Education and New Developments 2020最新文献

{"title":"A CLOUD IN A CUPBOARD: HOW TO TEACH MODERN TECHNOLOGIES IN A RESOURCE-CONSTRAINED ENVIRONMENT","authors":"David Cutting, A. McDowell, Neil Anderson, P. Sage, Matthew Collins, Angela Allen","doi":"10.36315/2020end087","DOIUrl":"https://doi.org/10.36315/2020end087","url":null,"abstract":"It is highly desirable to provide our computer science and software engineering students with hands-on exposure to currently industry techniques and technologies. One area of extreme growth and skills shortage is cloud computing which led to a curriculum redesign and a new module to teach these skills to final year students. Cloud computing products are available from a number of vendors, but their academic programmes often leave much to be desired, with limited credits and features. In the resource-constrained university sector simply buying vendor credits for students would be expensive but also wasteful as there is no capital investment. In an attempt to provide hands-on experience with the latest technologies an in-house “cloud in a cupboard” was designed and created at Queen’s University Belfast. This took advantage of the wide range of free open-source software systems which underpin modern cloud vendors and, for very little cost thanks to re-purposed equipment, was able to support a large final-year module and several undergraduate dissertation projects successfully. Student feedback was very positive, and plans continue to grow this system further to support the current functionality and add more in the coming years.","PeriodicalId":256716,"journal":{"name":"Education and New Developments 2020","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124954052","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}

{"title":"FACTORS INFLUENCING TEACHERS’ INCLINATION TO USE IMPROVISED RESOURCES IN LIFE SCIENCES CLASSROOMS","authors":"Mahlatse Ramothwala, S. Ramaila","doi":"10.36315/2020end003","DOIUrl":"https://doi.org/10.36315/2020end003","url":null,"abstract":"A substantial number of schools in South Africa are still under-resourced and this predicament poses fundamental challenges to the provision of quality education for all. The use of improvised low-cost resources as an integral part of pedagogic innovation can be adopted as a viable and sustainable alternative to harness affordable resources to foster meaningful science teaching and learning. In view of this crucial imperative, this study primarily focused on the use of improvised low-cost resources in Life Sciences classrooms at selected South African township schools. The study adopted a case study design located within the interpretive research paradigm. Data was collected through semi-structured interviews and lesson observations involving ten purposively selected Life Sciences teachers. The study revealed that key factors influencing teachers’ inclination to use improvised resources include general lack of essential laboratory resources, the need to demystify complex scientific concepts to ensure meaningful conceptual understanding by using available affordable alternative resources as well as harnessing the affordances of improvisation as an innovative means to stimulate meaningful teaching and learning. While the affordances associated with the use of improvised resources have been duly acknowledged by the participants in this study, fundamental challenges and limitations afflicting the deployment of improvised resources remain. In particular, Life Sciences teachers involved in the study postulated that the use of improvised resources may serve to perpetuate misconceptions and that lack of requisite creativity can adversely affect the crafting of improvised resources necessary for teaching difficult topics. Implications for pedagogic innovation are discussed.","PeriodicalId":256716,"journal":{"name":"Education and New Developments 2020","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114707611","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}

{"title":"IMPROVING UNIVERSITY STUDENTS’ PERCEPTIONS OF PEER ASSESSMENT","authors":"Elizabeth Ruiz Esparza Barajas","doi":"10.36315/2020end004","DOIUrl":"https://doi.org/10.36315/2020end004","url":null,"abstract":"","PeriodicalId":256716,"journal":{"name":"Education and New Developments 2020","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133608159","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}

{"title":"THE USE OF COMPUTER SIMULATIONS AS AN INTERVENTION TO ADDRESS MISCONCEPTIONS OF GRADE 11 PHYSICAL SCIENCES LEARNERS IN SOUTH AFRICAN TOWNSHIP SCHOOLS","authors":"James Mphafudi, S. Ramaila","doi":"10.36315/2020end015","DOIUrl":"https://doi.org/10.36315/2020end015","url":null,"abstract":"This study examined the affordances of the use of computer simulations as an intervention to address acid-base misconceptions of grade 11 Physical Sciences learners in South African township schools. Technological pedagogical content knowledge (TPACK) framework was invoked to provide valuable insights into the efficacy of computer simulations as an innovative intervention to address misconceptions associated with acids and bases. The study adopted a mixed-method approach located within a case study design and involved purposively selected grade 11 Physical Sciences learners from two South African township schools. Quantitative data was collected by administering Acids-Bases Chemistry Achievement Test developed by Damanhuri, Treagust, Won and Chandrasegaran (2016) as part of a control group-experimental group design. Qualitative data was collected through semi-structured interviews with the participants. Findings revealed significant differences between pre-test and post-test scores as a result of the implementation of virtual laboratory simulations as a remedial intervention. The results showed that the post-test mean score was significantly higher (M = 38, SD =14) than the pre-test mean score (M = 26, SD =10) for the experimental group. There was no significant difference between the post-test mean score (M = 32, SD = 13) and the pre-test mean score (M = 30, SD = 11) for the control group. Elicited responses indicated that learners perceived the use of virtual laboratory simulations as a useful alternative means to demystify abstract scientific concepts associated with acids and bases as a Physical Sciences key knowledge area. In addition, the learners demonstrated fundamental appreciation of the affordances of virtual laboratory simulations as an innovative intervention to address misconceptions. The use of virtual laboratory simulations was largely perceived to provide meaningful opportunities for self-directed learning. However, the learners indicated that virtual laboratory simulations cannot supersede the experiences provided by traditional science laboratories in view of their critical role in the development of science process skills. Theoretical implications for meaningful development of technology-enhanced learning are discussed.","PeriodicalId":256716,"journal":{"name":"Education and New Developments 2020","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126705098","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}

