Pub Date : 2019-07-01DOI: 10.21125/EDULEARN.2019.0863
D. Stoyanova, N. Mileva, M. Milev
DIPSEIL is a learning management system developed by a team from Plovdiv University (BULGARIA) and used in the learning process in various scientific courses – electronics, computer science, communications, physics, etc. DIPSEIL course content structure follows the performance support systems requirements – the content is structured to provide individualized online access to all needed information, instructions, advice, tools and software to enable the student to perform a task with a minimum support from teachers. The new, fourth version of DIPSEIL is extended with a Quiz generation system, which consists of the following modules: 1. Quiz generation module that: supports different types of questions (dichotomous, multiple choice, short answer) and provides immediate feedback on the correctness of answers; 2. Quiz statistics module that provides calculation of: difficulty index, discrimination index, reliability and validity of tests, etc. A study is conducted to explore the impact of the use of DIPSEIL Quiz generation system on the academic results of students in Fundamentals of programming course. The course is taught during the first semester of the academic year 2018-2019. 24 students are divided into two groups: experimental and control. Both groups were taught in DIPSEIL, but the learning of students in the experimental group was supported by DIPSEIL Quiz generation system. The results from the final test exam show that students from the experimental group performed better, which is an evidence that the use of Quiz generation system can improve statistically significantly learning achievement in DIPSEIL.
{"title":"DIPSEIL QUIZ MODULE EFFICACY ON STUDENTS' LEARNING IN FUNDAMENTALS OF PROGRAMMING COURSE","authors":"D. Stoyanova, N. Mileva, M. Milev","doi":"10.21125/EDULEARN.2019.0863","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0863","url":null,"abstract":"DIPSEIL is a learning management system developed by a team from Plovdiv University (BULGARIA) and used in the learning process in various scientific courses – electronics, computer science, communications, physics, etc. DIPSEIL course content structure follows the performance support systems requirements – the content is structured to provide individualized online access to all needed information, instructions, advice, tools and software to enable the student to perform a task with a minimum support from teachers. The new, fourth version of DIPSEIL is extended with a Quiz generation system, which consists of the following modules: 1. Quiz generation module that: supports different types of questions (dichotomous, multiple choice, short answer) and provides immediate feedback on the correctness of answers; 2. Quiz statistics module that provides calculation of: difficulty index, discrimination index, reliability and validity of tests, etc. A study is conducted to explore the impact of the use of DIPSEIL Quiz generation system on the academic results of students in Fundamentals of programming course. The course is taught during the first semester of the academic year 2018-2019. 24 students are divided into two groups: experimental and control. Both groups were taught in DIPSEIL, but the learning of students in the experimental group was supported by DIPSEIL Quiz generation system. The results from the final test exam show that students from the experimental group performed better, which is an evidence that the use of Quiz generation system can improve statistically significantly learning achievement in DIPSEIL.","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":"122801189","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.2019.2134
G. Atanasova, P. Hristova
{"title":"PROGRAMMING CONTESTS FOR STUDENTS AND A TRAINING SYSTEM PROJECT","authors":"G. Atanasova, P. Hristova","doi":"10.21125/EDULEARN.2019.2134","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2134","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":"114130412","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.2019.1470
F. Papile, R. Santi, B. Curto
Learning by doing is an effective way to teach to design students and enables educators to provide them a durable knowledge about materials. This way of learning is essential for designers to exploit with awareness the potentials and the limits of materials. In this perspective, the presented workshop focuses on introducing the class of smart materials to the students, in order to facilitate a material replacement activity in some product design icons. Smart Materials are a peculiar category of materials characterized by a “non-intuitive” behaviour when submitted to the action of a certain chemical-physical stimulus. The use of those materials allows designers to imagine new kinds of interaction between users and products: the responsive behaviour of smart materials is very effective when designing products is oriented to emphasize the user experience. So, the object of this work is a one-day workshop with the aim to transfer theoretical knowledge, deepen it, touch it and apply it to product design. The aim of this study is allowing students to have a hand-on appropriation of smart materials characteristics and properties but also to let them understand that designing starting from the materials does not lead only to technical performance improvements, but it can act directly on the user-product interaction.
