Pub Date : 2019-07-01DOI: 10.21125/EDULEARN.2019.0910
R. Jukić, Sara Kakuk
In the broadest terms, socialization is defined as the process with which people acquire attitudes, values, and norms of a particular culture, as well as learn behaviours that are considered appropriate at the individual and social level. School as an institution has a very important influence on the adoption of social and cultural patterns of the child’s behaviour. It is the place of adoption, selection, formation, and imitation of attitudes, values, and norms that the child/young person will bring to his or her society and culture in the future. If new generations do not adopt his way of life, society as such ceases to exist. Each school represents a very specific social environment regardless of the common national curricula and the legal basis on which the functioning of the school as an institution rests. A school in which a positive culture prevails, together with encouraging atmosphere that promotes positive values, tolerance, understanding, partnership, cooperation, equality, appreciation... encourages the adoption of such qualities in students as well. Many studies emphasize the importance of the hidden curriculum in the process of developing the students’ value system. The hidden curriculum is difficult to define explicitly because it depends on both personal impression and experiences, as well as the variability conditioned by constant social changes. The hidden curriculum assumes learning of attitudes, norms, beliefs, values, and assumptions, which is all often expressed in the form of unwritten rules, rituals, and regulations. It is reflected in the culture of school, the characteristics and behaviour of teachers towards students and each other, the values they promote as well as priorities and hierarchies they develop... Sociological as well as pedagogical-phenomenological research has pointed to significant correlations of pedagogical interaction with implicit education theories of individual teachers, their attitudes and values, rather than with the official curriculum (Jackson, 1968; McGutcheon 1988). The role of the hidden curriculum needs to be systematically and thoughtfully approached, questioned, and directed in the desirable direction. Although the hidden curriculum is often perceived as destructive, negative, and subversive, it can be both constructive and desirable. Many pedagogues note the space for its positive function (Tanner, Tanner, 1980; Wren, 1999; Chhaya, 2003; Jerald, 2006). They see the school as a harmonized and stimulating environment for learning and adopting values and attitudes. The aim of this paper is to analyse the given field of study by reviewing the literature and to juxtapose the mechanisms within schools that help adopt attitudes and build a system of values for children and young people. Also, to think and aim to raise awareness of the relationships between a part of the educational process that pedagogical experts and teachers manage to systematize, prescribe, and control, and which belongs to th
{"title":"SOCIALIZATION ROLE OF SCHOOL AND HIDDEN CURRICULUM","authors":"R. Jukić, Sara Kakuk","doi":"10.21125/EDULEARN.2019.0910","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0910","url":null,"abstract":"In the broadest terms, socialization is defined as the process with which people acquire attitudes, values, and norms of a particular culture, as well as learn behaviours that are considered appropriate at the individual and social level. School as an institution has a very important influence on the adoption of social and cultural patterns of the child’s behaviour. It is the place of adoption, selection, formation, and imitation of attitudes, values, and norms that the child/young person will bring to his or her society and culture in the future. If new generations do not adopt his way of life, society as such ceases to exist. Each school represents a very specific social environment regardless of the common national curricula and the legal basis on which the functioning of the school as an institution rests. A school in which a positive culture prevails, together with encouraging atmosphere that promotes positive values, tolerance, understanding, partnership, cooperation, equality, appreciation... encourages the adoption of such qualities in students as well. Many studies emphasize the importance of the hidden curriculum in the process of developing the students’ value system. The hidden curriculum is difficult to define explicitly because it depends on both personal impression and experiences, as well as the variability conditioned by constant social changes. The hidden curriculum assumes learning of attitudes, norms, beliefs, values, and assumptions, which is all often expressed in the form of unwritten rules, rituals, and regulations. It is reflected in the culture of school, the characteristics and behaviour of teachers towards students and each other, the values they promote as well as priorities and hierarchies they develop... Sociological as well as pedagogical-phenomenological research has pointed to significant