Pub Date : 2019-07-01DOI: 10.21125/EDULEARN.2019.1302
Anne D'Arcy-Warmington
Imagine you are in the world of Sherlock Holmes or Hercule Poirot, you do not glance upon a crime scene and with your very next breath reveal the perpetrator and motive to the police authorities who are scrutinizing each word and gesture. Students, no matter how well equipped with knowledge and pressure of test conditions, encounter this situation where they will read an unseen mathematical question in a test or examination. Students are expected within a few seconds to comprehend the context; follow a correct protocol and conclude with a logical solution that will be graded by the instructor. Unfortunately, not all students can perform well under such intense pressure, so Curtin College in Stage One Mathematics has introduced a scheme where a hint or clue can be exchanged for the allocated marks for that part of the question. Anxiety can affect students who consequently may be unable to write a solution befitting their level of knowledge, even with a sheet of notes under timed test conditions. Using Bloom’s and SOLO taxonomy, this paper will endeavor to illustrate the use of ‘clue giving’ under no time limits may benefit both students and educators learning experience.
{"title":"EDUCATORS AND STUDENTS USE CLUES TO HELP IN MATHEMATICAL/STATISTICAL TESTS","authors":"Anne D'Arcy-Warmington","doi":"10.21125/EDULEARN.2019.1302","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1302","url":null,"abstract":"Imagine you are in the world of Sherlock Holmes or Hercule Poirot, you do not glance upon a crime scene and with your very next breath reveal the perpetrator and motive to the police authorities who are scrutinizing each word and gesture. Students, no matter how well equipped with knowledge and pressure of test conditions, encounter this situation where they will read an unseen mathematical question in a test or examination. Students are expected within a few seconds to comprehend the context; follow a correct protocol and conclude with a logical solution that will be graded by the instructor. Unfortunately, not all students can perform well under such intense pressure, so Curtin College in Stage One Mathematics has introduced a scheme where a hint or clue can be exchanged for the allocated marks for that part of the question. Anxiety can affect students who consequently may be unable to write a solution befitting their level of knowledge, even with a sheet of notes under timed test conditions. Using Bloom’s and SOLO taxonomy, this paper will endeavor to illustrate the use of ‘clue giving’ under no time limits may benefit both students and educators learning experience.","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":"125166129","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.2019.1279
Francisco Vico, Joaquín Masa, Raul García
Society has reached the point where there is considerable awareness about the need of teaching coding skills at the schools. Both, political leaders and educational systems start taking positions in this strategic new arena, but they lack from much of the expertise and necessary tools about how to teach this complex (but also intuitive to children and youngsters) field of knowledge. In this context, ToolboX Academy is a programming platform which subscribes a slightly new approach to attack the problem, in four differential aspects: 1) While most attention focuses on block-based approaches (Scratch and Code.org being the most popular initiatives), ToolboX embraces coding as it works for developers: text-based programming; 2) ToolboX embeds mainstream programming languages, which are widely used, are supported by big communities, are weakly typed, and closer to human natural language, like it is Javascript, for web applications, and GNU Octave, in engineering and scientific research; 3) it provides user-oriented problem-based learning, designed upon educational research results; and 4) it integrates curricular subjects in learning to code. In this paper, we review the design constraints taken into account to develop ToolboX Academy, and how it has been tested in the classroom. Some features are particularly stressed, like the use of open formats for content representation (definition of tasks or problems); the design of a simplified environment to represent most CS concepts, from basic loops to complex graph traversal strategies; and the use of learning analytics based on big data algorithms that can help educators and managers to learn from the interaction of their students with this environment.