{"title":"SMARTIFYING DESIGN ICONS: A WORKSHOP TO IMPROVE UX IN DESIGN PRODUCTS BY SMART MATERIAL INTEGRATION","authors":"F. Papile, R. Santi, B. Curto","doi":"10.21125/EDULEARN.2019.1470","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1470","url":null,"abstract":"Learning by doing is an effective way to teach to design students and enables educators to provide them a durable knowledge about materials. This way of learning is essential for designers to exploit with awareness the potentials and the limits of materials. In this perspective, the presented workshop focuses on introducing the class of smart materials to the students, in order to facilitate a material replacement activity in some product design icons. Smart Materials are a peculiar category of materials characterized by a “non-intuitive” behaviour when submitted to the action of a certain chemical-physical stimulus. The use of those materials allows designers to imagine new kinds of interaction between users and products: the responsive behaviour of smart materials is very effective when designing products is oriented to emphasize the user experience. So, the object of this work is a one-day workshop with the aim to transfer theoretical knowledge, deepen it, touch it and apply it to product design. The aim of this study is allowing students to have a hand-on appropriation of smart materials characteristics and properties but also to let them understand that designing starting from the materials does not lead only to technical performance improvements, but it can act directly on the user-product interaction.","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":"114179284","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.2019.1201
E. Tsvetkova
The invention of the internet and the development of contemporary information and communication technologies (ICT) have drastically changed the world. Mobile technologies and devices are ubiquitous and offer access to information and communication opportunities regardless of time and location. The power, functionality and accessibility of mobile devices increase on a daily basis, thus providing more and more opportunities. The extensive insertion of mobile technologies in everyday life reveals new ways of their effective application in education, science, access to information and, in particular, library activities. It is inadmissible for a contemporary library not to use actively the new communication technologies, not to offer online and mobile access to its services and resources. In order to answer adequately contemporary users’ needs, information institutions must provide easy and convenient access to their resources as well as services. This paper presents summarised information and analysis of the use of services offered by the Sofia Public Library, Bulgaria. This is the biggest city library in the country with a collection of over 1 200 000 books, 250 000 from which in foreign languages, with more than 51 000 readers, half of whom under 28 years of age, with 500 000 visitors annually. The library provides traditional resources and services as well as digital collections, online and mobile access to the library’s services. The accent of the present research is on remote access to library services and resources and the influence its provision has on the use of library services and resources. The paper presents data from the automatised information system of the library for the last 5 years about the total number of visits, including online ones. The increase in online visits to the library’s site through mobile devices is noted. A comparative analysis of the number of book reservations online and at the library is done. Information about the number of books renewed online is provided. In summary, the survey’s conclusions aim to prove the vital role of active using of ICT in library activities. In order to adequately satisfy the information needs of the users and to function in accordance with world tendencies, it is crucial that Bulgarian libraries introduce the opportunities of contemporary information technologies, mobile technologies in particular, to the library information sector in the country. Libraries should be an inseparable part of the contemporary world, where technologies become more accessible and communication – more easily realised.
