on a social network is, on the one hand, the best format for a modern students who are used to multitasking and unable to perceive large informational content, and on the other hand, corresponds to the habits of young people to prefer visual information. In the article authors give some examples how they use this way in the frame of teaching Russian as a foreign language.","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":"115266917","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.2019.0848
T. Popa, O. Cupsa
Maritime education and training are based on theoretical and practical exercises, but in conformity to STCW Convention is require doing at regular intervals of time (usual 5 years) an updating of knowledge. "Safety first" is main seamen's logo, that means they have need to prioritize for continuous training, so that all seafarers to keep up with the latest achievements of the industry, as well as of legislative changes in force. The professional training needs to be coordinated and evaluated so that the rules and recommendations required by international and industrial standards are achieved, for a greater efficiency. But this training takes time, which becomes one of the essential factors. This issue is our main question. Our institution, CERONAV Constanta, proposes to address training programs of adults, especially those who work at sea, using e-learning platforms, which by shortening the time spent in class can become the solution of the moment. The paper aims to highlight the advantages of using e-learning platforms and how distance education can solve many problems, saving time and, also, increasing efficiency on board for seafarers.
{"title":"E-LEARNING PLATFORMS – NEW SOLUTION FOR CONTINUOUS TRAINING OF ADULTS","authors":"T. Popa, O. Cupsa","doi":"10.21125/EDULEARN.2019.0848","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0848","url":null,"abstract":"Maritime education and training are based on theoretical and practical exercises, but in conformity to STCW Convention is require doing at regular intervals of time (usual 5 years) an updating of knowledge. \"Safety first\" is main seamen's logo, that means they have need to prioritize for continuous training, so that all seafarers to keep up with the latest achievements of the industry, as well as of legislative changes in force. The professional training needs to be coordinated and evaluated so that the rules and recommendations required by international and industrial standards are achieved, for a greater efficiency. But this training takes time, which becomes one of the essential factors. This issue is our main question. Our institution, CERONAV Constanta, proposes to address training programs of adults, especially those who work at sea, using e-learning platforms, which by shortening the time spent in class can become the solution of the moment. The paper aims to highlight the advantages of using e-learning platforms and how distance education can solve many problems, saving time and, also, increasing efficiency on board for seafarers.","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":"115304790","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.2019.0839
E. Mikheeva, I. Kalinina, A. Fedorenkov
The article is devoted to the description of the multimodal textbook "I Speak Russian as a Russian: Russian Idioms in Use” for foreigners studying Russian as a foreign language, with the level of language proficiency not lower than II certification (B2). Phraseological units / idioms are special speech expressions that function in each language and reflect the peculiarities of the culture and historical experience of the nation. Phraseological units / idioms occupy a significant place in the lexical thesaurus of the national language, so a high level of language proficiency involves the active use of idioms in speech. The idiom is a stable combination of words, the meaning of which is not determined by the meanings of its components. Accordingly, the literal translation of such idioms into other languages is impossible, phraseological units can only be learned by heart. Therefore, the understanding of idioms and the more correct use of them in speech is particularly difficult for foreigners who study Russian as a foreign language and have insufficient knowledge of etiquette and stylistic norms: often an error in the use of phraseology units puts a foreigner in an awkward position, thereby increasing the language barrier. The teacher of Russian as a foreign language has to look for effective ways to present phraseological units and activate their functioning in the speech of students. In this article we introduce a multimodal textbook which presents innovative methods of working with the most popular idioms in the modern literary Russian language and we implement different innovative techniques when teaching Russian idioms. For example, new idioms can be introduced with the help of the technique of visualization. Working out the correct pronunciation and the skill of selecting an idiom in the flow of sounding speech occurs with the use of voice assistant. The multimodal textbook also contains a system of exercises aimed at activating the use of phraseology units in speech. In case of difficulty in identifying idioms students can use a special electronic dictionary included in the edition. To systematize educational information it is divided into modules, each of them ends with a quiz for self-testing. The multimodal textbook "I speak Russian as a Russian: Russian Idioms in Use” was successfully tested at the Peoples’ Friendship University of Russia (RUDN University) at the lessons of Russian as a foreign language with foreign students of both philological and non-philological specialties.
