EDEN Conference Proceedings最新文献_第10页

Unravelling Learning Engagement in the Hybrid Virtual Classroom 混合式虚拟教室的学习参与

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0033

A. Raes, Pieter Vanneste, Marieke Pieters, Ine Windey, W. Van den Noortgate, F. Depaepe

引用次数: 0

The PRESTO Project relay: Open, Asynchronous Learning in Virtual Peer Groups PRESTO项目中继:虚拟对等组中的开放、异步学习

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0050

C. V. Daalen, P. Bots, S. Dopper

{"title":"The PRESTO Project relay: Open, Asynchronous Learning in Virtual Peer Groups","authors":"C. V. Daalen, P. Bots, S. Dopper","doi":"10.38069/edenconf-2019-ac-0050","DOIUrl":"https://doi.org/10.38069/edenconf-2019-ac-0050","url":null,"abstract":"Academic education entails that students engage in open-ended assignments. Global education entails that students interact in projects with peers world-wide. The logistic challenge of offering academic project work to a large, heterogeneous student body, while keeping instructor workload manageable, is daunting. Project relays on the PRESTO software platform meet this challenge. In a project relay, students work in a virtual peer group on assignments that are organized in successive steps, where each step is peer reviewed. Unlike a regular peer review, the reviewing students revise the work they have reviewed. They then add the next step to it, and pass the improved-and-extended work on to another student. The PRESTO software fully automates the relay workflow, facilitates defining, monitoring, and grading projects, and has been adapted for use in LTI-compliant MOOCs. Since 2013, over 20 project relays have run in several courses at Delft University of Technology. Evaluations show that a project relay realizes the intended learning outcomes, but can at times be stressful for students. This prompts ideas for further pedagogical and technical improve¬ments.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128043832","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

Informal Learning: Contributions of Technology in a Digital Society 非正式学习:数字社会中技术的贡献

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0055

Iris Estévez, Alba Souto-Seijo, Mercedes González-Sanmamed, Veronica Iglesias

{"title":"Informal Learning: Contributions of Technology in a Digital Society","authors":"Iris Estévez, Alba Souto-Seijo, Mercedes González-Sanmamed, Veronica Iglesias","doi":"10.38069/edenconf-2019-ac-0055","DOIUrl":"https://doi.org/10.38069/edenconf-2019-ac-0055","url":null,"abstract":"We live in a complex society, with multiple questions and challenges. Since computers and the Internet invaded our lives, our way of communicating and relating has changed drastically. The digital revolution is causing continuous changes in different contexts, and education is one of them. Nowadays, knowledge has expiration date, for this reason citizens have to assume that training is not a one-time activity that takes place at a certain time, but that life consists of a continuous learning. This fact, perhaps, in the case of teachers, has a greater importance, because they not only have the need to learn, but also the responsibility to teach in a changing environment. Different educational institutions must respond to the new challenges posed by the information society, but this formal education is not enough. According to González-Sanmamed, Sangrà, Souto-Seijo, Santos, and Estévez (2018), learning does not take place linearly or in specific spaces; nor can it be limited to the closed parameters of the formal training proposals. Nowadays, there are many possibilities to train and learn. For this reason, informal training models are becoming increasingly important, in addition to the classical formal training models.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134332901","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

Yesterday, Today and Tomorrow: The Blossoming Art of Teaching and Learning Required to Prepare Students for the 4th Industrial Revolution 《昨天、今天和明天:让学生为第四次工业革命做好准备的教学艺术

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0015

I. Gous

{"title":"Yesterday, Today and Tomorrow: The Blossoming Art of Teaching and Learning Required to Prepare Students for the 4th Industrial Revolution","authors":"I. Gous","doi":"10.38069/edenconf-2019-ac-0015","DOIUrl":"https://doi.org/10.38069/edenconf-2019-ac-0015","url":null,"abstract":"The future is not what it used to be. It is more complex than ever, and it changes faster than ever. Traditional educational institutions do not teach the skills sets students need to be future ready. Most of them still follow the industrial model that focuses on content and testing answers about known questions. Research reports point to ways in which higher education needs to change to meet the challenges, such as teaching abilities instead of content, becoming network universities, my-universities, or life-long universities. The time frame expected to change the current systems and structures are between 5 and 10 years. That is too long. The future is now. Distance Education, though, can make an immediate difference. Departing from the premise that “I learn for a reason”, grounded in the Golden Spiral for Life-Long Learning model, the way Distance Education teaches may become sufficient to engender future readiness. The future requires students with specific personal characteristics and abilities, linked to effective mastery strategies, and being open to the future and change. A lesson structure and flow is suggested, based on a combination of tried-and-tested teaching and current mind, brain, and education research. Using the Brunfelsia Pauciflora “Floribunda” plant as metaphor, also called the Yesterday-today-and-tomorrow plant, the past, the present and the future are juxtaposed in an organic whole. In this way, a balanced approach is reached, that still attends to indispensable past knowledge and current application, but adding a required future ready perspective.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"441 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124484908","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

Towards Matching Access with Success: Using Technology to Create an Effective Learning Environment for Postgraduate Distance Learning Students 迈向成功与获取的匹配:利用技术为研究生远程学习学生创造有效的学习环境