{"title":"TOOLBOX.ACADEMY: CODING & ARTIFICIAL INTELLIGENCE MADE EASY FOR KIDS, BIG DATA FOR EDUCATORS","authors":"Francisco Vico, Joaquín Masa, Raul García","doi":"10.21125/EDULEARN.2019.1279","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1279","url":null,"abstract":"Society has reached the point where there is considerable awareness about the need of teaching coding skills at the schools. Both, political leaders and educational systems start taking positions in this strategic new arena, but they lack from much of the expertise and necessary tools about how to teach this complex (but also intuitive to children and youngsters) field of knowledge. In this context, ToolboX Academy is a programming platform which subscribes a slightly new approach to attack the problem, in four differential aspects: 1) While most attention focuses on block-based approaches (Scratch and Code.org being the most popular initiatives), ToolboX embraces coding as it works for developers: text-based programming; 2) ToolboX embeds mainstream programming languages, which are widely used, are supported by big communities, are weakly typed, and closer to human natural language, like it is Javascript, for web applications, and GNU Octave, in engineering and scientific research; 3) it provides user-oriented problem-based learning, designed upon educational research results; and 4) it integrates curricular subjects in learning to code. In this paper, we review the design constraints taken into account to develop ToolboX Academy, and how it has been tested in the classroom. Some features are particularly stressed, like the use of open formats for content representation (definition of tasks or problems); the design of a simplified environment to represent most CS concepts, from basic loops to complex graph traversal strategies; and the use of learning analytics based on big data algorithms that can help educators and managers to learn from the interaction of their students with this environment.","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":"125833319","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.2019.0891
A. Romanovska
Cultural literacy has been designated as strategically important to sustainable development in Latvia. It reflects the country’s distinctive history. Following the restoration of independence in 1990, policy-making prioritised both the reconstruction and development of Latvian national identity and the preservation and development of Latvian cultural heritage. The aim of the research is to analyse how “cultural heritage”, “cultural knowledge” and “participation” are reflected in the Latvian curricula that manage the educational process. The research also draws attention to how the European cultural heritage is understood in Latvian curricula, and how it relates to the concept of Latvian cultural heritage, focusing on the concepts of cultural identity and diversity. A systematic search for curricula examining cultural literacy education in formal education system was carried out using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework resulting in two documents. The curricula or parts of these curricula relating to the age group 14-18 years were selected from both documents. Draft Regulations “Regulations Regarding the State Standard in Basic Education and Model Basic Educational Programmes” was also used as an additional source when looking at the education reform currently being implemented in Latvia. A thematic analysis of the documents was undertaken using an iterative, inductive approach to the generation of codes and themes guided by the review aims and objectives. The analysis of general education curricula shows that cultural literacy education in Latvia differs depending on the educational programme. At secondary school level, it is possible to choose a variety of educational pathways, which offer wider or narrower knowledge in the field of culture (the most extensive knowledge can be obtained by following a humanitarian and social sciences related programme). Irrespective of the programme, additional subjects can be chosen, and these are often culture-related subjects. Students of ethnic minority schools acquire specific knowledge of both the Latvian culture and their own ethnic culture and based on their personal experience have a better understanding of multiculturalism.
{"title":"CULTURAL LITERACY EDUCATION IN LATVIA: CURRICULA REVIEW","authors":"A. Romanovska","doi":"10.21125/EDULEARN.2019.0891","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0891","url":null,"abstract":"Cultural literacy has been designated as strategically important to sustainable development in Latvia. It reflects the country’s distinctive history. Following the restoration of independence in 1990, policy-making prioritised both the reconstruction and development of Latvian national identity and the preservation and development of Latvian cultural heritage. The aim of the research is to analyse how “cultural heritage”, “cultural knowledge” and “participation” are reflected in the Latvian curricula that manage the educational process. The research also draws attention to how the European cultural heritage is understood in Latvian curricula, and how it relates to the concept of Latvian cultural heritage, focusing on the concepts of cultural identity and diversity. A systematic search for curricula examining cultural literacy education in formal education system was carried out using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework resulting in two documents. The curricula or parts of these curricula relating to the age group 14-18 years were selected from both documents. Draft Regulations “Regulations Regarding the State Standard in Basic Education and Model Basic Educational Programmes” was also used as an additional source when looking at the education reform currently being implemented in Latvia. A thematic analysis of the documents was undertaken