{"title":"MULTIMODAL TEXTBOOK \"I SPEAK RUSSIAN AS A RUSSIAN: RUSSIAN IDIOMS IN USE”: STRUCTURAL AND CONTENT COMPONENTS","authors":"E. Mikheeva, I. Kalinina, A. Fedorenkov","doi":"10.21125/EDULEARN.2019.0839","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0839","url":null,"abstract":"The article is devoted to the description of the multimodal textbook \"I Speak Russian as a Russian: Russian Idioms in Use” for foreigners studying Russian as a foreign language, with the level of language proficiency not lower than II certification (B2). Phraseological units / idioms are special speech expressions that function in each language and reflect the peculiarities of the culture and historical experience of the nation. Phraseological units / idioms occupy a significant place in the lexical thesaurus of the national language, so a high level of language proficiency involves the active use of idioms in speech. The idiom is a stable combination of words, the meaning of which is not determined by the meanings of its components. Accordingly, the literal translation of such idioms into other languages is impossible, phraseological units can only be learned by heart. Therefore, the understanding of idioms and the more correct use of them in speech is particularly difficult for foreigners who study Russian as a foreign language and have insufficient knowledge of etiquette and stylistic norms: often an error in the use of phraseology units puts a foreigner in an awkward position, thereby increasing the language barrier. The teacher of Russian as a foreign language has to look for effective ways to present phraseological units and activate their functioning in the speech of students. In this article we introduce a multimodal textbook which presents innovative methods of working with the most popular idioms in the modern literary Russian language and we implement different innovative techniques when teaching Russian idioms. For example, new idioms can be introduced with the help of the technique of visualization. Working out the correct pronunciation and the skill of selecting an idiom in the flow of sounding speech occurs with the use of voice assistant. The multimodal textbook also contains a system of exercises aimed at activating the use of phraseology units in speech. In case of difficulty in identifying idioms students can use a special electronic dictionary included in the edition. To systematize educational information it is divided into modules, each of them ends with a quiz for self-testing. The multimodal textbook \"I speak Russian as a Russian: Russian Idioms in Use” was successfully tested at the Peoples’ Friendship University of Russia (RUDN University) at the lessons of Russian as a foreign language with foreign students of both philological and non-philological specialties.","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":"115479635","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.2019.2223
A. Suing, K. Ordóñez, Lilia Carpio-Jiménez
An alternative proposal in traditional teaching models is the use of stories or metaphors. There are precedents of this pedagogical practice that emphasize the citizen participation and the historical and critical thinking of the students. The stories, the stories suppose a great educational advantage because they have the capacity to transmit values, but it is necessary that the participants know about the journalistic interview. The use of interviews can be a useful source to attract the interest of students and provide original approaches to their tasks and research. The purpose of the teaching practice is to train students in the subject of Media Management of the Communication Career, of the Universidad Técnica Particular de Loja, during the semester October 2018 February 2019, by means of investigating and describe the stories related to the management of information companies and strengthen strategic links with their audiences. The methodology used is qualitative through bibliographic documentation, content analysis and semi-structured interviews. Data were collected from 24 media outlets in Loja and one in Zamora. Two companies are public property, 22 private and one community. By type of media there are radio companies, open television, press and digital natives. The impression of the students is positive, they formed their competences while "discovering" the business and administrative management of the local communication companies.