{"title":"THE EFFECT OF MOBILE ACCESS ON LIBRARY SERVICES","authors":"E. Tsvetkova","doi":"10.21125/EDULEARN.2019.1201","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1201","url":null,"abstract":"The invention of the internet and the development of contemporary information and communication technologies (ICT) have drastically changed the world. Mobile technologies and devices are ubiquitous and offer access to information and communication opportunities regardless of time and location. The power, functionality and accessibility of mobile devices increase on a daily basis, thus providing more and more opportunities. The extensive insertion of mobile technologies in everyday life reveals new ways of their effective application in education, science, access to information and, in particular, library activities. It is inadmissible for a contemporary library not to use actively the new communication technologies, not to offer online and mobile access to its services and resources. In order to answer adequately contemporary users’ needs, information institutions must provide easy and convenient access to their resources as well as services. This paper presents summarised information and analysis of the use of services offered by the Sofia Public Library, Bulgaria. This is the biggest city library in the country with a collection of over 1 200 000 books, 250 000 from which in foreign languages, with more than 51 000 readers, half of whom under 28 years of age, with 500 000 visitors annually. The library provides traditional resources and services as well as digital collections, online and mobile access to the library’s services. The accent of the present research is on remote access to library services and resources and the influence its provision has on the use of library services and resources. The paper presents data from the automatised information system of the library for the last 5 years about the total number of visits, including online ones. The increase in online visits to the library’s site through mobile devices is noted. A comparative analysis of the number of book reservations online and at the library is done. Information about the number of books renewed online is provided. In summary, the survey’s conclusions aim to prove the vital role of active using of ICT in library activities. In order to adequately satisfy the information needs of the users and to function in accordance with world tendencies, it is crucial that Bulgarian libraries introduce the opportunities of contemporary information technologies, mobile technologies in particular, to the library information sector in the country. Libraries should be an inseparable part of the contemporary world, where technologies become more accessible and communication – more easily realised.","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":"114302545","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.2019.1880
I. Zsoldos-Marchiș
Nowadays in the modern educational view the student should be an active participant of the learning process, and learning should be fun. Board-games have the potential to transform the learning from an activity seen as work to an activity seen as playing. Mental calculation skills are important not only for those working with numbers, but also in the everyday life. Developing mental calculation skills need a lot of practice, which can be boring. Board-games could help to make this practice fun. In this paper we focus on designing board-games for developing mental calculation skills. Three board-games designed by the author for pre-service preschool and primary school teachers for the Mathematics course they have in their second year of study are presented. But these games can be also used from primary school level to high-school level just changing the difficulty of the calculations involved. The games were tested and evaluated by the students participated in the course. Based on the evaluations some aspects related with designing mathematical games are discussed.
{"title":"DESIGNING BOARD-GAMES FOR DEVELOPING PRE-SERVICE PRIMARY SCHOOL TEACHERS’ MENTAL CALCULATION SKILLS","authors":"I. Zsoldos-Marchiș","doi":"10.21125/EDULEARN.2019.1880","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1880","url":null,"abstract":"Nowadays in the modern educational view the student should be an active participant of the learning process, and learning should be fun. Board-games have the potential to transform the learning from an activity seen as work to an activity seen as playing. Mental calculation skills are important not only for those working with numbers, but also in the everyday life. Developing mental calculation skills need a lot of practice, which can be boring. Board-games could help to make this practice fun. In this paper we focus on designing board-games for developing mental calculation skills. Three board-games designed by the author for pre-service preschool and primary school teachers for the Mathematics course they have in their second year of study are presented. But these games can be also used from primary school level to high-school level just changing the difficulty of the calculations involved. The games were tested and evaluated by the students participated in the course. Based on the evaluations some aspects related with designing mathematical games are discussed.","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":"114379107","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.2019.2428
E. Murugova, Svetlana Evtushenko, Valentina Demchenko, V. Grekova
The project Learning Europe Trough Studying and Discovering Opportunities No 565543-EPP-1-2015-1RU-EPPJMO-PROJECT Erasmus+ Jean Monnet Activities sub-programme facilitates to bringing up a new generation oriented on establishment and stabilization of a constructive dialogue with Europe through assimilation of knowledge of EU into the ambiance of schoolchildren and students of secondary vocational education. The project includes key activities, such as organization of training courses and workshops for teachers and pupils, creative contests for schoolchildren, promotional events on European culture, language school in the summer camp, centralized conferences for talented schoolchildren, young scientists and lecturers, researchers, organization of discussions within the topic groups involving specialists with the knowledge of Europe, its traditions. The main project outcomes are as follows: 1 Stimulating teaching and research in the field of European integration studies, cultural stereotypes of Europe, Russian and European models of values, exchange of ideas and good teaching practices; 2 Promotion of scientific-research debates and public discussions on the key topics linked to the European integration in the framework of language and culture interdependence; 3 Investigation and identification of contemporary youth actual problems in Russia and Europe, discovering the main factors of youth socialization; 4 Advancement of intercultural dialogue between representatives of different linguacultures, development of communicative and sociocultural competences in the educational environment of students; 5 Arrangement of conditions for the creative thinking development on the bases of intellectual activity, project-research-oriented study, individualized creativity, module integration, transference to the self-learning; 6 Coaching of new teachers’ generation motivated to work with children and teenagers, solving intercultural and integrational problems efficiently; 7 Fostering the engagement of pupils/students in research of European countries, creating theoretical and empirical basis for the further fundamental studies of EU by the young researchers. Importance of the project at the educational level consists in its innovation as the first regional project devoted to European integration, aimed at a focus group of young people and including various types of educational activities (researching, art and teaching ones). Novelty of the project is linked to the content, applied teaching technologies and approaches, achievements of European and Russian research schools.
