Pub Date : 2019-12-31DOI: 10.1344/der.2019.36.85-99
C. Faria, E. Guilherme, Joaquim Pintassilgo, Maria João Mogarro, A. Pinho, M. Baptista, I. Chagas, Cecília Galvão
In this paper we present an evaluation of an App for mobile devices, ‘Roteiro dos Descobrimentos’, as an educational digital resource for primary school students. The study involved the participation of 131 students and eight teachers. Data were collected from participant observation, students’ questionnaires and interviews to students and teachers. According to students, they learned new things, related with the topics explored, in an easy and funny way. Students also emphasized as positive aspects the fact that they had to face different challenges and the need to mobilize their knowledge to solve them. Teachers referred that students showed great interest and enthusiasm during the activities. As main gains, teachers stressed that the application fosters the relationship of students with the city, facilitates collaboration, and promotes students’ autonomy. In resume, it seems that the playful and interactive dimension of the App promoted the development of important skills such as the ability to interact with the environment, collaborative work, autonomy, and reading and interpretation skills. As a conclusion, there is a great receptivity to integrate mobile technologies in the teaching and learning process, but the role of the teacher can’t be dismissed, as a mediator and educator.
在本文中，我们对移动设备上的应用程序“Roteiro dos Descobrimentos”进行了评估，作为小学生的教育数字资源。这项研究有131名学生和8名教师参与。数据收集方法包括参与观察、学生问卷调查和对学生和教师的访谈。据学生们说，他们以一种简单有趣的方式学习了与所探索的主题相关的新事物。学生们还强调了积极的一面，即他们必须面对不同的挑战，需要调动他们的知识来解决这些挑战。老师们表示，学生们在活动中表现出了极大的兴趣和热情。作为主要的收获，教师们强调该应用程序促进了学生与城市的关系，促进了合作，并促进了学生的自主性。在简历中，App的好玩和互动维度似乎促进了重要技能的发展，比如与环境互动的能力、协同工作的能力、自主性、阅读和解释能力。综上所述，在教学过程中融入移动技术的接受度很高，但教师作为调解者和教育者的角色不能被忽视。
{"title":"The Portuguese Maritime Voyages of Discovery: the exploration of the history of a city with an App as an educational resource","authors":"C. Faria, E. Guilherme, Joaquim Pintassilgo, Maria João Mogarro, A. Pinho, M. Baptista, I. Chagas, Cecília Galvão","doi":"10.1344/der.2019.36.85-99","DOIUrl":"https://doi.org/10.1344/der.2019.36.85-99","url":null,"abstract":"In this paper we present an evaluation of an App for mobile devices, ‘Roteiro dos Descobrimentos’, as an educational digital resource for primary school students. The study involved the participation of 131 students and eight teachers. Data were collected from participant observation, students’ questionnaires and interviews to students and teachers. According to students, they learned new things, related with the topics explored, in an easy and funny way. Students also emphasized as positive aspects the fact that they had to face different challenges and the need to mobilize their knowledge to solve them. Teachers referred that students showed great interest and enthusiasm during the activities. As main gains, teachers stressed that the application fosters the relationship of students with the city, facilitates collaboration, and promotes students’ autonomy. In resume, it seems that the playful and interactive dimension of the App promoted the development of important skills such as the ability to interact with the environment, collaborative work, autonomy, and reading and interpretation skills. As a conclusion, there is a great receptivity to integrate mobile technologies in the teaching and learning process, but the role of the teacher can’t be dismissed, as a mediator and educator.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":"1 1","pages":"85-99"},"PeriodicalIF":2.1,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43066815","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 : 2019-12-31DOI: 10.1344/der.2019.36.68-84
P. Ojeda, Leonardo David Glasserman Morales, J. Albalat
El presente estudio pretende revelar las condiciones de entrada con las cuales ingresan los estudiantes a la vida universitaria respecto a la adquisicion de las competencias digitales, declaradas como una competencia clave para insertarse en sociedad por varias instituciones gubernamentales y academicas, dada la globalizacion y dinamizacion de la sociedad facilitada por la red global de internet, la cual ha modificado todas las formas de comunicacion, socializacion y operacion de los servicios mas basicos de la cotidianeidad. Por ello no debe faltar en el desarrollo de saberes, habilidades y actitudes de todo ser humano, siendo entendida como una herramienta imprescindible para toda la ciudadania. La Universidad de Magallanes en Chile, ha instaurado desde el ano 2010 para todos los estudiantes que ingresan a primer ano, en cualquiera de sus carreras profesionales, la aplicacion de una Prueba de Suficiencia en Computacion, la cual tiene como objetivo validar las habilidades y saberes relativos a las Tecnologias