using an iterative, inductive approach to the generation of codes and themes guided by the review aims and objectives. The analysis of general education curricula shows that cultural literacy education in Latvia differs depending on the educational programme. At secondary school level, it is possible to choose a variety of educational pathways, which offer wider or narrower knowledge in the field of culture (the most extensive knowledge can be obtained by following a humanitarian and social sciences related programme). Irrespective of the programme, additional subjects can be chosen, and these are often culture-related subjects. Students of ethnic minority schools acquire specific knowledge of both the Latvian culture and their own ethnic culture and based on their personal experience have a better understanding of multiculturalism.","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":"125928908","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.2019.0972
Elena Pérez, A. Gilabert, G. L. Lledó, Alejandro Lorenzo, A. Lledó
In last two decades, the worldwide number of cases of Autism Spectrum Disorders (ASD) diagnosed have increased drastically. ASD is a developmental disorder characterized by impairments in communication and social interactions and repetitive behaviour. These impairments can be translated into difficulties of attention and executive learning, general cognition or oral language, academic skills and social skills. Specifically, social skills include social imitation, social interaction rules, emotion production and recognition. All of this makes that they perceive reality in a different way and, therefore, inclusion into society for students with ASD is complicated by these difficulties. The teaching of social skills for these students continues to be a challenge. Nevertheless, during the last decade irruption of Information and Communication Technologies (ITC) has provided many new options for the educative intervention of people with Autism Spectrum Disorders (ASD). Three main categories involve ITC-based interventions which are: iPods and iPads Apps, serious games and robots. In this way, among these types of ICT, a growing intervention method based on Social Assistance Robots (SAR) is being developed. The main characteristics of SAR include that can express and/or perceive emotions, can establish verbal and non-verbal communications and they can learn social skills. In this sense, one of the biggest advantages is based on their capacity to programme to respond to different social situations. Robotic assisted therapy not only perfectly aligns with the methodological principles that should guide the teaching-learning process of these students (individualized intervention, sequence of activities, active experiences and predictive environments), but also with the educational needs of these students. This rapid advance in robotics, its good results, the complexity of the educational need and the increase in cases of ASD, make it necessary to include this type of intervention in educational contexts. Many recent researches have shown positive outcomes of robots as social mediators to improve social and communication skills. In this way, robotics is constituted as a new path of educational intervention. Nevertheless, the possibility of using robots in educational contexts is limited due to its high costs and the lack of availability that is normally limited to the clinical and private environment. To overcome these aspects, this study uses the robot Bee-Bot which unites its low cost, its ease and its versatility of use. The main aim of this research has been to study how the use of the Bee-Bot robot can facilitate emotion recognition and production in ASD students. Specifically, this research has focused in one emotion: happiness. By conducting an exploratory study involving two children whose age is 6 years old, results provided some indicators that children with ASD have a great affinity with robots. Moreover, the findings of this study contribute to
{"title":"EDUCATIONAL INTERVENTION FOR STUDENTS WITH ASD: EMOTION PRODUCTION AND RECOGNITION THROUGH THE BEE-BOT ROBOT","authors":"Elena Pérez, A. Gilabert, G. L. Lledó, Alejandro Lorenzo, A. Lledó","doi":"10.21125/EDULEARN.2019.0972","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0972","url":null,"abstract":"In last two decades, the worldwide number of cases of Autism Spectrum Disorders (ASD) diagnosed have increased drastically. ASD is a developmental disorder characterized by impairments in communication and social interactions and repetitive behaviour. These impairments can be translated into difficulties of attention and executive learning, general cognition or oral language, academic skills and social skills. Specifically, social skills include social imitation, social interaction rules, emotion production and recognition. All of this makes that they perceive reality in a different way and, therefore, inclusion into society for students with ASD is complicated by these difficulties. The teaching of social skills for these students continues to be a challenge. Nevertheless, during the last decade irruption of Information and Communication Technologies (ITC) has provided many new options for the educative intervention of people with Autism Spectrum Disorders (ASD). Three main categories involve ITC-based interventions which are: iPods and iPads Apps, serious games and robots. In this way, among these types of ICT, a growing intervention method based on Social Assistance Robots (SAR) is being developed. The main characteristics of SAR include that can express and/or perceive emotions, can establish verbal and non-verbal communications and they can learn social skills. In this sense, one of the biggest advantages is based on their capacity to programme to respond to different social situations. Robotic assisted therapy not only perfectly aligns with the methodological principles that should