{"title":"LEARNING EUROPE TROUGH STUDYING AND DISCOVERING OPPORTUNITIES WITHIN THE FRAMEWORK OF ERASMUS+ PROGRAMME","authors":"E. Murugova, Svetlana Evtushenko, Valentina Demchenko, V. Grekova","doi":"10.21125/EDULEARN.2019.2428","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2428","url":null,"abstract":"The project Learning Europe Trough Studying and Discovering Opportunities No 565543-EPP-1-2015-1RU-EPPJMO-PROJECT Erasmus+ Jean Monnet Activities sub-programme facilitates to bringing up a new generation oriented on establishment and stabilization of a constructive dialogue with Europe through assimilation of knowledge of EU into the ambiance of schoolchildren and students of secondary vocational education. The project includes key activities, such as organization of training courses and workshops for teachers and pupils, creative contests for schoolchildren, promotional events on European culture, language school in the summer camp, centralized conferences for talented schoolchildren, young scientists and lecturers, researchers, organization of discussions within the topic groups involving specialists with the knowledge of Europe, its traditions. The main project outcomes are as follows: 1 Stimulating teaching and research in the field of European integration studies, cultural stereotypes of Europe, Russian and European models of values, exchange of ideas and good teaching practices; 2 Promotion of scientific-research debates and public discussions on the key topics linked to the European integration in the framework of language and culture interdependence; 3 Investigation and identification of contemporary youth actual problems in Russia and Europe, discovering the main factors of youth socialization; 4 Advancement of intercultural dialogue between representatives of different linguacultures, development of communicative and sociocultural competences in the educational environment of students; 5 Arrangement of conditions for the creative thinking development on the bases of intellectual activity, project-research-oriented study, individualized creativity, module integration, transference to the self-learning; 6 Coaching of new teachers’ generation motivated to work with children and teenagers, solving intercultural and integrational problems efficiently; 7 Fostering the engagement of pupils/students in research of European countries, creating theoretical and empirical basis for the further fundamental studies of EU by the young researchers. Importance of the project at the educational level consists in its innovation as the first regional project devoted to European integration, aimed at a focus group of young people and including various types of educational activities (researching, art and teaching ones). Novelty of the project is linked to the content, applied teaching technologies and approaches, achievements of European and Russian research schools.","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":"114380764","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.2019.2710
Shiou-Mai Su, Yuan-Hsiung Tsai, H. Tai
For nursing students in the vocational education system in Taiwan, English-language writing skills, whether for general or specific purposes, have long been ignored, which may jeopardize their success in medical-oriented courses and their future careers. This study designed a nursing note-writing course (NNWC) for university nursing students and explored the teaching outcomes of its implementation. The three main objectives were to (a) examine the effectiveness of the NNWC in enhancing learners’ competencies; (b) survey learners’ satisfaction with the NNWC, and (c) investigate learners’ perceptions of the NNWC. In this action research, 49 students practiced five writing tasks while guided with five teaching tools, namely an online writing platform, multiple revisions, peer-review activities, and direct and indirect teacher feedback, for a semester. External examiners included a language teacher and a nursing professional, and the data-collection instruments used included a writing competence scale and a course satisfaction questionnaire. The results showed that the learners’ writing competence significantly improved after the NNWC. They also demonstrated a fair level of satisfaction toward the NNWC. A total of 90% of the learners preferred online writing compared to traditional handwriting. The learners also indicated a preference for feedback from the teacher rather than from peers, and they perceived vocabulary capability to be crucial. ESP/ENP teachers are advised to consider the implementation of the NNWC when designing syllabi.