de Informacion y la Comunicacion (TIC) de los estudiantes, basandose basicamente en la propuesta que el sistema educativo Chileno promueve en este orden para la ensenanza basica y media, disenada por el Centro de Educacion y Tecnologias - Red Enlaces del Ministerio de Educacion (2009), para asi reconocer cuales son las competencias adquiridas durante ese proceso, y otorgando la posibilidad de valorar saberes previos, y eximirse de cursar una asignatura, en caso de aprobacion. El objetivo principal de la prueba, en el contexto de esta investigacion, es saber si realmente los estudiantes ingresan a la vida universitaria con competencias digitales instaladas, si se encuentran formados o preparados en este ambito, y por otra parte tiene que ver con conocer los ambitos con areas de oportunidad que se detecten a partir de la evaluacion y que tengan relacion primeramente con la Matriz de Habilidades TIC para el aprendizaje y las consideradas de experiencias de otras universidades e instituciones del mundo, que permita gestar comentarios y sugerencias para potenciarlas en el proceso formativo universitario.
{"title":"Competencias Digitales: Realidad de ingreso de los estudiantes a la vida universitaria","authors":"P. Ojeda, Leonardo David Glasserman Morales, J. Albalat","doi":"10.1344/der.2019.36.68-84","DOIUrl":"https://doi.org/10.1344/der.2019.36.68-84","url":null,"abstract":"El presente estudio pretende revelar las condiciones de entrada con las cuales ingresan los estudiantes a la vida universitaria respecto a la adquisicion de las competencias digitales, declaradas como una competencia clave para insertarse en sociedad por varias instituciones gubernamentales y academicas, dada la globalizacion y dinamizacion de la sociedad facilitada por la red global de internet, la cual ha modificado todas las formas de comunicacion, socializacion y operacion de los servicios mas basicos de la cotidianeidad. Por ello no debe faltar en el desarrollo de saberes, habilidades y actitudes de todo ser humano, siendo entendida como una herramienta imprescindible para toda la ciudadania. La Universidad de Magallanes en Chile, ha instaurado desde el ano 2010 para todos los estudiantes que ingresan a primer ano, en cualquiera de sus carreras profesionales, la aplicacion de una Prueba de Suficiencia en Computacion, la cual tiene como objetivo validar las habilidades y saberes relativos a las Tecnologias de Informacion y la Comunicacion (TIC) de los estudiantes, basandose basicamente en la propuesta que el sistema educativo Chileno promueve en este orden para la ensenanza basica y media, disenada por el Centro de Educacion y Tecnologias - Red Enlaces del Ministerio de Educacion (2009), para asi reconocer cuales son las competencias adquiridas durante ese proceso, y otorgando la posibilidad de valorar saberes previos, y eximirse de cursar una asignatura, en caso de aprobacion. El objetivo principal de la prueba, en el contexto de esta investigacion, es saber si realmente los estudiantes ingresan a la vida universitaria con competencias digitales instaladas, si se encuentran formados o preparados en este ambito, y por otra parte tiene que ver con conocer los ambitos con areas de oportunidad que se detecten a partir de la evaluacion y que tengan relacion primeramente con la Matriz de Habilidades TIC para el aprendizaje y las consideradas de experiencias de otras universidades e instituciones del mundo, que permita gestar comentarios y sugerencias para potenciarlas en el proceso formativo universitario.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47087213","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 : 2019-12-31DOI: 10.1344/der.2019.36.152-170
J. Barreal, Gil Jannes
La gamificacion consiste en ludificar los contenidos de una determinada materia o asignatura a traves de dinamicas, mecanicas y componentes. Con este proceso se puede lograr una mayor motivacion e implicacion del alumno, asi como fomentar el desarrollo de competencias y del aprendizaje autonomo. Asi, el presente texto describe el desarrollo de esta herramienta para la asignatura “Estadistica Aplicada al Sector Turistico” del Grado en Turismo con el objetivo de lograr presentar un proceso formativo dinamico y atractivo para el alumno. No obstante, se elabora desde un punto transversal que permita su implementacion en asignaturas similares implementadas en ensenanzas superiores de grado. En mas detalle, se desarrolla una narrativa entorno a la promocion profesional del alumno dentro de una empresa hotelera ficticia donde ira alcanzando mayor rango profesional a medida que avanza el juego y va superando una serie de pruebas/eventos. Esta narrativa fomenta el interes intrinseco en la actividad por parte del alumno, al mismo tiempo que refuerza la utilidad del propio juego de cara a futuras experiencias profesionales.