传统教学模式的另一种建议是使用故事或隐喻。这种强调公民参与和学生的历史和批判性思维的教学实践有先例。这些故事，这些故事有很大的教育优势，因为它们有能力传递价值观，但参与者有必要了解新闻采访。使用访谈可以是一个有用的来源，以吸引学生的兴趣，并为他们的任务和研究提供原创的方法。教学实践的目的是在2018年10月至2019年2月期间，通过调查和描述与信息公司管理相关的故事，并加强与受众的战略联系，培训tsamicnica de Loja大学传播职业媒体管理主题的学生。使用的方法是通过书目文献、内容分析和半结构化访谈进行定性研究。从洛哈的24家媒体和萨莫拉的一家媒体收集了数据。2家公司是公共财产，22家是私人财产，1家是社区财产。按媒体类型划分，有广播公司、开放电视、报刊和数字原生代。学生们的印象是积极的，他们在“发现”当地通信公司的业务和行政管理的过程中形成了自己的能力。
{"title":"METAPHORS FOR LEARNING ABOUT INFORMATIVE COMPANIES","authors":"A. Suing, K. Ordóñez, Lilia Carpio-Jiménez","doi":"10.21125/EDULEARN.2019.2223","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2223","url":null,"abstract":"An alternative proposal in traditional teaching models is the use of stories or metaphors. There are precedents of this pedagogical practice that emphasize the citizen participation and the historical and critical thinking of the students. The stories, the stories suppose a great educational advantage because they have the capacity to transmit values, but it is necessary that the participants know about the journalistic interview. The use of interviews can be a useful source to attract the interest of students and provide original approaches to their tasks and research. The purpose of the teaching practice is to train students in the subject of Media Management of the Communication Career, of the Universidad Técnica Particular de Loja, during the semester October 2018 February 2019, by means of investigating and describe the stories related to the management of information companies and strengthen strategic links with their audiences. The methodology used is qualitative through bibliographic documentation, content analysis and semi-structured interviews. Data were collected from 24 media outlets in Loja and one in Zamora. Two companies are public property, 22 private and one community. By type of media there are radio companies, open television, press and digital natives. The impression of the students is positive, they formed their competences while \"discovering\" the business and administrative management of the local communication companies.","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":"115631312","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.2019.2391
M. Amorim, M. F. Dias, Mário Rodrigues, J. Rainho, I. Dimas, J. Oliveira, Eva Andrade
This article describes the experience of developing, and piloting, a Non-Formal Academy, for developing student’s competences to work in international and virtual teams, that took place under the scope of the European Project CATCH-IT. The experience involved the collaboration of educators and students from Portugal, Denmark and Poland, and consisted on the development and piloting of a stepwise approach to engage students in international and collaborative teamwork, with the purpose of making them acquainted with the demands of such working contexts, that are both timely and relevant in today’s labor market. The motivation for the development of this research work stems from the research accounts, as well as the empirical observation that, the current generations of Higher Education students, to a great extent, be engaged in multicultural and internationalized working environments. This calls for the development of specific competences, such as cultural intelligence for effective international collaboration, as well as the ability to work in technology mediated contexts, that often support the work on internationally distributed project teams. The teaching and learning model developed for the NonFormal Academy involved, a preliminary phase devoted to the organization of students into diversified groups, and the development of thematic project proposals related with the development of international careers and international business, in each of the partner countries. Afterwards the students were engaged in a stepwise learning model to support the development of their projects in four steps that aimed to expose them to international and collaborative working contexts in a progressive manner. The steps included: i) a step 1, consisting of group fieldwork conducted in each of the partner countries; ii) a step 2, involving the collection of data and the interaction between the students and international experts, in each of the partner countries; iii) a step 3, involving work in virtual international teams, supported by computer mediated communication, and bringing together students from the three partner countries; and iv) a final step 4, where groups of students selected in a competitive manner from the work developed in the previous phases, were engaged in a small cross-exchange period across the partner countries, to finalize their projects in a face-to-face manner with their colleagues from three participating countries. The experience allowed for the development of the Non-Formal Academy model, and enables a rich teaching and learning experience that exposed students to the demands of work in international teams and contexts. Students involved in the process perceived important benefits from the experience, and provided key feedback information to further improve the proposed model, in order to make it replicable in the future.