{"title":"AN ESP APPROACH TO TEACHING NURSING NOTE WRITING TO UNIVERSITY NURSING STUDENTS","authors":"Shiou-Mai Su, Yuan-Hsiung Tsai, H. Tai","doi":"10.21125/EDULEARN.2019.2710","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2710","url":null,"abstract":"For nursing students in the vocational education system in Taiwan, English-language writing skills, whether for general or specific purposes, have long been ignored, which may jeopardize their success in medical-oriented courses and their future careers. This study designed a nursing note-writing course (NNWC) for university nursing students and explored the teaching outcomes of its implementation. The three main objectives were to (a) examine the effectiveness of the NNWC in enhancing learners’ competencies; (b) survey learners’ satisfaction with the NNWC, and (c) investigate learners’ perceptions of the NNWC. In this action research, 49 students practiced five writing tasks while guided with five teaching tools, namely an online writing platform, multiple revisions, peer-review activities, and direct and indirect teacher feedback, for a semester. External examiners included a language teacher and a nursing professional, and the data-collection instruments used included a writing competence scale and a course satisfaction questionnaire. The results showed that the learners’ writing competence significantly improved after the NNWC. They also demonstrated a fair level of satisfaction toward the NNWC. A total of 90% of the learners preferred online writing compared to traditional handwriting. The learners also indicated a preference for feedback from the teacher rather than from peers, and they perceived vocabulary capability to be crucial. ESP/ENP teachers are advised to consider the implementation of the NNWC when designing syllabi.","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":"114607119","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.2019.1013
J. Ross, Sean Lancastle
The generation of useful feedback for students is a significant academic investment. However, engagement with the feedback can often be poor. Over the last 4 years, the authors have monitored the impact and the change in student perception of feedback as a result of a shift to using recorded instructor audio dialog with Video Screen Cast (VSC). The initial investigation invited students to select a feedback method, from ‘traditional’ online marking, audio comments or synchronised screen cast and audio, and a strong preference for the latter was apparent. The initial study investigated the impact of this new feedback medium on two summative reports within a third-year engineering unit, where the feedback on the first report should aid the student on the second. Students appeared to consider the feedback as a significantly more personal investment in their work and appreciate the time devoted into the feedback process. Over this period the marking criteria and nature of the coursework set remained constant. However, an increase in attainment of 7% was noted when the screen cast feedback was introduced. In the most recent extension of this study, the first assignment was changed to formative only, attracting no summative contribution to the student’s grade. Whilst lecturing colleagues were apprehensive regarding the impact on student participation in the activity, student engagement with the formative opportunity remained high with over 80% of the cohort opting in. Students that opted to participate achieved on average a grade 12% higher than those that did not, highlighting the potential learning benefit and engagement with the feedback achieved through this medium. Finally, students suggested that they gave the feedback significantly more attention when the assignment was formative than they would if it had been a traditional summative assessment. Students reported that the only barrier to engagement with formative work was perceived workload. This impact of these combined interventions was a 30% improvement in the students’ surveyed responses to the opportunity to receive feedback and its usefulness from that of the traditional feedback system.
{"title":"INCREASING STUDENT ENGAGEMENT WITH FORMATIVE ASSESSMENT THROUGH THE APPLICATION OF SCREEN CAST VIDEO FEEDBACK - A CASE STUDY IN ENGINEERING","authors":"J. Ross, Sean Lancastle","doi":"10.21125/EDULEARN.2019.1013","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1013","url":null,"abstract":"The generation of useful feedback for students is a significant academic investment. However, engagement with the feedback can often be poor. Over the last 4 years, the authors have monitored the impact and the change in student perception of feedback as a result of a shift to using recorded instructor audio dialog with Video Screen Cast (VSC). The initial investigation invited students to select a feedback method, from ‘traditional’ online marking, audio comments or synchronised screen cast and audio, and a strong preference for the latter was apparent. The initial study investigated the impact of this new feedback medium on two summative reports within a third-year engineering unit, where the feedback on the first report should aid the student on the second. Students appeared to consider the feedback as a significantly more personal investment in their work and appreciate the time devoted into the feedback process. Over this period the marking criteria and nature of the coursework set remained constant. However, an increase in attainment of 7% was noted when the screen cast feedback was introduced. In the most recent extension of this study, the first assignment was changed to formative only, attracting no summative contribution to the student’s grade. Whilst lecturing colleagues were apprehensive regarding the impact on student participation in the activity, student engagement with the formative opportunity remained high with over 80% of the cohort opting in. Students that opted to participate achieved on average a grade 12% higher than those that did not, highlighting the potential learning benefit and engagement with the feedback achieved through this medium. Finally, students suggested that they gave the feedback significantly more attention when the assignment was formative than they would if it had been a traditional summative assessment. Students reported that the only barrier to engagement with formative work was perceived workload. This impact of these combined interventions was a 30% improvement in the students’ surveyed responses to the opportunity to receive feedback and its usefulness from that of the traditional feedback system.","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":"122125440","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.2019.1337