{"title":"La narrativa como herramienta docente dentro de la gamificación de la estadística en el Grado en Turismo","authors":"J. Barreal, Gil Jannes","doi":"10.1344/der.2019.36.152-170","DOIUrl":"https://doi.org/10.1344/der.2019.36.152-170","url":null,"abstract":"La gamificacion consiste en ludificar los contenidos de una determinada materia o asignatura a traves de dinamicas, mecanicas y componentes. Con este proceso se puede lograr una mayor motivacion e implicacion del alumno, asi como fomentar el desarrollo de competencias y del aprendizaje autonomo. Asi, el presente texto describe el desarrollo de esta herramienta para la asignatura “Estadistica Aplicada al Sector Turistico” del Grado en Turismo con el objetivo de lograr presentar un proceso formativo dinamico y atractivo para el alumno. No obstante, se elabora desde un punto transversal que permita su implementacion en asignaturas similares implementadas en ensenanzas superiores de grado. En mas detalle, se desarrolla una narrativa entorno a la promocion profesional del alumno dentro de una empresa hotelera ficticia donde ira alcanzando mayor rango profesional a medida que avanza el juego y va superando una serie de pruebas/eventos. Esta narrativa fomenta el interes intrinseco en la actividad por parte del alumno, al mismo tiempo que refuerza la utilidad del propio juego de cara a futuras experiencias profesionales.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":"1 1","pages":"152-170"},"PeriodicalIF":2.1,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49231456","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 : 2019-12-31DOI: 10.1344/der.2019.36.100-116
A. Aierbe, Eider Oregui, Isabel Bartau
The study examines the parental perception of the use of video games by their preadolescent children, as well as parental beliefs, mediation practices and difficulties they encounter. In total, 186 parents have participated. The results, gathered in the quantitative and qualitative phase, reveal differences in parental perception according to the age and sex of their children; parents have more negative than positive beliefs about video games and use more strategies based on control than on support and communication. In parents’ opinion, the difficulties for mediation are related to the precocity to which they access the media and Internet, social pressure, uncontrollability and the digital divide. The paper concludes with implications for the educational intervention aimed to respond to parents’ concerns and needs for information and training.
{"title":"Video games, parental mediation and gender socialization","authors":"A. Aierbe, Eider Oregui, Isabel Bartau","doi":"10.1344/der.2019.36.100-116","DOIUrl":"https://doi.org/10.1344/der.2019.36.100-116","url":null,"abstract":"The study examines the parental perception of the use of video games by their preadolescent children, as well as parental beliefs, mediation practices and difficulties they encounter. In total, 186 parents have participated. The results, gathered in the quantitative and qualitative phase, reveal differences in parental perception according to the age and sex of their children; parents have more negative than positive beliefs about video games and use more strategies based on control than on support and communication. In parents’ opinion, the difficulties for mediation are related to the precocity to which they access the media and Internet, social pressure, uncontrollability and the digital divide. The paper concludes with implications for the educational intervention aimed to respond to parents’ concerns and needs for information and training.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":"1 1","pages":"100-116"},"PeriodicalIF":2.1,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44560711","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 : 2019-06-25DOI: 10.1344/DER.2019.35.36-61
A. Paiano, Giuseppe Annacontini
In this paper we intend to present a tool for self-assess, support and improve reflective thinking in the educators towards the use of digital storytelling. First, we present an overview on the theoretical framework for conceptualizing a reflective educator, who needs to have a conscious approach on the practice and inquiries on the ethical consideration and important outcomes of eductional practice, with self-reflection, deep analysis of personal beliefs, and expectations on men and women and potential in general, and on learning. Educators’ expectations are self-generating, and often hard to be changed. Moreover, educators stay trapped in unexamined rulings, judgements, interpretations, conventions, potentials and hopes. Second, we describe the process of constructing a DST for approaching to the reflective practice infusing personal beliefs and values into a professional identity. Third, we describe the process of constructing the rubric, its elements, indicators and levels to value the product every storyteller made. We conclude with the self-assessment tool we want to propose in our on-going research project.