guide the teaching-learning process of these students (individualized intervention, sequence of activities, active experiences and predictive environments), but also with the educational needs of these students. This rapid advance in robotics, its good results, the complexity of the educational need and the increase in cases of ASD, make it necessary to include this type of intervention in educational contexts. Many recent researches have shown positive outcomes of robots as social mediators to improve social and communication skills. In this way, robotics is constituted as a new path of educational intervention. Nevertheless, the possibility of using robots in educational contexts is limited due to its high costs and the lack of availability that is normally limited to the clinical and private environment. To overcome these aspects, this study uses the robot Bee-Bot which unites its low cost, its ease and its versatility of use. The main aim of this research has been to study how the use of the Bee-Bot robot can facilitate emotion recognition and production in ASD students. Specifically, this research has focused in one emotion: happiness. By conducting an exploratory study involving two children whose age is 6 years old, results provided some indicators that children with ASD have a great affinity with robots. Moreover, the findings of this study contribute to ","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":"126097837","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.2019.1644
A. Barana, C. Fissore, M. Marchisio
According to much research, with the fourth industrial revolution the set of skills required in both old and new professions are changing. At a time when revolutionary technologies are penetrating more and more into everyday life, it is important that students, during the university courses, develop cognitive abilities (such as logical reasoning and visualization), content skills (which include ICT literacy), complex problem solving skills and technical skills (such as programming and computational thinking). One of the tools to enhance teaching and learning of STEM disciplines with technologies is an Advanced Computing Environment (ACE), a system that allows to perform numerical and symbolic computations, to make graphical representations in 2 and 3 dimensions and to create mathematical simulations through interactive components. The objective of our research is to understand if the use of an ACE in the university education of STEM disciplines allows students to develop important skills, such as problem solving, logical reasoning, mathematical reasoning, visualization, computational thinking, that will facilitate their university career and their entry into the world of work. To answer this question, we involved 48 university students in a 15-hour laboratory on the use of an ACE. The students were enrolled in degree courses in various STEM disciplines (Energy Engineering, Chemical Engineering, Physics, Mathematics Engineering, Computer Engineering, Aerospace Engineering, Biomedical Engineering, etc.) and they attended different years of bachelor’s and master’s degrees. During the laboratory, the students learned the functionalities of an ACE and used it for visualization and modelling, to write procedures for problem solving and for the creation of interactive materials. In the second part of the laboratory, the students worked in groups or individually on the creation of an interactive worksheet involving a STEM discipline of their interest. As a final product they could opt for the resolution of a problem with the generalization of the resolution, the study of a problem situation or of a theoretical concept, or the development of an interactive application. Their attitude toward the use of an ACE for the development of skills, previous knowledge on STEM software and their reasons for learning how to use an ACE were measured through an initial and a final questionnaire that students were asked to fill in at the beginning and at the end of the laboratory. The worksheets produced by the students were classified into three main categories (independently of the discipline of interest): problem solving, problem solving applications, applications (function studies or theoretical formulas) and interactive files (such as "program" or "app"); they were analysed and cross-checked with the answers to the questionnaires. The results obtained show that the use of an ACE in the STEM disciplines can develop, in different ways, the key skills mentioned above f
{"title":"STEM IN HIGHER EDUCATION: THE USE OF AN ADVANCED COMPUTING ENVIRONMENT TO DEVELOP FUNDAMENTAL SKILLS FOR UNIVERSITY CAREER AND THE WORLD OF WORK","authors":"A. Barana, C. Fissore, M. Marchisio","doi":"10.21125/EDULEARN.2019.1644","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1644","url":null,"abstract":"According to much research, with the fourth industrial revolution the set of skills required in both old and new professions are changing. At a time when revolutionary technologies are penetrating more and more into everyday life, it is important that students, during the university courses, develop cognitive abilities (such as logical reasoning and visualization), content skills (which include ICT literacy), complex problem solving skills and technical skills (such as programming and computational thinking). One of the tools to enhance teaching and learning of STEM disciplines with technologies is an Advanced Computing Environment (ACE), a system that allows to perform numerical and symbolic computations, to make graphical representations in 2 and 3 dimensions and to create mathematical simulations through interactive components. The objective of our research is to understand if the use of an ACE in the university education of STEM disciplines allows students to develop important skills, such as problem solving, logical reasoning, mathematical reasoning, visualization, computational