correlations of pedagogical interaction with implicit education theories of individual teachers, their attitudes and values, rather than with the official curriculum (Jackson, 1968; McGutcheon 1988). The role of the hidden curriculum needs to be systematically and thoughtfully approached, questioned, and directed in the desirable direction. Although the hidden curriculum is often perceived as destructive, negative, and subversive, it can be both constructive and desirable. Many pedagogues note the space for its positive function (Tanner, Tanner, 1980; Wren, 1999; Chhaya, 2003; Jerald, 2006). They see the school as a harmonized and stimulating environment for learning and adopting values and attitudes. The aim of this paper is to analyse the given field of study by reviewing the literature and to juxtapose the mechanisms within schools that help adopt attitudes and build a system of values for children and young people. Also, to think and aim to raise awareness of the relationships between a part of the educational process that pedagogical experts and teachers manage to systematize, prescribe, and control, and which belongs to th","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":"116737779","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.2019.2011
G. Ismagilova, N. Sigacheva, K. Makayev
In modern, post-industrial society, we are increasingly confronted with the need for knowledge of foreign languages. No wonder people say that languages open the doors of the world, especially now when relations with other countries are becoming closer and closer. Mobile learning is an opportunity to study anywhere and anytime using a portable electronic device. Mobile learning is less structured than e-learning and, in our opinion, perfectly complements the latter. The leading approaches to the research of this problem are logical and gnosiological analysis, method of actualization, selection, systematization and generalization of mobile applications. This article is focused on the investigation of mobile applications. The article reveals that there are many ways in the world to learn foreign languages, but the use of mobile applications has become the most effective and popular. PuzzleEnglish is an application that helps you to understand English by listening. The following, in our opinion, not less useful application is Memrise. It allows you to choose the degree of possession and memorization of a particular language. Materials of the article can be useful for enrichment foreign language teaching methodology and pedagogy.
{"title":"MOBILE APPLICATIONS AS A MODERN MEANS OF LEARNING ENGLISH","authors":"G. Ismagilova, N. Sigacheva, K. Makayev","doi":"10.21125/EDULEARN.2019.2011","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2011","url":null,"abstract":"In modern, post-industrial society, we are increasingly confronted with the need for knowledge of foreign languages. No wonder people say that languages open the doors of the world, especially now when relations with other countries are becoming closer and closer. Mobile learning is an opportunity to study anywhere and anytime using a portable electronic device. Mobile learning is less structured than e-learning and, in our opinion, perfectly complements the latter. The leading approaches to the research of this problem are logical and gnosiological analysis, method of actualization, selection, systematization and generalization of mobile applications. This article is focused on the investigation of mobile applications. The article reveals that there are many ways in the world to learn foreign languages, but the use of mobile applications has become the most effective and popular. PuzzleEnglish is an application that helps you to understand English by listening. The following, in our opinion, not less useful application is Memrise. It allows you to choose the degree of possession and memorization of a particular language. Materials of the article can be useful for enrichment foreign language teaching methodology and pedagogy.","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":"116812355","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.2019.2536
Stefan Nilsson
This paper will outline a design and development effort where real-time collaboration using web technologies to create an online whiteboard is explored. The aim of this paper is to study how network issues such as latency and jitter affect a collaboration and explore how to design a real-time collaborative web application taking into account network performance issues. The specific focus of this paper is on the “telepointer” a design pattern where co-present users’ attention is visualized within the system. The result shows that the telepointer is not an ideal solution to visualize the attention of co-present users, as low-quality network connections makes the telepointer lag substantially making coordination of the activity difficult. Using alternative visualizations such as halos visualizing where the attention of co-present users are is a more promising approach but needs finetuning of algorithms in order to work.