{"title":"How to assess A meaningful technology-integrated tool for the reflective educators","authors":"A. Paiano, Giuseppe Annacontini","doi":"10.1344/DER.2019.35.36-61","DOIUrl":"https://doi.org/10.1344/DER.2019.35.36-61","url":null,"abstract":"In this paper we intend to present a tool for self-assess, support and improve reflective thinking in the educators towards the use of digital storytelling. First, we present an overview on the theoretical framework for conceptualizing a reflective educator, who needs to have a conscious approach on the practice and inquiries on the ethical consideration and important outcomes of eductional practice, with self-reflection, deep analysis of personal beliefs, and expectations on men and women and potential in general, and on learning. Educators’ expectations are self-generating, and often hard to be changed. Moreover, educators stay trapped in unexamined rulings, judgements, interpretations, conventions, potentials and hopes. Second, we describe the process of constructing a DST for approaching to the reflective practice infusing personal beliefs and values into a professional identity. Third, we describe the process of constructing the rubric, its elements, indicators and levels to value the product every storyteller made. We conclude with the self-assessment tool we want to propose in our on-going research project.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48244164","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 : 2019-06-25DOI: 10.1344/DER.2019.35.111-129
Norma Torres-Hernández, T. Pessoa, M.J. Gallego-Arrufat
La atención a los problemas y riesgos relacionados con la seguridad digital requiere acciones educativas para reducir la incertidumbre que genera la convivencia en la sociedad digital. Este estudio descriptivo tiene como propósito conocer el nivel competencial de estudiantes universitarios en el área de seguridad digital y el alcance de una intervención implementada y evaluada en entornos enriquecidos con tecnología. Participan 154 estudiantes de dos universidades de España y Portugal. La evaluación del nivel competencial en seguridad digital es actividad previa a la intervención en la que los participantes utilizando diversas herramientas tecnológicas realizan en total 1012 actividades. Los resultados muestran que el 93.5% de participantes tienen un nivel competencial intermedio. Como parte de la intervención se analizan 148 narrativas digitales y 141 reflexiones sobre netiqueta y redes sociales. El análisis descriptivo de la evaluación a la intervención, da como resultado una valoración media del grupo de 82.13. Los futuros educadores deben ser competentes en ésta área y ser conscientes de la importancia que esta tiene para la educación y en la sociedad. Es importante su formación para la conformación de una ciudadanía digital más segura y responsable en el uso de la tecnología y de Internet.
