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International Conference on Computer Supported Education最新文献

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Tinkering in Informatics as Teaching Method 信息学中的修补教学方法
International Conference on Computer Supported Education Pub Date : 2020-05-02 DOI: 10.5220/0009467304500457
A. Mader, A. Fehnker, E. Dertien
{"title":"Tinkering in Informatics as Teaching Method","authors":"A. Mader, A. Fehnker, E. Dertien","doi":"10.5220/0009467304500457","DOIUrl":"https://doi.org/10.5220/0009467304500457","url":null,"abstract":"Our university offers an IT-based design programme, with an engineering background in Computer Science and Electrical Engineering. Its focus on design and creativity, as well as the diversity of the students, requires an approach in informatics courses different from classical computer science programmes. While tinkering is an increasingly popular approach in STEM stimulation and education outside university, we argue that also in an academic setting a tinkering mindset has a relevant contribution. In this paper, we identify key elements in setting up tinkering sessions and report on their implementation for a course on algorithms. We will present and discuss results and observations of our teaching method, that are promising to continue and extend the tinkering approach in an academic setting","PeriodicalId":246312,"journal":{"name":"International Conference on Computer Supported Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116520209","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}
引用次数: 6
PROGDASH: Lessons Learned from a Learning Dashboard In-the-wild PROGDASH:从野外学习仪表板中学到的经验教训
International Conference on Computer Supported Education Pub Date : 2020-05-02 DOI: 10.5220/0009424801050117
Mohamed Ez-zaouia, A. Tabard, É. Lavoué
{"title":"PROGDASH: Lessons Learned from a Learning Dashboard In-the-wild","authors":"Mohamed Ez-zaouia, A. Tabard, É. Lavoué","doi":"10.5220/0009424801050117","DOIUrl":"https://doi.org/10.5220/0009424801050117","url":null,"abstract":"Teachers mixing in-class and remote online learning activities face numerous challenges in monitoring learners' online activity and progress, especially when preparing in-class interventions. We present a design study of PROGDASH, a dashboard enabling teachers to monitor learners' activity on an online grammar and spelling learning platform. We designed PROGDASH based on interviews with seven teachers to understand their needs, and we collaboratively iterated on design prototypes. We conducted a three-month field deployment with 17 teachers, collecting logs, diaries, and interview data to evaluate how PROGDASH informed their practices. Our findings extend prior work on teachers' practices using dashboards: teachers found PROGDASH actionable to devise informed pedagogical practices: monitoring, conducting assessments, planning interventions, sharing in-class, providing debriefing and feedback. Based on our findings, we suggest directions on how dashboards could effectively support teachers in schools using online learning platforms in authentic settings.","PeriodicalId":246312,"journal":{"name":"International Conference on Computer Supported Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122467506","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}
引用次数: 3
Developing Computational Thinking in Early Ages: A Review of the code.org Platform 早期发展计算思维:对code.org平台的回顾
International Conference on Computer Supported Education Pub Date : 2020-05-02 DOI: 10.5220/0009576801570168
Rolando Barradas, J. Lencastre, S. Soares, António Valente
{"title":"Developing Computational Thinking in Early Ages: A Review of the code.org Platform","authors":"Rolando Barradas, J. Lencastre, S. Soares, António Valente","doi":"10.5220/0009576801570168","DOIUrl":"https://doi.org/10.5220/0009576801570168","url":null,"abstract":"“This work is funded by CIEd – Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT.”","PeriodicalId":246312,"journal":{"name":"International Conference on Computer Supported Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121694706","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}
引用次数: 5
Heuristics and Usability of a Video Assessment Evaluation Tool for Teachers 教师视频评估工具的启发式与可用性
International Conference on Computer Supported Education Pub Date : 2020-05-02 DOI: 10.5220/0009570504450454
Sara Cruz, C. Coutinho, J. Lencastre
{"title":"Heuristics and Usability of a Video Assessment Evaluation Tool for Teachers","authors":"Sara Cruz, C. Coutinho, J. Lencastre","doi":"10.5220/0009570504450454","DOIUrl":"https://doi.org/10.5220/0009570504450454","url":null,"abstract":"“This work is funded by CIEd – Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT.”","PeriodicalId":246312,"journal":{"name":"International Conference on Computer Supported Education","volume":"84 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123338330","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}
引用次数: 0
A Literature Review on Learner Models for MOOC to Support Lifelong Learning 支持终身学习的MOOC学习者模式研究综述
International Conference on Computer Supported Education Pub Date : 2020-05-02 DOI: 10.5220/0009782005270539
Sergio Iván Ramírez Luelmo, N. E. Mawas, J. Heutte
