Pub Date : 2022-06-14DOI: 10.4995/head22.2022.14668
Anna Tataranni
Schools, society as a whole, have been deeply affected by the emergence of Covid19. The shift to distance teaching and learning has exacerbated many pre- existing vulnerabilities and inequalities in education systems. This paper argues for the urgency for school systems to accept new challenges in training, organizing inclusive environments towards the promotion of collective social and critical capacities, in synergy with the digital within a school that broadens its horizons, its classrooms, capable of bringing in human riches, assuming the richness of the student as a unique and unrepeatable subject who develops thanks to the relationship with the other, capable of transformative resilience, which looks at the human becoming by virtue of the encounters of places, including virtual ones, that are experienced in the course of life. A school pervaded by a new humanism, the only true wealth.
{"title":"Pedagogy and new humanism at the time of Covid","authors":"Anna Tataranni","doi":"10.4995/head22.2022.14668","DOIUrl":"https://doi.org/10.4995/head22.2022.14668","url":null,"abstract":"Schools, society as a whole, have been deeply affected by the emergence of Covid19. The shift to distance teaching and learning has exacerbated many pre- existing vulnerabilities and inequalities in education systems. This paper argues for the urgency for school systems to accept new challenges in training, organizing inclusive environments towards the promotion of collective social and critical capacities, in synergy with the digital within a school that broadens its horizons, its classrooms, capable of bringing in human riches, assuming the richness of the student as a unique and unrepeatable subject who develops thanks to the relationship with the other, capable of transformative resilience, which looks at the human becoming by virtue of the encounters of places, including virtual ones, that are experienced in the course of life. A school pervaded by a new humanism, the only true wealth.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115669072","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 : 2022-06-14DOI: 10.4995/head22.2022.14490
I. Tragel, L. Komissarov
In recent decades, the concept of key competencies has become increasingly relevant in education, prompting universities to revise their curricula to make more room for subject-independent skills and knowledge. We argue that the best way to incorporate key competencies into the curriculum is teaching them through different subjects. In favour of this notion we present the case study of our course ‘Introduction to Linguistics’ at the University of Tartu (Estonia), which successfully combines subject-specific and subject-independent knowledge through a coursework which let the students write their own linguistic autobiography, combining their own unique experience with a scientific framework. In the process, the students mastered the linguistic concepts covered in lectures, while also practicing academic writing and application of scientific methods.
{"title":"Combining subject-specific and subject-independent competencies in teaching Linguistics","authors":"I. Tragel, L. Komissarov","doi":"10.4995/head22.2022.14490","DOIUrl":"https://doi.org/10.4995/head22.2022.14490","url":null,"abstract":"In recent decades, the concept of key competencies has become increasingly relevant in education, prompting universities to revise their curricula to make more room for subject-independent skills and knowledge. We argue that the best way to incorporate key competencies into the curriculum is teaching them through different subjects. In favour of this notion we present the case study of our course ‘Introduction to Linguistics’ at the University of Tartu (Estonia), which successfully combines subject-specific and subject-independent knowledge through a coursework which let the students write their own linguistic autobiography, combining their own unique experience with a scientific framework. In the process, the students mastered the linguistic concepts covered in lectures, while also practicing academic writing and application of scientific methods.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115039121","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 : 2022-06-14DOI: 10.4995/head22.2022.14422
Vicente Cerverón-Lleó, Esther De Ves Cuenca
The use of game dynamics in the academic environment has proven to be highly motivating for students. This paper focuses on an Escape Room game developed in a database subject to cover several objectives: to integrate contents in a single activity, to encourage group work, to increase student engagement and to promote a playful environment for proficiency testing.The experience is evaluated by means of a survey in which students are asked about the degree of achievement of different objectives such as the improvement of learning, reflection on their own learning (metacognition) or their engagement and motivation. The analysis of the data collected reveals a high degree of acceptance of the activity among the students, so another objective of the work is to describe the implementation of the activity as well as to provide some tips that can be useful to adapt this type of game to other university subjects.