{"title":"COLLABORATING WITH DELAY - A DESIGN EFFORT DEALING WITH LATENCY AND JITTER IN A REALTIME COLLABORATIVE SYSTEM","authors":"Stefan Nilsson","doi":"10.21125/EDULEARN.2019.2536","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2536","url":null,"abstract":"This paper will outline a design and development effort where real-time collaboration using web technologies to create an online whiteboard is explored. The aim of this paper is to study how network issues such as latency and jitter affect a collaboration and explore how to design a real-time collaborative web application taking into account network performance issues. The specific focus of this paper is on the “telepointer” a design pattern where co-present users’ attention is visualized within the system. The result shows that the telepointer is not an ideal solution to visualize the attention of co-present users, as low-quality network connections makes the telepointer lag substantially making coordination of the activity difficult. Using alternative visualizations such as halos visualizing where the attention of co-present users are is a more promising approach but needs finetuning of algorithms in order to work.","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":"117261050","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.2019.0401
David Bañeres, Abdulkadir Karadeniz, Ana-Elena Guerrero-Roldán, M. E. Rodríguez-González, Montse Serra
It is already well-known that technological developments have an undeniable effect on education. At most points, technological developments have a direct share in the improvement of the educational process. Early warning systems are one of these technological touches that affect education positively. Early warning systems, as an enhancement of learning analytics systems, are used to better support students based on their behavior and performance and identifying potential at-risk situations by collecting student data through technologies such as learning management systems or databases, which already have students previous signs of progress. Data, such as student participation, behavior and course performance constitute the basic input of an early warning system. Additionally, an early warning system does not require any special effort by teachers or any other participants rather than the existing data. It analyzes the risk status and achievement status of the participants for their future performance and presents them as a warning. This study aims to identify students at-risk by using the simple Gradual At-risk (GAR) predicting model in the Computer Structure course in the Universitat Oberta de Catalunya (UOC) and to provide early feedback based on the chance to pass the course. Computer Structure course with 249 enrolled students expands the knowledge of the hardware components in the undergraduate Bachelor of Computer Science. The course has four assessment activities (AA) during the semester timeline, and the early warning system is capable to identify potential at-risk students from the very first activity with an accuracy of the 73.49%. This study extends a previous one, which was aimed to develop an early feedback prediction system for learners based on data available in our institutional datamart (known as the UOC Datamart). The results of this study will demonstrate the effectiveness of the early warning system to identify at-risk students based on the GAR model and by using the Green-Amber-Red risk classification.
{"title":"ANALYSIS OF THE ACCURACY OF AN EARLY WARNING SYSTEM FOR LEARNERS AT-RISK: A CASE STUDY","authors":"David Bañeres, Abdulkadir Karadeniz, Ana-Elena Guerrero-Roldán, M. E. Rodríguez-González, Montse Serra","doi":"10.21125/EDULEARN.2019.0401","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0401","url":null,"abstract":"It is already well-known that technological developments have an undeniable effect on education. At most points, technological developments have a direct share in the improvement of the educational process. Early warning systems are one of these technological touches that affect education positively. Early warning systems, as an enhancement of learning analytics systems, are used to better support students based on their behavior and performance and identifying potential at-risk situations by collecting student data through technologies such as learning management systems or databases, which already have students previous signs of progress. Data, such as student participation, behavior and course performance constitute the basic input of an early warning system. Additionally, an early warning system does not require any special effort by teachers or any other participants rather than the existing data. It analyzes the risk status and achievement status of the participants for their future performance and presents them as a warning. This study aims to identify students at-risk by using the simple Gradual At-risk (GAR) predicting model in the Computer Structure course in the Universitat Oberta de Catalunya (UOC) and to provide early feedback based on the chance to pass the course. Computer Structure course with 249 enrolled students expands the knowledge of the hardware components in the undergraduate Bachelor of Computer Science. The course has four assessment activities (AA) during the semester timeline, and the early warning system is capable to identify potential at-risk students from the very first activity with an accuracy of the 73.49%. This study extends a previous one, which was aimed to develop an early feedback prediction system for learners based on data available in our institutional datamart (known as the UOC Datamart). The results of this study will demonstrate the effectiveness of the early warning system to identify at-risk students based on the GAR model and by using the Green-Amber-Red risk classification.","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":"129541137","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.2019.1458
Marie Pavelková
This Pupils’ questions are considered a crucial condition for the successful start of pupil learning. The ability to formulate pupils’ questions demonstrates the pupils’ are involvement in the teaching process, their motivation to discuss the schoolwork and desire to resolve the problem. The teacher’s dialogue strategy promotes active communication by pupils during teaching and places emphasis on communication between parties involved in the educational process. 5 maths teachers of pupils of the fourth and fifth years, who focus on the dialogue teaching strategy, were included in my pilot research. This concern two novice teachers (with up to two years experience) and three teachers with eight – ten years experience. The research sample was selected. I established which steps the teacher purposefully takes to promote formulation of pupils’ questions by means of a semi-structured interview. The research conclusions demonstrate that the teacher’s intentionally chosen strategy can help the teacher create opportunity for pupils’ questions. The most crucial finding is the information that, according to the teachers, the most important thing is for the teacher to create learning tasks, which mobilise the pupils’ thought processes during the teaching process and the pupil endeavours to name the problem by asking questions. Questions placed in this manner are distinguished by their greater cognitive demands. Compared to previous research, we can state that the active participation of pupils in the teaching process also provides feedback for the teacher and demonstrates the effectiveness of the teacher’s teaching methods.