{"title":"THE NON-FORMAL ACADEMY EXPERIENCE: AN EXPLORATORY MODEL TO DEVELOP STUDENTS’ COMPETENCES FOR WORKING IN INTERNATIONAL AND VIRTUAL TEAMS","authors":"M. Amorim, M. F. Dias, Mário Rodrigues, J. Rainho, I. Dimas, J. Oliveira, Eva Andrade","doi":"10.21125/EDULEARN.2019.2391","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2391","url":null,"abstract":"This article describes the experience of developing, and piloting, a Non-Formal Academy, for developing student’s competences to work in international and virtual teams, that took place under the scope of the European Project CATCH-IT. The experience involved the collaboration of educators and students from Portugal, Denmark and Poland, and consisted on the development and piloting of a stepwise approach to engage students in international and collaborative teamwork, with the purpose of making them acquainted with the demands of such working contexts, that are both timely and relevant in today’s labor market. The motivation for the development of this research work stems from the research accounts, as well as the empirical observation that, the current generations of Higher Education students, to a great extent, be engaged in multicultural and internationalized working environments. This calls for the development of specific competences, such as cultural intelligence for effective international collaboration, as well as the ability to work in technology mediated contexts, that often support the work on internationally distributed project teams. The teaching and learning model developed for the NonFormal Academy involved, a preliminary phase devoted to the organization of students into diversified groups, and the development of thematic project proposals related with the development of international careers and international business, in each of the partner countries. Afterwards the students were engaged in a stepwise learning model to support the development of their projects in four steps that aimed to expose them to international and collaborative working contexts in a progressive manner. The steps included: i) a step 1, consisting of group fieldwork conducted in each of the partner countries; ii) a step 2, involving the collection of data and the interaction between the students and international experts, in each of the partner countries; iii) a step 3, involving work in virtual international teams, supported by computer mediated communication, and bringing together students from the three partner countries; and iv) a final step 4, where groups of students selected in a competitive manner from the work developed in the previous phases, were engaged in a small cross-exchange period across the partner countries, to finalize their projects in a face-to-face manner with their colleagues from three participating countries. The experience allowed for the development of the Non-Formal Academy model, and enables a rich teaching and learning experience that exposed students to the demands of work in international teams and contexts. Students involved in the process perceived important benefits from the experience, and provided key feedback information to further improve the proposed model, in order to make it replicable in the future.","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":"114673643","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.2019.2623
R. Santiago-Acosta, E. M. H. Cooper
{"title":"TEACHING CALCULUS OF COMPLEX VARIABLES WITH MATHEMATICA","authors":"R. Santiago-Acosta, E. M. H. Cooper","doi":"10.21125/EDULEARN.2019.2623","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2623","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":"124253612","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.2019.1686
V. Terzieva
Nowadays, the teaching process is based on Information and Communication Technologies (ICT) largely. Thus, many diverse technology-enhanced approaches are enabled as well as digital tools transform traditional education. Further, with the rapid penetration of innovative technologies and ubiquitous digitalization, computer games are becoming an integral part of the everyday life of contemporary generation and the social culture as a whole. Digital games in all platforms (web-based, console, computer or mobile device) not only gain increasing popularity but also are a daily routine for adolescents and young adults. Notwithstanding most of the games are intended for fun and entertainment, their ability to attract users to play many hours can find another more meaningful application – effective facilitation of the learning process while providing an engaging and motivating experience. The process of integration of games into activity with the purpose other than fun is known as gamification. The massive penetration of games in all areas urges teachers to begin to understand their potential in teaching. Its better understanding is essential for the effectiveness of game-based learning (GBL) in all school subjects, not only in science, engineering, and mathematics but also in social sciences. Many studies explore and analyse the use of information technology by teachers and their impact on the educational process and teaching methods. Often, technology resources such as digital educational games are a source of information and knowledge and thus can substitute traditional textbooks or workbook, just as other e-learning resources. Games can have an essential impact on the education process, as they are able to present learning material in such a way that to engage and motivate learners. However, the role of gamification in school education is narrow explored and understand. Hence, there is a demand for extensive research on the issues related to the incorporation of educational games in teaching different learning subjects. The data behind the current study are from two surveys, held recently in Bulgaria. Thus, the author investigates and analyses the findings from both national-wide surveys and addresses two main topics: First, the paper aims to explore the survey-based data concerning the need for games intended for school education in Bulgaria and to provide a meaningful understanding of the gamification potential as a way for promoting students’ learning. Second, the study examines and compares in particular, teachers and students’ views of game-based learning in history subject. The paper outlines some issues about the use of computer games in classroom practice and especially in history classes. The opinions of history teachers and middle school students concerning the regularity of the use of GBL in teaching, the frequency of playing educational games and assessment of their usefulness are presented. Statistical analysis on the impact of education