{"title":"Game-based learning to promote student engagement: an escape room on databases","authors":"Vicente Cerverón-Lleó, Esther De Ves Cuenca","doi":"10.4995/head22.2022.14422","DOIUrl":"https://doi.org/10.4995/head22.2022.14422","url":null,"abstract":"The use of game dynamics in the academic environment has proven to be highly motivating for students. This paper focuses on an Escape Room game developed in a database subject to cover several objectives: to integrate contents in a single activity, to encourage group work, to increase student engagement and to promote a playful environment for proficiency testing.The experience is evaluated by means of a survey in which students are asked about the degree of achievement of different objectives such as the improvement of learning, reflection on their own learning (metacognition) or their engagement and motivation. The analysis of the data collected reveals a high degree of acceptance of the activity among the students, so another objective of the work is to describe the implementation of the activity as well as to provide some tips that can be useful to adapt this type of game to other university subjects.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"63 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116316159","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 : 2022-06-14DOI: 10.4995/head22.2022.14195
G. Cholakov, A. Stoyanova-Doycheva
Predicting trends is crucial for any business. No exception for education as well. Usually, this is a complex task that needs good planning and hard working to get to results. But sometimes luckily, a result from a study could be recognized as something that could reveal a potential trend, though it was not its primary goal, but spending some time digging deeper into data would pay off. This paper presents results from a study of the students’ trend for choosing favorite database type to learn and use, which was found during analyzing data from the software agents that work for our e-learning portal DeLC, serving as helpers for students and lecturers. These agents are there for very different purpose, but from the data they collect many interesting facts and behavioral patterns of our students could be revealed.
{"title":"Using data analysis to predict the students’ trend of choosing preferred data storage","authors":"G. Cholakov, A. Stoyanova-Doycheva","doi":"10.4995/head22.2022.14195","DOIUrl":"https://doi.org/10.4995/head22.2022.14195","url":null,"abstract":"Predicting trends is crucial for any business. No exception for education as well. Usually, this is a complex task that needs good planning and hard working to get to results. But sometimes luckily, a result from a study could be recognized as something that could reveal a potential trend, though it was not its primary goal, but spending some time digging deeper into data would pay off. This paper presents results from a study of the students’ trend for choosing favorite database type to learn and use, which was found during analyzing data from the software agents that work for our e-learning portal DeLC, serving as helpers for students and lecturers. These agents are there for very different purpose, but from the data they collect many interesting facts and behavioral patterns of our students could be revealed.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125885449","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 : 2022-06-14DOI: 10.4995/head22.2022.14642
Ylva Grufstedt, Tomi Kauppinen, Annakaisa Kultima
In this paper, we describe the initial process of developing what we call the Game Production Pipeline (GPP), an effort to assist and guide educators in making educational games within higher education. Noting the need to push the boundaries of engaging virtual learning principles in the wake of the pandemic, the GPP seeks to address the epistemic gap between game design, virtual education, and game production. We set out to investigate educator wants, needs, and challenges in this area. We also created a probing survey to collect juxtaposing feedback on the GPP from commercial game developers. We found that educators were more concerned with implementation than design, and that developers had notes on time and production management, and epistemic clashes in making educational games.
{"title":"Developing a Game Production Pipeline for University Educators","authors":"Ylva Grufstedt, Tomi Kauppinen, Annakaisa Kultima","doi":"10.4995/head22.2022.14642","DOIUrl":"https://doi.org/10.4995/head22.2022.14642","url":null,"abstract":"In this paper, we describe the initial process of developing what we call the Game Production Pipeline (GPP), an effort to assist and guide educators in making educational games within higher education. Noting the need to push the boundaries of engaging virtual learning principles in the wake of the pandemic, the GPP seeks to address the epistemic gap between game design, virtual education, and game production. We set out to investigate educator wants, needs, and challenges in this area. We also created a probing survey to collect juxtaposing feedback on the GPP from commercial game developers. We found that educators were more concerned with implementation than design, and that developers had notes on time and production management, and epistemic clashes in making educational games.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126180409","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 : 2022-06-14DOI: 10.4995/head22.2022.14521
R. Punchoo, S. Bhoora, L. Wolvaardt
This case study compared student performance and experiences in a flipped hybrid classroom (FHC) and a traditional classroom (TC) in a post-graduate chemical pathology programme. Nine students participated in the study. The final summative grades based on clinical case vignettes assessing high cognitive domains were 55.83% (26.94) and 60.61% (36.02) for the FHC and TC, respectively. Students obtained higher scores in the synthesis domain in the FHC compared to the TC. In contrast, higher scores were obtained in evaluating pathophysiology and biochemical test results in the TC. The thematic analysis of the open-ended questions identified three themes: (1) flipping is fun and informative; (2) TC is better with a bit of flip; and (3) we know what we like.This study showed that the TC showed slightly better summative assessment performance, and that students are positive about flipped approaches but have their own preferences.