{"title":"PUPIL´S QUESTION IN RELATION TO TEACHER’S INSTRUCTION STRATEGY","authors":"Marie Pavelková","doi":"10.21125/EDULEARN.2019.1458","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1458","url":null,"abstract":"This Pupils’ questions are considered a crucial condition for the successful start of pupil learning. The ability to formulate pupils’ questions demonstrates the pupils’ are involvement in the teaching process, their motivation to discuss the schoolwork and desire to resolve the problem. The teacher’s dialogue strategy promotes active communication by pupils during teaching and places emphasis on communication between parties involved in the educational process. 5 maths teachers of pupils of the fourth and fifth years, who focus on the dialogue teaching strategy, were included in my pilot research. This concern two novice teachers (with up to two years experience) and three teachers with eight – ten years experience. The research sample was selected. I established which steps the teacher purposefully takes to promote formulation of pupils’ questions by means of a semi-structured interview. The research conclusions demonstrate that the teacher’s intentionally chosen strategy can help the teacher create opportunity for pupils’ questions. The most crucial finding is the information that, according to the teachers, the most important thing is for the teacher to create learning tasks, which mobilise the pupils’ thought processes during the teaching process and the pupil endeavours to name the problem by asking questions. Questions placed in this manner are distinguished by their greater cognitive demands. Compared to previous research, we can state that the active participation of pupils in the teaching process also provides feedback for the teacher and demonstrates the effectiveness of the teacher’s teaching methods.","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":"129807264","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.2019.2520
T. Koshmanova, Tetyana Ravchyna
The paper centers on the premise that education is conceived in relation to visions of human happiness and flourishing: we educate students to make their lives better. We believe that happiness, as the highest human value, is the emotional activity of a person, in accordance with virtues. Based on the idea that any professional activity is grounded in the ethical norms and principles that direct its organization and outcomes, this qualitative study aims to find out the most significant ethical values which would promote student happiness and well-being in education. The study also seeks to identify the conditions, directions, and strategies that would help teachers in the process of formation of their students’ emotional well-being.
{"title":"PEDAGOGICAL ETHICS FOR THE FORMATION OF HAPPY STUDENTS","authors":"T. Koshmanova, Tetyana Ravchyna","doi":"10.21125/EDULEARN.2019.2520","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2520","url":null,"abstract":"The paper centers on the premise that education is conceived in relation to visions of human happiness and flourishing: we educate students to make their lives better. We believe that happiness, as the highest human value, is the emotional activity of a person, in accordance with virtues. Based on the idea that any professional activity is grounded in the ethical norms and principles that direct its organization and outcomes, this qualitative study aims to find out the most significant ethical values which would promote student happiness and well-being in education. The study also seeks to identify the conditions, directions, and strategies that would help teachers in the process of formation of their students’ emotional well-being.","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":"129814641","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.2019.0895
Eleni Demitriadou, A. Lanitis
Primary school students often find it difficult to differentiate two dimensional and three-dimensional geometric shapes. Taking advantage of the ability of Virtual Reality (VR) and Augmented Reality (AR) to visualize 3D objects, we evaluate the potential of VR and AR technologies for teaching the lesson of geometric solids to primary school children. To the best of our knowledge there are no previous cases in the literature describing a comparative evaluation of VR and AR technologies in education, and more specifically in the field of mathematics for primary school children. An experimental evaluation was staged to test the following hypothesis: Hypothesis 1: VR and AR applications make the teaching of mathematics more interactive and interesting and they also contribute to a more efficient learning and understanding of mathematical concepts. Hypothesis 2: The use of VR applications is more effective when compared to AR applications for mathematics teaching activities. For the needs of the experimental evaluation, we designed a lesson plan comprised of three activities: Classification of shapes into solid or plane shapes, identification of solid shapes appearing in a typical city environment, and classification of solid shapes. The lesson plan was implemented based on the traditional method that utilizes printed material, three related VR and three AR applications. The developed VR and AR applications for the current research do not require specialized equipment. For the AR applications, the users only need to use their mobile device or tablet and for VR applications they only need to use a mobile phone and low-cost virtual reality glasses. As part of the study 30 fourth, fifth and sixth class primary school students were divided equally into the control group who used the traditional teaching method, and the AR and VR groups who used AR and VR applications respectively. Participants were provided with questionnaires before (pre-test) and after the test (post-test) to measure factors such as user attention, presence, enjoyment, science