M. Bas, J. Silvestre-Cerdà, Ramon Sala, R. Meneu, T. Casasús, R. Benítez
The main objective of this work is to make a proposal for continuous improvement on the use of short educational videos in order to improve the teaching-learning process at Mathematics I, a university subject present in the curriculum of several social-economical degrees such as Business Administration, Economics, or International Business at the Universitat de València (Spain). In order to enhance the quality of this process, it is necessary to make inquiries of the impressions that the students have about it. In this particular case, we wanted to know the perception that students had after the use of short educational videos of applied mathematics contents during the course. These videos were carefully created by their professors in order to promote autonomous and active learning. Thus, we developed an opinion survey to gather their opinions. This survey measured the students' perception on the degree of usefulness of the teaching materials of the subject and, in particular, the degree of satisfaction on the short educational videos. The results show that, in general, there is a high degree of satisfaction in the use of these videos for self-learning of mathematical concepts. Suggestions from the students allowed us to adopt improvement measures devoted to upgrade the quality of the teaching-learning process.
{"title":"FEEDBACK-BASED CONTINUOUS IMPROVEMENT MEASURES ON THE USE OF SHORT MATHEMATICAL VIDEOS IN UNIVERSITY EDUCATION","authors":"M. Bas, J. Silvestre-Cerdà, Ramon Sala, R. Meneu, T. Casasús, R. Benítez","doi":"10.21125/EDULEARN.2019.1337","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1337","url":null,"abstract":"The main objective of this work is to make a proposal for continuous improvement on the use of short educational videos in order to improve the teaching-learning process at Mathematics I, a university subject present in the curriculum of several social-economical degrees such as Business Administration, Economics, or International Business at the Universitat de València (Spain). In order to enhance the quality of this process, it is necessary to make inquiries of the impressions that the students have about it. In this particular case, we wanted to know the perception that students had after the use of short educational videos of applied mathematics contents during the course. These videos were carefully created by their professors in order to promote autonomous and active learning. Thus, we developed an opinion survey to gather their opinions. This survey measured the students' perception on the degree of usefulness of the teaching materials of the subject and, in particular, the degree of satisfaction on the short educational videos. The results show that, in general, there is a high degree of satisfaction in the use of these videos for self-learning of mathematical concepts. Suggestions from the students allowed us to adopt improvement measures devoted to upgrade the quality of the teaching-learning process.","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":"122133232","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.2019.2703
Z. Gródek-Szostak
One of the challenges today's academics face is how to implant the idea of scientific work in students, and how to point them to the possibility of gaining first professional experience through active participation in the student scientific movement. The scientific poster (or simply, the poster) is the tool used during active participation in seminars and conferences. The main goal of the paper is to present the research results and experiences of students of the University of Economics in Krakow, who presented their work in the form of a poster during scientific conferences in the years 2017-2018. In 2017-2018, students of the University of Economics in Krakow actively participated in three scientific conferences organized at the Faculty of Management. Thanks to the involvement of scientists and teaching staff, students presented 70 posters. At the end of the events, a motivation and experience survey was conducted among students regarding their active participation in poster sessions. The questionnaire was developed in electronic form, and responses were obtained from 100% of the study group. Developing the skills of preparing a science poster and its public presentation to match the audience, the type of conference or its thematic scope is a key element in promoting the idea of research work among students. The education program offers skills, competence and knowledge, but it is necessary to ensure student education in terms of selection of presentation tools. The correct preparation of a poster and its presentation should be an integral part of the tools for measuring the students’ knowledge as final tests or examinations. The combination of original research work, the ability to pass the knowledge and public presentation is the triad of complementary elements of the future researcher's workshop.
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