{"title":"Intervención y evaluación con tecnologías de la competencia en seguridad digital","authors":"Norma Torres-Hernández, T. Pessoa, M.J. Gallego-Arrufat","doi":"10.1344/DER.2019.35.111-129","DOIUrl":"https://doi.org/10.1344/DER.2019.35.111-129","url":null,"abstract":"La atención a los problemas y riesgos relacionados con la seguridad digital requiere acciones educativas para reducir la incertidumbre que genera la convivencia en la sociedad digital. Este estudio descriptivo tiene como propósito conocer el nivel competencial de estudiantes universitarios en el área de seguridad digital y el alcance de una intervención implementada y evaluada en entornos enriquecidos con tecnología. Participan 154 estudiantes de dos universidades de España y Portugal. La evaluación del nivel competencial en seguridad digital es actividad previa a la intervención en la que los participantes utilizando diversas herramientas tecnológicas realizan en total 1012 actividades. Los resultados muestran que el 93.5% de participantes tienen un nivel competencial intermedio. Como parte de la intervención se analizan 148 narrativas digitales y 141 reflexiones sobre netiqueta y redes sociales. El análisis descriptivo de la evaluación a la intervención, da como resultado una valoración media del grupo de 82.13. Los futuros educadores deben ser competentes en ésta área y ser conscientes de la importancia que esta tiene para la educación y en la sociedad. Es importante su formación para la conformación de una ciudadanía digital más segura y responsable en el uso de la tecnología y de Internet.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44924221","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 : 2019-06-25DOI: 10.1344/DER.2019.35.62-80
S. Sierra-Martínez, Mª Esther Martínez-Figueira, M. Raposo-Rivas, Á. Parrilla
The article shows the possibilities of textualized digital photography in different technological media as an innovative resource for evaluating the process of transitioning to university.The use of photovoice as a methodological tool is explained and analyzed from a participative research perspective as one which invites participants to take on an active role in reflecting on and taking part in their new academic situation. 142 first-year students doing degrees in Pre-school and Primary Education at the University of Vigo participated in the Project; this has led to the creation of a total of 560 textualized photographs related to the topic of the study.The results, based on a denotative analysis of the images and a connotative analysis of the texts produced by the students, identifies the spaces and situations in the university life of students which are essential, the role played by architectural elements and material resources, as well as the connection between their identity as students and the processes of university participation and management.The conclusions show the suitability of visual technological resources for evaluating educational transitions, the ability of photovoice to encourage participants to reflect and engage in critical thought, and the need to recognize the students’ voices and authority as soon as they enter university.
{"title":"Participative Digital Photography to evaluate the transition to University","authors":"S. Sierra-Martínez, Mª Esther Martínez-Figueira, M. Raposo-Rivas, Á. Parrilla","doi":"10.1344/DER.2019.35.62-80","DOIUrl":"https://doi.org/10.1344/DER.2019.35.62-80","url":null,"abstract":"The article shows the possibilities of textualized digital photography in different technological media as an innovative resource for evaluating the process of transitioning to university.The use of photovoice as a methodological tool is explained and analyzed from a participative research perspective as one which invites participants to take on an active role in reflecting on and taking part in their new academic situation. 142 first-year students doing degrees in Pre-school and Primary Education at the University of Vigo participated in the Project; this has led to the creation of a total of 560 textualized photographs related to the topic of the study.The results, based on a denotative analysis of the images and a connotative analysis of the texts produced by the students, identifies the spaces and situations in the university life of students which are essential, the role played by architectural elements and material resources, as well as the connection between their identity as students and the processes of university participation and management.The conclusions show the suitability of visual technological resources for evaluating educational transitions, the ability of photovoice to encourage participants to reflect and engage in critical thought, and the need to recognize the students’ voices and authority as soon as they enter university.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41491457","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 : 2019-06-25DOI: 10.1344/DER.2019.35.18-35
G. Tur, Santos Urbina, M. Forteza
This article explores the results of a rubric-based formative assessment of an eportfolio task as part of a pedagogical subject on a weekly basis during the first year in the Teacher Education programme of the University XXX. The study aims to explore the possibilities of the rubric usage for formative assessment as an answer to all student learning needs. The literature review briefly covers research on closely related concepts such as formative assessment and feedback along with process eportfolios for reflective tasks, which are all aimed at achieving higher-level cognitive skills and, eventually, self-regulated learning. Data, which is obtained from students’ performance, reveals evidence of the general improvement of results throughout the semester with the majority of students moving from lower to higher levels. Conclusions reflect on challenging implications for sustainable transferrable practices, self-regulated learning and formative assessment for all.