{"title":"A Literature Review on Learner Models for MOOC to Support Lifelong Learning","authors":"Sergio Iván Ramírez Luelmo, N. E. Mawas, J. Heutte","doi":"10.5220/0009782005270539","DOIUrl":"https://doi.org/10.5220/0009782005270539","url":null,"abstract":"Nowadays, Learning Analytics is an emerging topic in the Technology Enhanced Learning and the Lifelong Learning fields. Learner Models also have an essential role on the use and exploitation of learner-generated data in a variety of Learning Environments. Many research studies focus on the added value of Learner Models and their importance to facilitate the learner’s follow-up, the course content personalization and the trainers/teachers’ practices in different Learning Environments. Among these environments, we choose Massive Open Online Courses because they represent a reliable and considerable amount of data generated by Lifelong Learners. In this paper we focus on Learner Modelling in Massive Open Online Courses in an Lifelong Learning context. To our knowledge, currently there is no research work that addresses the literature review of existing Learner Models for Massive Open Online Courses in this context in the last five years. This study will allow us to compare and highlight features in existing Learner Models for a Massive Open Online Course from a Lifelong Learning perspective. This work is dedicated to MOOC designers/providers, pedagogical engineers and researchers who meet difficulties to model and evaluate MOOCs’ learners based on Learning Analytics.","PeriodicalId":246312,"journal":{"name":"International Conference on Computer Supported Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125318358","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}
引用次数: 3
A Framework to Understand, Analyse and Describe Online and Open Education in Higher Education 一个理解、分析和描述高等教育中在线和开放教育的框架
International Conference on Computer Supported Education Pub Date : 2020-05-01 DOI: 10.5220/0009470704580465
C. Jacqmot, Françoise Docq, Y. Deville
{"title":"A Framework to Understand, Analyse and Describe Online and Open Education in Higher Education","authors":"C. Jacqmot, Françoise Docq, Y. Deville","doi":"10.5220/0009470704580465","DOIUrl":"https://doi.org/10.5220/0009470704580465","url":null,"abstract":"This position paper addresses online and open education. It presents a simple, yet comprehensive framework that can be adopted by any higher education institution in seek of: (1) clarification of terms and concepts related to online and open education, (2) awareness of issues and challenges to set up strategies for online or open learning, (3) informed choices and their impacts on operationalization actions, from an institutional point of view, (4) perspectives on crucial issues, such as mobility, that HEI faces in a context of internationalization, (5) awareness of policymakers and teachers on what open and online education is.","PeriodicalId":246312,"journal":{"name":"International Conference on Computer Supported Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132141937","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}
引用次数: 0
Labour Market Information Driven, Personalized, OER Recommendation System for Lifelong Learners 面向终身学习者的劳动力市场信息驱动、个性化OER推荐系统
International Conference on Computer Supported Education Pub Date : 2020-05-01 DOI: 10.5220/0009420300960104
M. Tavakoli, Stefan T. Mol, G'abor Kismih'ok
{"title":"Labour Market Information Driven, Personalized, OER Recommendation System for Lifelong Learners","authors":"M. Tavakoli, Stefan T. Mol, G'abor Kismih'ok","doi":"10.5220/0009420300960104","DOIUrl":"https://doi.org/10.5220/0009420300960104","url":null,"abstract":"In this paper, we suggest a novel method to aid lifelong learners to access relevant OER based learning content to master skills demanded on the labour market. Our software prototype 1) applies Text Classification and Text Mining methods on vacancy announcements to decompose jobs into meaningful skills components, which lifelong learners should target; and 2) creates a hybrid OER Recommender System to suggest personalized learning content for learners to progress towards their skill targets. For the first evaluation of this prototype we focused on two job areas: Data Scientist, and Mechanical Engineer. We applied our skill extractor approach and provided OER recommendations for learners targeting these jobs. We conducted in-depth, semi-structured interviews with 12 subject matter experts to learn how our prototype performs in terms of its objectives, logic, and contribution to learning. More than 150 recommendations were generated, and 76.9% of these recommendations were treated as useful by the interviewees. Interviews revealed that a personalized OER recommender system, based on skills demanded by labour market, has the potential to improve the learning experience of lifelong learners.","PeriodicalId":246312,"journal":{"name":"International Conference on Computer Supported Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124099125","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}
引用次数: 15
A Study on Gamification Effectiveness 游戏化有效性研究
International Conference on Computer Supported Education Pub Date : 2020-04-30 DOI: 10.5220/0009340102360244