thinking, that will facilitate their university career and their entry into the world of work. To answer this question, we involved 48 university students in a 15-hour laboratory on the use of an ACE. The students were enrolled in degree courses in various STEM disciplines (Energy Engineering, Chemical Engineering, Physics, Mathematics Engineering, Computer Engineering, Aerospace Engineering, Biomedical Engineering, etc.) and they attended different years of bachelor’s and master’s degrees. During the laboratory, the students learned the functionalities of an ACE and used it for visualization and modelling, to write procedures for problem solving and for the creation of interactive materials. In the second part of the laboratory, the students worked in groups or individually on the creation of an interactive worksheet involving a STEM discipline of their interest. As a final product they could opt for the resolution of a problem with the generalization of the resolution, the study of a problem situation or of a theoretical concept, or the development of an interactive application. Their attitude toward the use of an ACE for the development of skills, previous knowledge on STEM software and their reasons for learning how to use an ACE were measured through an initial and a final questionnaire that students were asked to fill in at the beginning and at the end of the laboratory. The worksheets produced by the students were classified into three main categories (independently of the discipline of interest): problem solving, problem solving applications, applications (function studies or theoretical formulas) and interactive files (such as \"program\" or \"app\"); they were analysed and cross-checked with the answers to the questionnaires. The results obtained show that the use of an ACE in the STEM disciplines can develop, in different ways, the key skills mentioned above f","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":"123276260","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.2019.1393
L. Korenova, D. Kostrub, P. Ostradicky
AR (Augmented Reality) as a current phenomenon has become increasingly recognized and used not only by professionals in the school educational context, but also by parents in the context of family education. Children's leisure time vs. digital technologies in the contours of (family) education is a very actual worldwide issue and in recent years a lot of scientific studies have been devoted to this subject matter in Slovakia. The scientific study presented here focuses on the phenomena of AR and qualitative methodology with the aim to present methodologically applicable principles when investigating AR in education. The principles of a qualitative research and methodology are elaborated and practically applied in a conducted research of AR used in a family environment, detouring its typical use in school educational contexts. In the presented study the authors deal with an investigation of the interpretations of parents of children between 4 and 6 years of age, who shared their views and opinions on the use of AR in their home environment. The methods of indirect observation, focused interview and the constant comparative method were used in the presented research.
AR (Augmented Reality，增强现实)作为一种新兴的现象，不仅在学校教育领域得到了专业人士的认可和使用，在家庭教育领域也得到了家长的认可和使用。儿童的休闲时间与(家庭)教育中的数字技术是一个非常现实的世界性问题，近年来，斯洛伐克对这一主题进行了许多科学研究。这里提出的科学研究侧重于AR现象和定性方法论，目的是在调查教育中的AR时提出方法论上适用的原则。本文详细阐述了定性研究的原则和方法，并在家庭环境中对AR进行了研究，绕过了其在学校教育环境中的典型应用。在本研究中，作者对4至6岁儿童的父母的解释进行了调查，他们分享了他们对在家庭环境中使用AR的看法和意见。本研究采用间接观察法、重点访谈法和持续比较法。
{"title":"INTERPRETIVE INVESTIGATION OF THE USE OF AUGMENTED REALITY IN FAMILY ENVIRONMENT WITHIN CHILDREN'S PLAY THROUGH THE OPTICS OF QUALITATIVE METHODOLOGY","authors":"L. Korenova, D. Kostrub, P. Ostradicky","doi":"10.21125/EDULEARN.2019.1393","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1393","url":null,"abstract":"AR (Augmented Reality) as a current phenomenon has become increasingly recognized and used not only by professionals in the school educational context, but also by parents in the context of family education. Children's leisure time vs. digital technologies in the contours of (family) education is a very actual worldwide issue and in recent years a lot of scientific studies have been devoted to this subject matter in Slovakia. The scientific study presented here focuses on the phenomena of AR and qualitative methodology with the aim to present methodologically applicable principles when investigating AR in education. The principles of a qualitative research and methodology are elaborated and practically applied in a conducted research of AR used in a family environment, detouring its typical use in school educational contexts. In the presented study the authors deal with an investigation of the interpretations of parents of children between 4 and 6 years of age, who shared their views and opinions on the use of AR in their home environment. The methods of indirect observation, focused interview and the constant comparative method were used in the presented research.","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":"125503447","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.2019.0593
O. Korzhova, T. Stuken, T. Lapina
{"title":"ANALYSIS OF EDUCATIONAL TRAJECTORIES OF RUSSIAN YOUTH","authors":"O. Korzhova, T. Stuken, T. Lapina","doi":"10.21125/EDULEARN.2019.0593","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0593","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":"125664022","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.2019.1381
Iva Červenková, M. Václavík, Z. Sikorová