knowledge, auditory knowledge, and visual knowledge. According to the results, new technologies in education in the form of virtual and augmented reality improve interactivity and student interest in mathematics education, contributing to more efficient learning and understanding of mathematical concepts when compared to traditional teaching methods. No significant difference was observed between virtual and augmented reality technologies with regards to the efficiency of the methods that contribute to the learning of mathematics, suggesting that both virtual and augmented reality display similar potential for educational activities in Mathematics. Based on statistical evidence Hypothesis 1 was accepted and Hypothesis 2 was rejected. The current research is one of the first attempts ever to compare VR and AR technologies for Mathematics teaching activities in primary school. The findings of our research can provid
{"title":"EVALUATION OF VIRTUAL REALITY AND AUGMENTED REALITY FOR TEACHING THE LESSON OF GEOMETRIC SOLIDS TO PRIMARY SCHOOL CHILDREN","authors":"Eleni Demitriadou, A. Lanitis","doi":"10.21125/EDULEARN.2019.0895","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0895","url":null,"abstract":"Primary school students often find it difficult to differentiate two dimensional and three-dimensional geometric shapes. Taking advantage of the ability of Virtual Reality (VR) and Augmented Reality (AR) to visualize 3D objects, we evaluate the potential of VR and AR technologies for teaching the lesson of geometric solids to primary school children. To the best of our knowledge there are no previous cases in the literature describing a comparative evaluation of VR and AR technologies in education, and more specifically in the field of mathematics for primary school children. An experimental evaluation was staged to test the following hypothesis: Hypothesis 1: VR and AR applications make the teaching of mathematics more interactive and interesting and they also contribute to a more efficient learning and understanding of mathematical concepts. Hypothesis 2: The use of VR applications is more effective when compared to AR applications for mathematics teaching activities. For the needs of the experimental evaluation, we designed a lesson plan comprised of three activities: Classification of shapes into solid or plane shapes, identification of solid shapes appearing in a typical city environment, and classification of solid shapes. The lesson plan was implemented based on the traditional method that utilizes printed material, three related VR and three AR applications. The developed VR and AR applications for the current research do not require specialized equipment. For the AR applications, the users only need to use their mobile device or tablet and for VR applications they only need to use a mobile phone and low-cost virtual reality glasses. As part of the study 30 fourth, fifth and sixth class primary school students were divided equally into the control group who used the traditional teaching method, and the AR and VR groups who used AR and VR applications respectively. Participants were provided with questionnaires before (pre-test) and after the test (post-test) to measure factors such as user attention, presence, enjoyment, science knowledge, auditory knowledge, and visual knowledge. According to the results, new technologies in education in the form of virtual and augmented reality improve interactivity and student interest in mathematics education, contributing to more efficient learning and understanding of mathematical concepts when compared to traditional teaching methods. No significant difference was observed between virtual and augmented reality technologies with regards to the efficiency of the methods that contribute to the learning of mathematics, suggesting that both virtual and augmented reality display similar potential for educational activities in Mathematics. Based on statistical evidence Hypothesis 1 was accepted and Hypothesis 2 was rejected. The current research is one of the first attempts ever to compare VR and AR technologies for Mathematics teaching activities in primary school. The findings of our research can provid","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":"129816135","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.2019.0754
Belen González Larrea, M. Hernández-Serrano, José Manuel Muñoz Rodríguez
Nowadays, more and more young people are finding in social networks a space of socialization, with ways to express and exchange patterns of behavior and education. Due to digital hyperconnectivity, technology is so immersed in our lives that it is currently a fundamental part of our ways of social interaction. In the case of the youngest generations, this interaction is combined with a stage of adolescence in which they begin to build their identities. The paper explores how does this construction of identity in a virtual exposed world affects the youngers, in terms of autonomy and responsibility. Also, the correspondence of this virtual construction with different ways of thinking, being and/or acting in social networks. And finally, to what extent these ways of being are considered as an identity in transition, as a trend, that could be pass with the up-growing of the personality and evolving of the social and professional roles. An in depth analysis of recently published studies and reports on this topic (Adults’ media use and attitudes, 2018, from Ofcom; and Life in Likes, 2018, by Children ́s Commissioner) is presented, to bring about evidence about how post-millennials young people handle the digital construction of identity and how it could affect them at a socio-educational level, with impacts towards the next generation of classroom students. Paper concludes with some ethical considerations for the education agents, in order to empower youngers in their effective management and construction of a virtual self.