P. Cvetkovic, Charly Harbord, H. Hlavacs
{"title":"A Study on Gamification Effectiveness","authors":"P. Cvetkovic, Charly Harbord, H. Hlavacs","doi":"10.5220/0009340102360244","DOIUrl":"https://doi.org/10.5220/0009340102360244","url":null,"abstract":"Studies have shown that gamification increases motivation and user experience when it comes to a certain behavior or completing a process. Gamification is often deeply associated with naı̈ve animations and stylized text. This paper addresses the effect that visual representation has on the motivation of a subject by measuring their motivation after completing a mundane process, with both entertaining gamification elements as well as gamification elements presented in plain text. For the purposes of this study a within subject design was used to gather data. Participants completed the same mundane task three times, once without any gamification elements, once with pragmatic feedback and once with entertaining feedback. After completion, the participants filled out the same Likert scale survey. The results, evaluated using the Wilcoxon Signed-Ranks test method, indicated that there was not a significant difference in user motivation between the visually stylized and plain text feedback. If conducted on a larger scale, this discovery could lead to a reduction in both time and cost for gamification development.","PeriodicalId":246312,"journal":{"name":"International Conference on Computer Supported Education","volume":"37 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120876233","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}
引用次数: 1
Analysing the Integration of Models of Technology Diffusion and Acceptance in Nigerian Higher Education 尼日利亚高等教育技术扩散与接受模式整合分析
International Conference on Computer Supported Education Pub Date : 2020-03-05 DOI: 10.5220/0009572101780187
M. Adamu, Phillip Benachour
{"title":"Analysing the Integration of Models of Technology Diffusion and Acceptance in Nigerian Higher Education","authors":"M. Adamu, Phillip Benachour","doi":"10.5220/0009572101780187","DOIUrl":"https://doi.org/10.5220/0009572101780187","url":null,"abstract":"The use of technology in learning environments has produced a series of different theories and models about how technology is adopted, accepted and used. This paper attempts to show the relevance of combining the diffusion of innovation model (DIM) and a context-specific model of technology acceptance (TAM) to understanding the acceptance or rejection of educational technologies in Nigerian universities. Using empirical evidence, the analysis attempts to determine the extent to which the adoption, acceptance, and use of educational tools support or contradicts the components of the two models, emphasising how a range of technological, pedagogical, institutional, socio-cultural, and design-related factors informed, facilitated, and discouraged the diffusion, adoption, acceptance and use of blended eLearning systems in three Nigerian universities. The analysis suggests the ‘relevance’ and ‘limit’ of the determining components and identifiers of both models, arguing instead for a critical examination of the relationship between different models as to understanding the factors that might lead to the acceptance or rejection of technological innovation.","PeriodicalId":246312,"journal":{"name":"International Conference on Computer Supported Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134349197","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}
引用次数: 1
Blended eLearning Systems in Nigerian Universities: A Context Specific Pedagogical Approach 尼日利亚大学的混合电子学习系统:一种特定环境的教学方法
International Conference on Computer Supported Education Pub Date : 2020-03-05 DOI: 10.5220/0009576001880199
M. Adamu, Phillip Benachour
{"title":"Blended eLearning Systems in Nigerian Universities: A Context Specific Pedagogical Approach","authors":"M. Adamu, Phillip Benachour","doi":"10.5220/0009576001880199","DOIUrl":"https://doi.org/10.5220/0009576001880199","url":null,"abstract":"With the surge in information technology globally, recent efforts in sub-Saharan Africa have sought to decolonise and revitalise the process and practice of using technology for/in education, and specifically the development of context-specific pedagogies. This paper presents an analysis of the perspectives of students, lecturers and education managers regarding the blended approach to the use of technology for teaching, learning and management of educational processes. Using a range of interviews, focus group discussions, and rapid ethnography, we report on conflicting ideas and issues that point to the motive for blending, the sort of tools available and adopted, the teaching processes and learning activities the tools support, and where improvement is needed to drive acceptance and use. Findings indicate the relevance of understanding the complexities of the mundane practices of using technology in postcolonial education.","PeriodicalId":246312,"journal":{"name":"International Conference on Computer Supported Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128366197","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}
引用次数: 0
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