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0022

Karin Muller, Marilize Putter

{"title":"Towards Matching Access with Success: Using Technology to Create an Effective Learning Environment for Postgraduate Distance Learning Students","authors":"Karin Muller, Marilize Putter","doi":"10.38069/edenconf-2019-ac-0022","DOIUrl":"https://doi.org/10.38069/edenconf-2019-ac-0022","url":null,"abstract":"Distance learning has been identified as a key enabler in providing greater access to education. Yet, in order to provide meaningful access and constitute a productive application of both the student and country’s resources, such access must include a reasonable chance of success (Department of Higher Education and Training – DHET, 2014). In the South African higher education environment, success – if measured by dropout and throughput rates– has been considerably lower on undergraduate distance learning programmes than on contact learning programmes (DHET, 2018b). On a postgraduate level, the graduation benchmark rate set by government similarly shows a significant disparity between contact and distance learning. For postgraduate qualifications (up to honours level), it is earmarked at 60% for contact learning; but for distance learning, the target is halved, and set at only 30% (Ministry of Education – MOE, 2001). These low rates indicate that for many distance learning students, they may have gained access to education, but have a small chance of converting such access into success.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127743542","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

The co-Evolution of Equitable Tertiary Education in a Global Networked Society: The Case of the OERu 全球网络社会中高等教育公平的共同演变:以欧盟为例

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0049

Danielle Dubien, N. Davis, Wayne G. Mackintosh

{"title":"The co-Evolution of Equitable Tertiary Education in a Global Networked Society: The Case of the OERu","authors":"Danielle Dubien, N. Davis, Wayne G. Mackintosh","doi":"10.38069/edenconf-2019-ac-0049","DOIUrl":"https://doi.org/10.38069/edenconf-2019-ac-0049","url":null,"abstract":"The continuing evolution of ubiquitous learning technologies and networks is reshaping models of learning with increasing potential for underserved populations of learners who cannot afford tertiary education. This paper presents a case study of innovative highly networked organisation called the “Open Education Resource universitas” (OERu). As the theme of EDEN 2019 conference has recognised, “Technology is with us everywhere which validates the horizontal-holistic approach for imperative questions of the period. For the transforming education landscape, challenges come increasingly from the socio-cultural-economic, structural and policy fields. Education has to be visionary to reach efficiency gains, new sources – and to offer sustainable services, reflecting the complexity of modern societies.” The OERu is on the far left of such visionary developments with a radically open approach to its equitable mission to expand higher education to come within the reach of all of students who are likely to remain underserved.Established in 2011, the OERu as an educational organisation is co-evolving with cutting edge technologies such as, micro-learning, alternative digital credentials, and implementation of an open source Next Generation Digital Learning Environment (NGDLE) (Brown, 2017). Its strategy is to evolve by scaling up with partners worldwide. Innovations already documented include a successful small mOOC (Davis Mackintosh, 2013). This case study plots the OERu in Niki Davis’ (2018) Arena Framework to clarify the complexity of the evolution of this organisation. The findings aim to support the OERu and its partners to fulfil their vision of providing affordable access to education.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127935396","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

Digital Learning Technologies in Processes of Innovation and Democratic Change? – Reflections and Questions 数字学习技术在创新和民主变革过程中的作用?-反思与问题

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0018

E. K. Sorensen

引用次数: 0

Promoting Personalized Learning Design: The Role of Online Pedagogical Intervention 促进个性化学习设计:网络教学干预的作用

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0010

H. Abdelaziz

{"title":"Promoting Personalized Learning Design: The Role of Online Pedagogical Intervention","authors":"H. Abdelaziz","doi":"10.38069/edenconf-2019-ac-0010","DOIUrl":"https://doi.org/10.38069/edenconf-2019-ac-0010","url":null,"abstract":"Online learning technology and design has maximized and optimized the potential chances of personalized, customized, and adaptive learning. This theoretical paper is proposing a new dynamic pedagogical intervention model for effective personalized learning design. The author is trying to share a personal and practical answer to the following two questions: (a) What are the disruptive learning principles of the third renaissance learning paradigm that impact pedagogical engineering and intervention for personalized learning design? (b) What is the suggested model for effective online pedagogical intervention to promote personalized learning design? This perspective was guided by ten emergent disruptive learning principles of the third renaissance learning paradigm that impact online pedagogical engineering, management and intervention for personalized learning design. Effective online pedagogical intervention has four major dimensions that are grounded/interacted and focused on four metaphoric lenses: (a) types of learners (4Cs): Casual, Committed, Concentrated and Continuing; (b) pedagogical levels (4Ps): Intelligent, Agile, Distributed and Situated Pedagogy; (c) intervention levels (4Es): Enriching, Enhancing, Engaging and Empowering; and (d) online assessment frames (4As): Assessment of learning, Assessment for learning, Assessment as learning, and Assessment in learning.","PeriodicalId":315718,"journal":{"name":"EDEN Conference Proceedings","volume":"2 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127534587","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

Digital versus Manual. Two Sides of the Same Coin 数字与手动。一枚硬币的两面

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0023

Ingrid LeRoux

引用次数: 0

Virtual Reality Training for Aviation Maintenance, Repair and Overhaul (Vi-Mro 1.0) 面向航空维修大修的虚拟现实培训(Vi-Mro 1.0)

EDEN Conference Proceedings Pub Date : 2019-06-16 DOI: 10.38069/edenconf-2019-ac-0058

Joke Van Vooren

引用次数: 3