如今，越来越多的年轻人在社交网络中找到了一个社交的空间，可以表达和交流行为模式和教育模式。由于数字超连接，技术已经深入到我们的生活中，成为我们社交方式的基本组成部分。就最年轻的一代而言，这种互动与青少年阶段相结合，在这个阶段他们开始建立自己的身份。本文探讨了在一个虚拟的暴露世界中，这种身份的构建如何影响年轻人的自主性和责任感。此外，这种虚拟结构与社会网络中不同的思维方式、存在方式和/或行为方式的对应关系。最后，这些存在方式在多大程度上被认为是一种过渡中的身份，一种趋势，随着个性的成长以及社会和职业角色的演变而消失。对最近发表的关于这一主题的研究和报告进行了深入分析(成年人的媒体使用和态度，2018年，来自Ofcom;和Life in Likes, 2018年，由儿童专员提出)，以提供证据，说明后千禧一代年轻人如何处理身份的数字构建，以及它如何在社会教育层面影响他们，并对下一代课堂学生产生影响。最后，本文提出了教育主体应注意的伦理问题，以帮助青少年有效地管理和构建虚拟自我。
{"title":"DIGITAL IDENTITY IN YOUNGER STUDENTS. ETHICAL EDUCATION FOR MANAGING THE CONSTRUCTION OF A SELF","authors":"Belen González Larrea, M. Hernández-Serrano, José Manuel Muñoz Rodríguez","doi":"10.21125/EDULEARN.2019.0754","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0754","url":null,"abstract":"Nowadays, more and more young people are finding in social networks a space of socialization, with ways to express and exchange patterns of behavior and education. Due to digital hyperconnectivity, technology is so immersed in our lives that it is currently a fundamental part of our ways of social interaction. In the case of the youngest generations, this interaction is combined with a stage of adolescence in which they begin to build their identities. The paper explores how does this construction of identity in a virtual exposed world affects the youngers, in terms of autonomy and responsibility. Also, the correspondence of this virtual construction with different ways of thinking, being and/or acting in social networks. And finally, to what extent these ways of being are considered as an identity in transition, as a trend, that could be pass with the up-growing of the personality and evolving of the social and professional roles. An in depth analysis of recently published studies and reports on this topic (Adults’ media use and attitudes, 2018, from Ofcom; and Life in Likes, 2018, by Children ́s Commissioner) is presented, to bring about evidence about how post-millennials young people handle the digital construction of identity and how it could affect them at a socio-educational level, with impacts towards the next generation of classroom students. Paper concludes with some ethical considerations for the education agents, in order to empower youngers in their effective management and construction of a virtual self.","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":"129857779","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.2019.0992
N. Sebastijanovic
{"title":"EDUCATIONAL BENEFITS, CHALLENGES, AND LESSONS LEARNED IN STARTING AND ADVISING A STUDENT VEHICLE DESIGN COMPETITION TEAM","authors":"N. Sebastijanovic","doi":"10.21125/EDULEARN.2019.0992","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0992","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":"128424311","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.2019.2602
Emna Chikhaoui
Cloud computing in Saudi Arabia is becoming more and more visible day after day, due to its ability to create better opportunities to improve productivity, efficiency, thus fulfil the ever-growing demands of organizations of every size and sector. However, such technology poses great challenges in terms of privacy and security. To date the Kingdom’s legislative framework, does not clearly nor comprehensively regulates the cloud or its service providers or customers.
{"title":"IMPLICATION AND APPLICATION OF CLOUD COMPUTING IN THE SAUDI HIGHER EDUCATIONAL SECTOR","authors":"Emna Chikhaoui","doi":"10.21125/EDULEARN.2019.2602","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2602","url":null,"abstract":"Cloud computing in Saudi Arabia is becoming more and more visible day after day, due to its ability to create better opportunities to improve productivity, efficiency, thus fulfil the ever-growing demands of organizations of every size and sector. However, such technology poses great challenges in terms of privacy and security. To date the Kingdom’s legislative framework, does not clearly nor comprehensively regulates the cloud or its service providers or customers.","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":"128654627","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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