{"title":"GAME-BASED TEACHING IN HISTORY – CASE STUDY IN BULGARIAN SCHOOLS","authors":"V. Terzieva","doi":"10.21125/EDULEARN.2019.1686","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1686","url":null,"abstract":"Nowadays, the teaching process is based on Information and Communication Technologies (ICT) largely. Thus, many diverse technology-enhanced approaches are enabled as well as digital tools transform traditional education. Further, with the rapid penetration of innovative technologies and ubiquitous digitalization, computer games are becoming an integral part of the everyday life of contemporary generation and the social culture as a whole. Digital games in all platforms (web-based, console, computer or mobile device) not only gain increasing popularity but also are a daily routine for adolescents and young adults. Notwithstanding most of the games are intended for fun and entertainment, their ability to attract users to play many hours can find another more meaningful application – effective facilitation of the learning process while providing an engaging and motivating experience. The process of integration of games into activity with the purpose other than fun is known as gamification. The massive penetration of games in all areas urges teachers to begin to understand their potential in teaching. Its better understanding is essential for the effectiveness of game-based learning (GBL) in all school subjects, not only in science, engineering, and mathematics but also in social sciences. Many studies explore and analyse the use of information technology by teachers and their impact on the educational process and teaching methods. Often, technology resources such as digital educational games are a source of information and knowledge and thus can substitute traditional textbooks or workbook, just as other e-learning resources. Games can have an essential impact on the education process, as they are able to present learning material in such a way that to engage and motivate learners. However, the role of gamification in school education is narrow explored and understand. Hence, there is a demand for extensive research on the issues related to the incorporation of educational games in teaching different learning subjects. The data behind the current study are from two surveys, held recently in Bulgaria. Thus, the author investigates and analyses the findings from both national-wide surveys and addresses two main topics: First, the paper aims to explore the survey-based data concerning the need for games intended for school education in Bulgaria and to provide a meaningful understanding of the gamification potential as a way for promoting students’ learning. Second, the study examines and compares in particular, teachers and students’ views of game-based learning in history subject. The paper outlines some issues about the use of computer games in classroom practice and especially in history classes. The opinions of history teachers and middle school students concerning the regularity of the use of GBL in teaching, the frequency of playing educational games and assessment of their usefulness are presented. Statistical analysis on the impact of 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":"116662833","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.2019.1646
Patricio Santillán-Aguirre, Valeria Del Carmen Cadena-Vaca, D. Olmedo-Vizueta, R. Santos
This article is derived from a qualitative research of interpretative type, under the hermeneutic approach, which aims to generate a theoretical approach about the inverted classroom as a teaching and learning methodology with the effective use of information and Communication Technologies (ICT) in college. This leads to identify the meanings and meanings given by teachers to the dilemmas of the methodology of the classroom invested in the higher Polytechnic School of Chimborazo, Faculty of Computer Science and Electronics, this being the context under study. In the methodology, the technique of the in-depth interview was applied to five social actors of the Master in Planning, evaluation and Accreditation of higher Education, whose transcribing discourses were submitted to the processes of categorization and codification. The findings were defined around the categories: approaches and disciplines, characterization of learning and dilemmas in technology teaching, which revealed their significance through the emerging subcategories. Within the results, we highlight the reflection on the benefits of ICT and its communication channels as ideal means to make use of the classroom invested in the various disciplines, for the versatility and accessibility to global information in the knowledge society. Thus, It is concluded that the meanings and meanings by teachers to the classroom methodology invested in the university scenario, attract in the way of making innovative these experiences that results in academic efficiency by contributing to the teaching and Learning process.