{"title":"A case study comparing the flipped hybrid classroom and traditional classroom in a post-graduate chemical pathology module","authors":"R. Punchoo, S. Bhoora, L. Wolvaardt","doi":"10.4995/head22.2022.14521","DOIUrl":"https://doi.org/10.4995/head22.2022.14521","url":null,"abstract":"This case study compared student performance and experiences in a flipped hybrid classroom (FHC) and a traditional classroom (TC) in a post-graduate chemical pathology programme. Nine students participated in the study. The final summative grades based on clinical case vignettes assessing high cognitive domains were 55.83% (26.94) and 60.61% (36.02) for the FHC and TC, respectively. Students obtained higher scores in the synthesis domain in the FHC compared to the TC. In contrast, higher scores were obtained in evaluating pathophysiology and biochemical test results in the TC. The thematic analysis of the open-ended questions identified three themes: (1) flipping is fun and informative; (2) TC is better with a bit of flip; and (3) we know what we like.This study showed that the TC showed slightly better summative assessment performance, and that students are positive about flipped approaches but have their own preferences.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129373581","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 : 2022-06-14DOI: 10.4995/head22.2022.14674
Carlos Heber Contreras Pizarro, M. P. Placencia Medina, Javier Silva Valencia, Carlos Garcia Bustamante, Julian Anibal Villarreal Valerio, Rosa Pando Álvarez, M. Malca Casavilca
Objective: To describe the learning achievement after training in pharmacogenetics based on PBL and ICT and its persistence four years later in human medicine students of a public university in Peru.Materials and Methods: The knowledge of 160 students who received training on the pharmacogenetics of warfarin applying PBL and ICT was evaluated. The instrument was based on a clinical problem applied after training and 4 years later.Results: Results of the first evaluation indicated a good analytical resolution of the problem with argumentation in the genetic conditions of the patient. The four-year evaluation showed that 89% of the students continued at higher levels of learning.Conclusion: It was shown that the use of a meaningful learning methodology with PBL and ICT can make knowledge last and serve in the future for decision-making in the selection of medication.
{"title":"Learning of Pharmacogenetics in human medicine students through PBL and ICTs","authors":"Carlos Heber Contreras Pizarro, M. P. Placencia Medina, Javier Silva Valencia, Carlos Garcia Bustamante, Julian Anibal Villarreal Valerio, Rosa Pando Álvarez, M. Malca Casavilca","doi":"10.4995/head22.2022.14674","DOIUrl":"https://doi.org/10.4995/head22.2022.14674","url":null,"abstract":"Objective: To describe the learning achievement after training in pharmacogenetics based on PBL and ICT and its persistence four years later in human medicine students of a public university in Peru.Materials and Methods: The knowledge of 160 students who received training on the pharmacogenetics of warfarin applying PBL and ICT was evaluated. The instrument was based on a clinical problem applied after training and 4 years later.Results: Results of the first evaluation indicated a good analytical resolution of the problem with argumentation in the genetic conditions of the patient. The four-year evaluation showed that 89% of the students continued at higher levels of learning.Conclusion: It was shown that the use of a meaningful learning methodology with PBL and ICT can make knowledge last and serve in the future for decision-making in the selection of medication.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129585385","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 : 2022-06-14DOI: 10.4995/head22.2022.14590
A. Jassawalla, Hemant C. Sashittal, A. Witt
Abstract This paper describes an innovative learning exercise used in three management classes and inspired by the popular group experience-based game of “escape rooms.” Within one 75-minute period, the exercise engaged students and increased their awareness of and motivation for effective teamwork. Our qualitative analysis of the reflection reports students individually wrote immediately after the lesson, shows that the exercise was successful in increasing their knowledge of effective teamwork, creating the felt need for proactively planning their team process, creating the desire to develop more of their own teamwork skills, and arriving at the undeniable realization that working as a team is better than working individually on complex tasks. This exercise adds to the instructor interventions needed in college classes when professors assign term-long team projects with the goal of helping students develop their teamwork skills and be better prepared for the workplace.