The study presents empirical findings related to ways of supporting pupils’ learning based on textbooks and other text-based resources. Based on previous researches and direct participated observation during class (2008-2010) we found that printed textbook has an essential role for learning and teaching. While pupils rarely use it in order to prepare for class, it is used extensively (often and with high frequency) at school and for many purposes [1], [2]. Teachers use them primarily as a resource in order to prepare for classes and often as a guideline for didactic proceeding during their own classes. What role do textbooks have in supporting pupils’ learning and does the role differ from other text-based resources (especially digital ones)? How does or doesn’t textbook help the teaching process and what kind of teaching support can teacher provide thanks to it? The main goal of the research was to identify strategies used by primary school teachers to support their pupils' learning when working with educational resources. The research design used qualitative methodological procedures. Based on the content analysis of textbooks and semi-structured in-depth interviews with teachers of various subjects, we verified what kind of educational resources teachers use in their class, to what extent and for what purpose. Subsequently, our goal was to find which components in teaching and learning materials are considered by teachers as supportive and how do teachers use them to make pupils’ learning more effective. Data was analysed through typological analysis. We found out that some of the strategies applied by teachers ́ respect constructivist approaches or apply principles that enable active learning. But we also identified strategies that have a rigid character. We assessed these strategies in relation to the learning content, teacher’s teaching concept and the type of educational resource used. The theoretical foundations of the research are socio-cultural approaches and the concept of scaffolding.
{"title":"STRATEGIES USED BY TEACHERS TO SUPPORT LEARNING OF LOWER SECONDARY SCHOOL PUPILS FROM EDUCATIONAL TEXT RESOURCES","authors":"Iva Červenková, M. Václavík, Z. Sikorová","doi":"10.21125/EDULEARN.2019.1381","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1381","url":null,"abstract":"The study presents empirical findings related to ways of supporting pupils’ learning based on textbooks and other text-based resources. Based on previous researches and direct participated observation during class (2008-2010) we found that printed textbook has an essential role for learning and teaching. While pupils rarely use it in order to prepare for class, it is used extensively (often and with high frequency) at school and for many purposes [1], [2]. Teachers use them primarily as a resource in order to prepare for classes and often as a guideline for didactic proceeding during their own classes. What role do textbooks have in supporting pupils’ learning and does the role differ from other text-based resources (especially digital ones)? How does or doesn’t textbook help the teaching process and what kind of teaching support can teacher provide thanks to it? The main goal of the research was to identify strategies used by primary school teachers to support their pupils' learning when working with educational resources. The research design used qualitative methodological procedures. Based on the content analysis of textbooks and semi-structured in-depth interviews with teachers of various subjects, we verified what kind of educational resources teachers use in their class, to what extent and for what purpose. Subsequently, our goal was to find which components in teaching and learning materials are considered by teachers as supportive and how do teachers use them to make pupils’ learning more effective. Data was analysed through typological analysis. We found out that some of the strategies applied by teachers ́ respect constructivist approaches or apply principles that enable active learning. But we also identified strategies that have a rigid character. We assessed these strategies in relation to the learning content, teacher’s teaching concept and the type of educational resource used. The theoretical foundations of the research are socio-cultural approaches and the concept of scaffolding.","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":"126613839","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.2019.0753
M. J. H. Serrano, M. Agustí, Noelia Morales Romo, G. Nieto, Isabel Vicario Molina
The competence of collaborative learning and the teamwork effectiveness constitute a basic and key competence in higher education, present in the syllabus of several degrees in the field of social sciences. Even more relevant for educational students, and especially for those who are trained to become teachers (in pre and primary education), where teamwork is an important part of their professional role. Several are the dimensions for the analysis of this competence, although there are three dimensions repeated in different studies, also included in some international reports on teaching competences (Assessment of Key Competences in initial education and training, European Commission, 2012; OCDE; 2018; PISA, 2018): (1) communication and support (ask and offer help) (2) developing/monitoring of collaborative roles (3) collaborative knowledge creation (participation and interdependence). From these three dimensions an assessment tool was created, considering the whole process, the planning the task, the regulation of the performance and the evaluation at the end. In order to get the effectiveness of the process, a number of activities were asked to analyze for all the members of the groups (dynamics, work methodology, involvement, participation, interaction, commitment, responsibility, contribution, roles, inclusion, relevance, attitude, climate, communication, etc.). The paper concludes with the importance of self-regulation in teamwork, emphasizing learning and its impact on higher education and professional development as future teachers. According to this, potential feedbacks and forwards are immersed in the evaluation processes that can help students training in the collaborative learning competence.