{"title":"THE INFLUENCE OF MOTHER TONGUE IN SECOND LANGUAGE LEARNING IN PRIMARY SCHOOL","authors":"P. Phindane","doi":"10.36315/2020end081","DOIUrl":"https://doi.org/10.36315/2020end081","url":null,"abstract":"The role of mother tongue in second language learning has been the topic of much recent debates and controversies. This study explores the use of first language (L1) in learning teaching of English as second language (L2) in primary school. The main aim of this article is to establish to what extent and in which instances first language (L1) is used and response of second language educators when they hear first language (L1) in their classroom. Most educators feel that the use of First Language (L1) should be minimised and they feel guilty if they use it a lot. When challenged they find it difficult to say why. Against the use of First Language (L1), it is the general assumption that English should be learned through English, just as you learn your mother tongue using your mother tongue. On the other side, the idea that the learner should learn English like a native speaker does, or tries to 'think in English', is an inappropriate and unachievable thought. The data obtained showed that Second Language (L2) teachers used L1 mainly to provide feedback; teach new vocabulary; explain grammar; build rapport; manage the class; give individual help to learners and save time in lengthy task explanations.","PeriodicalId":256716,"journal":{"name":"Education and New Developments 2020","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124325980","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}

{"title":"INTERDISCIPLINARY INNOVATION CAMP FOR NURSING AND ENGINEERING STUDENTS AT WNUAS","authors":"Eivind Standal Husabø, Dagrun Kyrkjebø, J. Sande","doi":"10.36315/2020end055","DOIUrl":"https://doi.org/10.36315/2020end055","url":null,"abstract":"Western Norway University of Applied Sciences(WNUAS)in cooperation with Junior Achievement Sogn og Fjordane, organizes interdisciplinary innovation camps for nursing and engineering students. The student assignments are given by local businesses and organizations. This study’s objective is to evaluate and develop new programs for innovation camps, as well as to share ideas with educators working with this type of learning activity. A qualitative method was used, and a focus group interview was conducted involving nursing and engineering students (n=8). The students were satisfied with innovation camp as a method for learning, and the learning outcome was good. They regard innovation camp as a diverging learning method. The students are lacking a common understanding of innovation and entrepreneurship before participating at the event, the assignments were too limited, and they were not challenging enough for creative thinking. This study leads to several conclusions to improve upcoming innovation camps at WNUAS. The improvements can be separated into two categories: 1. The students need to be better prepared for the event. 2. The assignments need to be more open.","PeriodicalId":256716,"journal":{"name":"Education and New Developments 2020","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131648458","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}

{"title":"PRE-SERVICE ENGINEER EDUCATORS LEARNING MATHEMATICS: MAPPING THE LIVED COMPLEXITY","authors":"K. Kasimatis, Technological Education Aspete, A. Moutsios-Rentzos, N. Matzakos, Varvara Rozou, Dionisios Kouloumpis","doi":"10.36315/2020end029","DOIUrl":"https://doi.org/10.36315/2020end029","url":null,"abstract":"In this paper, we adopt a systemic perspective to investigate the teaching of mathematics in ASPETE, which is a tertiary education institute in Greece that offers a two-faceted degree: an engineer degree and a pedagogical degree as engineer educator. We focus on the complex lived reality of first year Electrical Engineers and Mechanical Engineers students through a multileveled affective mapping oftheir studying in ASPETE, including: approaches to study, confidence in learning mathematics, conceptions about mathematics and its role in their studies and career, and views about mathematics teaching effectiveness (considering both what they actually experienced and what they would prefer to experience). Thestudents were found to show a lack of preference for the surface approach (though not combined with a preference for a deep approach), a neutral-positive confidence in learning mathematics, and to be satisfied by the teachers’ effectiveness. Confidence in learning mathematics appeared to be central in the identified dynamic affect system, whilst their conceptions about mathematics seemed to be related with the desired characteristics of mathematics teaching. The students of the two departments differed in their levels of confidence in learning mathematics, which we posit that is linked with the qualitatively different affective complexity they experience.","PeriodicalId":256716,"journal":{"name":"Education and New Developments 2020","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116193689","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}