{"title":"Increasing Students’ Felt Need for Teamwork: An Experiential Learning Exercise that Sets the Stage","authors":"A. Jassawalla, Hemant C. Sashittal, A. Witt","doi":"10.4995/head22.2022.14590","DOIUrl":"https://doi.org/10.4995/head22.2022.14590","url":null,"abstract":"Abstract This paper describes an innovative learning exercise used in three management classes and inspired by the popular group experience-based game of “escape rooms.” Within one 75-minute period, the exercise engaged students and increased their awareness of and motivation for effective teamwork. Our qualitative analysis of the reflection reports students individually wrote immediately after the lesson, shows that the exercise was successful in increasing their knowledge of effective teamwork, creating the felt need for proactively planning their team process, creating the desire to develop more of their own teamwork skills, and arriving at the undeniable realization that working as a team is better than working individually on complex tasks. This exercise adds to the instructor interventions needed in college classes when professors assign term-long team projects with the goal of helping students develop their teamwork skills and be better prepared for the workplace.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129975091","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 : 2022-06-14DOI: 10.4995/head22.2022.14618
J. Mouw, M. Fokkens-Bruinsma
In our study, we asked 19 pre-service teachers (PSTs) about their experiences with and perceptions of a microteaching-supported virtual reality (VR) kindergarten classroom where they practiced and experimented with different classroom management strategies (CMS). We analyzed quantitative and qualitative responses to gain insight into the perceived usefulness of this learning environment for CMS development and transfer to internship practices. The quantitative results show that practicing in the VR classroom supported mastery of CMS and helped PSTs to manage behaviors at their internships. The qualitative data suggest that the microteaching approach can support transfer of CMS practiced in the VR-kindergarten classroom to in-situ classroom management situations, possibly because of the opportunity to collaboratively engage in reflexive practices. Moreover, PSTs raised valuable suggestions to further improve the microteaching structure to strengthen the effect of peer feedback. The results of this study underline the importance of purposefully grounding VR applications in proven instructional theories.
{"title":"When technology meets educational sciences: Combining virtual reality and microteaching to train pre-service teachers’ kindergarten classroom management strategies.","authors":"J. Mouw, M. Fokkens-Bruinsma","doi":"10.4995/head22.2022.14618","DOIUrl":"https://doi.org/10.4995/head22.2022.14618","url":null,"abstract":"In our study, we asked 19 pre-service teachers (PSTs) about their experiences with and perceptions of a microteaching-supported virtual reality (VR) kindergarten classroom where they practiced and experimented with different classroom management strategies (CMS). We analyzed quantitative and qualitative responses to gain insight into the perceived usefulness of this learning environment for CMS development and transfer to internship practices. The quantitative results show that practicing in the VR classroom supported mastery of CMS and helped PSTs to manage behaviors at their internships. The qualitative data suggest that the microteaching approach can support transfer of CMS practiced in the VR-kindergarten classroom to in-situ classroom management situations, possibly because of the opportunity to collaboratively engage in reflexive practices. Moreover, PSTs raised valuable suggestions to further improve the microteaching structure to strengthen the effect of peer feedback. The results of this study underline the importance of purposefully grounding VR applications in proven instructional theories. ","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132330223","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 : 2022-06-14DOI: 10.4995/head22.2022.14468
Tanya Hill, H. du Preez
The paper analyses undergraduate finance students’ reflections on the impact of a VR soft skills teaching intervention and their understanding of the influence of soft skills on their future work environment. The contribution of the research can be found in the self-developed VR soft skills videos, the analyses of the reflections using the Pedler reflective framework and the findings that focus on the insights students gain through the teaching intervention. The research question is: What is the impact of the VR soft skills teaching intervention on the insights of undergraduate finance students when confronted by work-place scenarios? The findings of the study show that the students were able to reflect effectively using the Pedler reflective framework and to develop strategies of their responses to similar situations in future. The soft-skills teaching intervention is therefore an effective tool in developing the insights of students for their future.
{"title":"Reflections on a virtual reality soft skills teaching intervention","authors":"Tanya Hill, H. du Preez","doi":"10.4995/head22.2022.14468","DOIUrl":"https://doi.org/10.4995/head22.2022.14468","url":null,"abstract":"The paper analyses undergraduate finance students’ reflections on the impact of a VR soft skills teaching intervention and their understanding of the influence of soft skills on their future work environment. The contribution of the research can be found in the self-developed VR soft skills videos, the analyses of the reflections using the Pedler reflective framework and the findings that focus on the insights students gain through the teaching intervention. The research question is: What is the impact of the VR soft skills teaching intervention on the insights of undergraduate finance students when confronted by work-place scenarios? The findings of the study show that the students were able to reflect effectively using the Pedler reflective framework and to develop strategies of their responses to similar situations in future. The soft-skills teaching intervention is therefore an effective tool in developing the insights of students for their future.","PeriodicalId":433127,"journal":{"name":"8th International Conference on Higher Education Advances (HEAd'22)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131627535","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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