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Pub Date : 2019-07-01DOI: 10.21125/EDULEARN.2019.0495
Katica Pevec Semec
In many aspects of our lives nowadays, there are requirements for effective communication as a consequence of globalisation and coexistence in a multicultural and multilingual society. The expanding need for multilingual and intercultural communication occurs as a result of mobility and the spread of market employability within the European Union and beyond and, consequently, migrations of people because of better material living conditions and the revitalisation of some provinces and regions. The rapid development of information and communication technology, which eliminates local distance and encourages simultaneous communication through various media, he also become an important factor. In the age of globalisation, we can add another fact, that today more people than ever live in a nearby neighbourhood with different languages and cultures, many of them working together or having daily encounters. People are thus becoming more mobile, for both private and professional reason, and thus need to communicate in several languages. Knowledge of language allows for intercultural dialogue and encourages the willingness to coexist along with mutual respect. The learning and use of languages are fundamental to peaceful coexistence in the common European area, especially in those areas where languages and cultures have coexisted for centuries. Cooperation between schools and kindergartens in border areas has a long tradition in Slovenia. Recently, a new form of cooperation has been introduced, the so-called cross-border mobility, which goes beyond occasional meetings of cultural or sporting nature. Teachers who teach in the schools in border areas in Slovenia, Austria, Italy, Croatia and Hungary are implementing professionally prepared learning mobility in neighbouring schools, and they are occasionally included in the regular educational programme. This mobility has extra significance for students because they develop multilingual and intercultural competences, they become acquainted with their peers and teachers from neighbouring countries and with new teaching strategies and, at the same time, they also improve subsequent employment prospects. With the implementation of multilingual and intercultural educational practice in the neighbouring schools, mobile teachers are developing their professional capital, which is reflected in the intercultural and multilingual awareness, personal growth, upgrading of methodical-didactic knowledge, knowledge of the neighbour language and learning about the educational system and curriculum of the neighbouring country. 1 METHODOLOGY The presenting model of teacher education in primary schools in border areas based on the results of empirical research (Pevec Semec, 2017) in which we focus on: • Analysis of the situation of cooperation between the border area primary schools in Slovenia, Austria, Italy, Hungary and Croatia. We were interested in the teaching of foreign and neighbour languages at schools and the existin
{"title":"MULTILINGUALISM AND INTERCULTURALISM AS PROFESSIONAL CAPITAL: THE MAKING OF A MODEL OF TEACHER EDUCATION IN PRIMARY SCHOOLS IN BORDER AREAS","authors":"Katica Pevec Semec","doi":"10.21125/EDULEARN.2019.0495","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0495","url":null,"abstract":"In many aspects of our lives nowadays, there are requirements for effective communication as a consequence of globalisation and coexistence in a multicultural and multilingual society. The expanding need for multilingual and intercultural communication occurs as a result of mobility and the spread of market employability within the European Union and beyond and, consequently, migrations of people because of better material living conditions and the revitalisation of some provinces and regions. The rapid development of information and communication technology, which eliminates local distance and encourages simultaneous communication through various media, he also become an important factor. In the age of globalisation, we can add another fact, that today more people than ever live in a nearby neighbourhood with different languages and cultures, many of them working together or having daily encounters. People are thus becoming more mobile, for both private and professional reason, and thus need to communicate in several languages. Knowledge of language allows for intercultural dialogue and encourages the willingness to coexist along with mutual respect. The learning and use of languages are fundamental to peaceful coexistence in the common European area, especially in those areas where languages and cultures have coexisted for centuries. Cooperation between schools and kindergartens in border areas has a long tradition in Slovenia. Recently, a new form of cooperation has been introduced, the so-called cross-border mobility, which goes beyond occasional meetings of cultural or sporting nature. Teachers who teach in the schools in border areas in Slovenia, Austria, Italy, Croatia and Hungary are implementing professionally prepared learning mobility in neighbouring schools, and they are occasionally included in the regular educational programme. This mobility has extra significance for students because they develop multilingual and intercultural competences, they become acquainted with their peers and teachers from neighbouring countries and with new teaching strategies and, at the same time, they also improve subsequent employment prospects. With the implementation of multilingual and intercultural educational practice in the neighbouring schools, mobile teachers are developing their professional capital, which is reflected in the intercultural and multilingual awareness, personal growth, upgrading of methodical-didactic knowledge, knowledge of the neighbour language and learning about the educational system and curriculum of the neighbouring country. 1 METHODOLOGY The presenting model of teacher education in primary schools in border areas based on the results of empirical research (Pevec Semec, 2017) in which we focus on: • Analysis of the situation of cooperation between the border area primary schools in Slovenia, Austria, Italy, Hungary and Croatia. We were interested in the teaching of foreign and neighbour languages at schools and the existin","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":"116960244","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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