{"title":"CHILDREN WITH VISION IMPAIRMENT AND MULTIPLE DISABILITIES: ISSUES OF COMMUNICATION SKILLS AND PROFESSIONALS’ CHALLENGES","authors":"V. Argyropoulos, Charikleia Kanari, Andrea Hathazi, Maria Kyriacou, Maria Papazafiri, M. Nikolaraizi","doi":"10.36315/2020end058","DOIUrl":"https://doi.org/10.36315/2020end058","url":null,"abstract":"People with vision impairment and multiple disabilities (MDVI) constitute a population with an enormous heterogeneity due to the combination of various disabilities. Education of children with MDVI concerns different domains and it is considered one of the most demanding fields in Special Education as each student with MDVI has different needs and entails unique educational challenges. In specific, the development of communication skills of children with MDVI is a fundamental domain of their education which affects their learning and active participation in all sectors of life. As a result, professionals are very concerned in which way they can design and develop effective intervention programmes, in order to assess accurately children’s communication levels and in turn set realistic goals to consolidate and advance them. The present paper refers to an Erasmus+ project entitled “Promoting effective communication for Individuals with a Vision Impairment and Multiple Disabilities” (PrECIVIM) which acknowledges the need to train teachers in this field and bridges assessment and intervention for the development of communication skills for children with MDVI. The authors present and describe in this paper the following: a. the structure and the content of a training manual for the enhancement of teachers’ and professionals’ competences in communication skills of children with MDVI, and b. the training process, based on the developed training manual, in three countries (Greece, Cyprus and Romania) in different educational settings for children with MDVI. The obtained data regarding teachers’ and professionals’ feedback from the training process and their corresponding intervention programmes, revealed a range of good practices as well as concerns and challenges confirming the need of more focused training programmes regarding the education of children with MDVI. The authors conclude that the implementation of intervention programmes, when it comes to communication and levels of communication, depends significantly by a number of factors such as diagnosis, early intervention, system of support for professionals and families, assessment, teachers and professionals’ competences, effective use of technology, alternative and augmentative communication, environment, and so on. Finally, it is argued that the aforementioned issues, should be an integral part of a systematic educational policy for the provision of educational opportunities in terms of equality and inclusion for all children including children with MDVI.","PeriodicalId":256716,"journal":{"name":"Education and New Developments 2020","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130542127","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}

{"title":"CREATING AUTHENTIC LEARNING AND ASSESSMENT ENVIRONMENTS","authors":"K. Kasimatis, Technological Education, Theodore Papageorgiou","doi":"10.36315/2020end013","DOIUrl":"https://doi.org/10.36315/2020end013","url":null,"abstract":"The aim of this study is to investigate how the concept of “authentic learning” and “authentic assessment” is formed in the discourse of education executives. Authentic learning is based on the theory of social constructivism, according to which the social nature of knowledge is emphasized and the learner builds knowledge by creating meaningful authentic activities. Authentic assessment is described as a dynamic form of assessment which focuses on the skills developed by students during the learning process. The design of learning environments is based on the nine features of authentic learning, constructivism and the theory of embedded learning. In this study examples of authentic activities that support authentic learning environments are presented. In these activities a variety of authentic techniques are used and they are related to different subjects, such as Physics, Ancient Greek, Mathematics, Environmental studies, etc. The sample of the study consisted of 114 adults participating in a training program as a qualification for their professional development during the year 2018-2019. Quantitative analysis of the data was conducted. The analysis of the data revealed that an authentic learning environment consists of experientiality, interdisciplinarity, team work, problem solving, self-assessment, peer-assessment, real-world relevance, which are characteristics of authentic learning and assessment. Moreover, the implementation of authentic learning activities in different learning contexts can lead to the development of cognitive, metacognitive, social and communicative skills of the 21st century.","PeriodicalId":256716,"journal":{"name":"Education and New Developments 2020","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122697076","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}

{"title":"MOOCS FOR BRIDGING THE SCHOOL - UNIVERSITY GAP","authors":"I. Merciai, Ruthie Kerr","doi":"10.36315/2020end050","DOIUrl":"https://doi.org/10.36315/2020end050","url":null,"abstract":"This chapter presents an update of the MOOC orientation strategy implemented by Federica Web Learning, Centre for Innovation, Experimentation and Diffusion of Multimedia learning at the University of Naples, Federico II since January 2019 and already published in the same year. A solid orientation strategy is designed to support students in their university choice and prepare them for the intellectual demands of university life and study. According to OECD, graduate numbers in Italy increased in 2019 from 20% to 28%(25-34 age range), and Italy has high numbers of post-graduate degree holders. However, overall graduate numbers are still relatively low compared to other European member states and dropout rates continue to be high, as do the numbers of students changing degree course after one or two years of study. In line with the updated DEAP, Digital Education Action Plan (2021-2027), and Italian Ministerial recommendations, the Federica MOOC-based orientation strategy explores ways of bridging the gap between school and university in a 3-pronged approach designed to address students’ choice of degree subject and university; preparation for university entrance exams and difficult modules; and last but not least, raising student self-awareness to help them adapt to change as they shape their future.","PeriodicalId":256716,"journal":{"name":"Education and New Developments 2020","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115912373","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}