{"title":"Rubric-Based Formative Assessment in Process Eportfolio: Towards Self-Regulated Learning","authors":"G. Tur, Santos Urbina, M. Forteza","doi":"10.1344/DER.2019.35.18-35","DOIUrl":"https://doi.org/10.1344/DER.2019.35.18-35","url":null,"abstract":"This article explores the results of a rubric-based formative assessment of an eportfolio task as part of a pedagogical subject on a weekly basis during the first year in the Teacher Education programme of the University XXX. The study aims to explore the possibilities of the rubric usage for formative assessment as an answer to all student learning needs. The literature review briefly covers research on closely related concepts such as formative assessment and feedback along with process eportfolios for reflective tasks, which are all aimed at achieving higher-level cognitive skills and, eventually, self-regulated learning. Data, which is obtained from students’ performance, reveals evidence of the general improvement of results throughout the semester with the majority of students moving from lower to higher levels. Conclusions reflect on challenging implications for sustainable transferrable practices, self-regulated learning and formative assessment for all. ","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44426256","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 : 2019-06-25DOI: 10.1344/DER.2019.35.299-308
Jolita Dudaitė, Romas Prakapas
With the changing students’ generations and education content as well as modernization of educational technologies, various technical solutions are increasingly used by the teachers to supplement daily classroom activities. One of the novelties introduced in Lithuania in 2013 – ActivInspire system – was oriented towards mathematics and science education process in the 5th classes. The purpose of the survey presented in this article is to summarize one school year’s teaching experience of teachers in organising educational activity in classroom by using interactive teaching tools (ActivInspire system) in terms of assessing influence of technologies on students’ learning.Teachers using ActivInspire interactive whiteboard for teaching mathematics and science in the 5th classes participated in the survey. The survey method – qualitative. During one school year, the teachers were writing reflections about their experience in using interactive learning tools in classroom: interactive whiteboard, electronic textbooks and audience response system.When speaking about the influence of use of ActivInspire on students, the teachers mostly emphasize that students like working with interactive teaching tools or find such activity interesting and appealing. The teachers also remark that these tools encourage the students to be more active; they are convenient as well as effective in the learning process, encourage the students to learn more and have influence on their study results. The negative aspects mentioned by the teachers were such that it is difficult for the students to maintain discipline; students’ interest and enthusiasm in using the interactive tools slackens over the school year; technical problems sometimes occur.
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Pub Date : 2019-06-25DOI: 10.1344/DER.2019.35.151-169
F. Almeida, Zoltán Buzády
Serious games are increasingly being used as innovative tool for developing entrepreneurial skills, such as strategic management, leadership, communication, negotiation or decision making. FLIGBY is a serious game that was initially developed with the objective of simulating the business management process and the application of Flow theory in a business context. However, most recently it has been suggested that serious games in general, and FLIGBY in particular, can be used in other contexts, namely in the development of entrepreneurial skills. In this sense, this study tries to verify if the competences developed and evaluated in FLIGBY on the Master Analytics Profiler (MAP) can be used to evaluate the entrepreneurial capacities of the students in the context of the course of entrepreneurship in a higher education institution. The findings indicate that the performance of these students in FLIGBY is very similar to the benchmark with only small oscillations. However, some asymmetries emerged considering the educational and professional experience, such that the students of the management course showed better business-oriented thinking and IT students revealed greater time-management skills. Finally, professional experience has proved to be relevant for making decisions about stress and for the completion of managerial tasks successfully.
{"title":"Assessment of Entrepreneurship Competencies Through the Use of FLIGBY","authors":"F. Almeida, Zoltán Buzády","doi":"10.1344/DER.2019.35.151-169","DOIUrl":"https://doi.org/10.1344/DER.2019.35.151-169","url":null,"abstract":"Serious games are increasingly being used as innovative tool for developing entrepreneurial skills, such as strategic management, leadership, communication, negotiation or decision making. FLIGBY is a serious game that was initially developed with the objective of simulating the business management process and the application of Flow theory in a business context. However, most recently it has been suggested that serious games in general, and FLIGBY in particular, can be used in other contexts, namely in the development of entrepreneurial skills. In this sense, this study tries to verify if the competences developed and evaluated in FLIGBY on the Master Analytics Profiler (MAP) can be used to evaluate the entrepreneurial capacities of the students in the context of the course of entrepreneurship in a higher education institution. The findings indicate that the performance of these students in FLIGBY is very similar to the benchmark with only small oscillations. However, some asymmetries emerged considering the educational and professional experience, such that the students of the management course showed better business-oriented thinking and IT students revealed greater time-management skills. Finally, professional experience has proved to be relevant for making decisions about stress and for the completion of managerial tasks successfully.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2019-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45292963","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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