EDULEARN20 Proceedings最新文献_第3页

PLAY: HUMAN ACTIVITY AND THE EDUCATIONAL TOOL OF THE SCHOOL CONTEXT 游戏:人的活动和学校环境下的教育工具

EDULEARN20 Proceedings Pub Date : 2020-07-01 DOI: 10.21125/edulearn.2020.1584

Mércia Santi, M. Aguirre, M. J. X. Aguirre, G. Carvalho, Wendella Silva, Adriel Bezerra, Wilmara Costa, Emilie Bevilaqua de Carvalho Costa, B. Silva, V. Lima

引用次数: 0

DISABLED UNIVERSITY STUDENTS: AN EXPLORATORY STUDY OF A SUPPORT PROGRAM IN A SPANISH UNIVERSITY 西班牙一所大学残疾大学生支持计划的探索性研究

EDULEARN20 Proceedings Pub Date : 2020-07-01 DOI: 10.21125/edulearn.2020.0350

Á. Iglesias

引用次数: 0

21ST CENTURY SKILLS AND DIGITAL SKILLS, ARE ONE AND THE SAME THING? 21世纪的技能和数字技能是一回事吗?

EDULEARN20 Proceedings Pub Date : 2020-07-01 DOI: 10.21125/edulearn.2020.0831

Helena Belchior-Rocha, Rosário Mauritti, João Monteiro, Luis Carneiro

{"title":"21ST CENTURY SKILLS AND DIGITAL SKILLS, ARE ONE AND THE SAME THING?","authors":"Helena Belchior-Rocha, Rosário Mauritti, João Monteiro, Luis Carneiro","doi":"10.21125/edulearn.2020.0831","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0831","url":null,"abstract":"The need to prepare the next generation for the labour market and for new social contexts requires that higher education (ES) reorganizes its learning and training offers to reflect this growing demand. In order to do this, higher education institutions (HEIs) must face certain challenges in identifying and understanding the characteristics and needs of the new generation of students. Over the last few decades, reference models on transversal competences (soft skills) have been established, classifying them under these nomenclatures: instrumental, interpersonal and systemic. However, such classifications do not always consider the temporal and socioeconomic contexts of such references. With the aim of designing a more adequate offer of formative education, we have developed a study based on the systematization of the literature encompassing reference models, categorization and terminology of competences skills and aptitudes. Our study intends to analyses to what extent classification systems (at least in some cases) refer to equal, different or complementary competences in each one. An asymmetry remains evident between the needs for skills enabling full participation in the present digital society and the educational development that HEIs offer convergent with these same needs. Such an asymmetry not only exists at the professional level, but also affects the behavioral, emotional, social, and cultural capacities. Moreover, unlike digital skills, 21st century skills are not necessarily underpinned solely by digital technologies. If two decades ago the categorization terminology were limited to instrumental, interpersonal and systemic skills, the research in this area would have developed more detailed frameworks that do not separate 21st century skills from digital skills, but instead a more comprehensive set would have been established: foundational or fundamental, emancipatory and humanistic, social and emotional skills to learn, create and innovate, and artistic skills. In addition, the discussion focuses on students' abilities to acquire and develop these new skills in an academic and professional context while disregarding the teacher's capacities to conduct and integrate those skills in transversal and transdisciplinary approaches in teaching and learning.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133288184","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

DEVELOPING A SMARTPHONE APP FOR LEARNING PARASITOLOGY 开发一款学习寄生虫学的智能手机应用

EDULEARN20 Proceedings Pub Date : 2020-07-01 DOI: 10.21125/edulearn.2020.1289

A. Peña-Fernández, S. Fenoy, Joshua Simons, C. del Águila, J. Shell, M. Evans, L. Acosta

引用次数: 2

EDUCATIONAL JUSTICE 教育正义

EDULEARN20 Proceedings Pub Date : 2020-07-01 DOI: 10.21125/edulearn.2020.1760

Chevelle Hall, W. Walter, Aaron Livingston

引用次数: 0

THE EXPERIENCE OF THE PUBLIC SPEAKING COMPONENT IMPLEMENTATION INTO THE CURRICULA OF THE FUTURE SPECIALISTS IN INTERNATIONAL LAW AND JOURNALISM BY THE EXAMPLE OF MONTHLY CONFERENCE LET’S TALK 将公开演讲部分纳入未来国际法和新闻专家课程的经验以每月会议为例，让我们谈谈

EDULEARN20 Proceedings Pub Date : 2020-07-01 DOI: 10.21125/edulearn.2020.1511

K. Tkachenok, K. Stepanyan

引用次数: 0

THE LINKS BETWEEN THE 9TH GRADE STUDENTS’ ACHIEVEMENT GOALS ORIENTATIONS AND PERCEIVED SCHOOL ENVIRONMENT 九年级学生成就目标取向与学校环境感知的关系