{"title":"SELF-REGULATION AND SELF-ASSESSMENT OF THE COLLABORATIVE LEARNING COMPETENCE IN HIGHER EDUCATION FOR PRESERVICE TEACHERS","authors":"M. J. H. Serrano, M. Agustí, Noelia Morales Romo, G. Nieto, Isabel Vicario Molina","doi":"10.21125/EDULEARN.2019.0753","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0753","url":null,"abstract":"The competence of collaborative learning and the teamwork effectiveness constitute a basic and key competence in higher education, present in the syllabus of several degrees in the field of social sciences. Even more relevant for educational students, and especially for those who are trained to become teachers (in pre and primary education), where teamwork is an important part of their professional role. Several are the dimensions for the analysis of this competence, although there are three dimensions repeated in different studies, also included in some international reports on teaching competences (Assessment of Key Competences in initial education and training, European Commission, 2012; OCDE; 2018; PISA, 2018): (1) communication and support (ask and offer help) (2) developing/monitoring of collaborative roles (3) collaborative knowledge creation (participation and interdependence). From these three dimensions an assessment tool was created, considering the whole process, the planning the task, the regulation of the performance and the evaluation at the end. In order to get the effectiveness of the process, a number of activities were asked to analyze for all the members of the groups (dynamics, work methodology, involvement, participation, interaction, commitment, responsibility, contribution, roles, inclusion, relevance, attitude, climate, communication, etc.). The paper concludes with the importance of self-regulation in teamwork, emphasizing learning and its impact on higher education and professional development as future teachers. According to this, potential feedbacks and forwards are immersed in the evaluation processes that can help students training in the collaborative learning competence.","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":"126736234","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.2019.2110
B. Furht, R. Williams, Oge Marques
In this paper we present non-traditional, radical university arrangements that we implemented in the College of Engineering and Computer Science at FAU in order to create an Entrepreneurial University. In order to produce successful engineers our thesis is that they should be involved in the applied industry projects. In the present state of the economy, research funding has been drastically reduced – these are chances for universities. However, universities can only effectively become incubators of entrepreneurship and innovation if they themselves practice entrepreneurship. This “reconceptualization” involves non-traditional, often radical university arrangements. The backbone of our new concept is the NSF-sponsored Industry/University Cooperative Research Center for Advanced Knowledge Enablement with 36 industry members, a more than 40 applied research projects. The university has created Research Park at university premises with more than 30 high-tech companies and an incubator with 27 start-up companies. As part of our strategy, based on our research, we launched two start-up companies that are led by our faculty and students. We also created joined industry/university laboratories, in which our faculty and students work jointly with industry scientists and engineers in creating innovative systems and products.
{"title":"RADICAL UNIVERSITY ARRANGEMENTS TO CREATE ENTREPRENEURIAL UNIVERSITY","authors":"B. Furht, R. Williams, Oge Marques","doi":"10.21125/EDULEARN.2019.2110","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2110","url":null,"abstract":"In this paper we present non-traditional, radical university arrangements that we implemented in the College of Engineering and Computer Science at FAU in order to create an Entrepreneurial University. In order to produce successful engineers our thesis is that they should be involved in the applied industry projects. In the present state of the economy, research funding has been drastically reduced – these are chances for universities. However, universities can only effectively become incubators of entrepreneurship and innovation if they themselves practice entrepreneurship. This “reconceptualization” involves non-traditional, often radical university arrangements. The backbone of our new concept is the NSF-sponsored Industry/University Cooperative Research Center for Advanced Knowledge Enablement with 36 industry members, a more than 40 applied research projects. The university has created Research Park at university premises with more than 30 high-tech companies and an incubator with 27 start-up companies. As part of our strategy, based on our research, we launched two start-up companies that are led by our faculty and students. We also created joined industry/university laboratories, in which our faculty and students work jointly with industry scientists and engineers in creating innovative systems and products.","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":"126909671","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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