EDULEARN20 Proceedings Pub Date : 2020-07-01 DOI: 10.21125/edulearn.2020.2156

A. Augustinienė, Berita Simonaitienė, R. Erentaitė, Rimantas Vosylis, Saulė Raižienė

{"title":"THE LINKS BETWEEN THE 9TH GRADE STUDENTS’ ACHIEVEMENT GOALS ORIENTATIONS AND PERCEIVED SCHOOL ENVIRONMENT","authors":"A. Augustinienė, Berita Simonaitienė, R. Erentaitė, Rimantas Vosylis, Saulė Raižienė","doi":"10.21125/edulearn.2020.2156","DOIUrl":"https://doi.org/10.21125/edulearn.2020.2156","url":null,"abstract":"In the stage of middle adolescence educational goals become salient for students. However, their salience may change over the period of late adolescence (Massey et al, 2008). From the perspective of achievement motivation (Law, Elliot, & Murayama, 2012), achievement goals are considered to be cognitive-dynamic goals focused on educational competence. School goal structure refers to goal-related messages made salient by the policies, practices, and communication strategies that teachers employ with students (Park, et al., 2018). Students adopt the achievement goals that match the goals stressed in their environment. Pursuing mastery-approach goals is more beneficial for students’ deeper learning, well-being and long-term outcomes than pursuing performance goals (Elliot & Hulleman, 2017). Metaanalysis of research over the past 30 years showed that the relations between school goal structures and achievement goals are robust and largely unbiased. However, the understanding of the relation between goal structures and achievement goals is insufficient (Bardach,et al., 2019). Therefore, the objectives of this two-wave study are twofold: (1) to investigate how the 9th grade students’ achievement goal orientations and perceived school goal structure change over a school year and (2) to evaluate the (strength of the) relationship between the 9th grade students perceived school goal structures and achievement goals in two measurement waves ( W1 and W2). It is not clear how Covid-19 pandemic situation with emphasis on distance learning affected students‘ motivation, so it is important to evaluate students’ perceived school goals structure and achievement goals orientation in the 2020 spring semester (W2) as the different learning contexts might affect motivation and learning processes differently.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128855771","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

CHANGEMAKERS FOR THE FUTURE: SOCIAL INNOVATION COMPETENCES FOR A DIGITALIZED WORLD IN LATIN AMERICAN COUNTRIES 未来的变革者:拉丁美洲国家数字化世界的社会创新能力

EDULEARN20 Proceedings Pub Date : 2020-07-01 DOI: 10.21125/edulearn.2020.1568

Angélica Souza, M. Madaleno, M. Ferreira Dias, M. Amorim

引用次数: 0

EDUCATIONAL POTENTIAL OF DIGITAL TECHNOLOGIES 数字技术的教育潜力

EDULEARN20 Proceedings Pub Date : 2020-07-01 DOI: 10.21125/edulearn.2020.0490

J. Hodaňová, Hana Hyksová, Marek Škultéty

引用次数: 1

TPACK INSTRUCTIONAL DESIGN MODEL IN VIRTUAL REALITY FOR DEEPER LEARNING IN SCIENCE AND HIGHER EDUCATION: FROM “APATHY” TO “EMPATHY” 面向科学与高等教育深度学习的虚拟现实教学设计模式:从“冷漠”到“共情”

EDULEARN20 Proceedings Pub Date : 2020-07-01 DOI: 10.21125/edulearn.2020.0943

M. Fragkaki, S. Mystakidis, I. Hatzilygeroudis, Konstantinos Kovas, Z. Pálková, Zein Salah, Ghadeer Hamed, W. Khalilia, Ahmad Ewais

{"title":"TPACK INSTRUCTIONAL DESIGN MODEL IN VIRTUAL REALITY FOR DEEPER LEARNING IN SCIENCE AND HIGHER EDUCATION: FROM “APATHY” TO “EMPATHY”","authors":"M. Fragkaki, S. Mystakidis, I. Hatzilygeroudis, Konstantinos Kovas, Z. Pálková, Zein Salah, Ghadeer Hamed, W. Khalilia, Ahmad Ewais","doi":"10.21125/edulearn.2020.0943","DOIUrl":"https://doi.org/10.21125/edulearn.2020.0943","url":null,"abstract":"Deeper learning is associated with increased retention, intrinsic motivation, the durability of knowledge and a solid understanding of the underlying principles of studied phenomena. It advocates learning beyond rote content knowledge accumulation using student-centred instructional strategies such as case-based learning, simulations, collaborative learning, self-directed learning and learning for transfer. Science education in Higher Education is crucial for the social, scientific and economic progress of both advanced and developing countries. Desktop Virtual Reality is a technological medium that can be utilized to facilitate deep learning instructional strategies in science education. Desktop Virtual Reality features pervasive, computer-generated 3D virtual immersive environments where users interact through digital agents or avatars. In this paper, we explore if three learning scenarios from the fields of Biology, Earth Sciences (Geology) and Physics are updating the traditional transfer of knowledge. Passive, teacher-centred approaches often cause a sentiment of “apathy” to students while interactive student-centred approaches for Deeper Learning in Virtual Reality environments evoke feelings of “empathy”. More specific, we inquire to what extend does the TPACK instructional design model in Virtual Reality support Deeper Learning. Results indicate that academic teachers were able to enrich their teaching paradigm by integrating learning activities in virtual reality that evoke students’ interest, motivation and autonomy. Moreover, and after discussing the research results, we propose recommendations that instructional designers need to take in consideration to promote Deeper Learning in blended distance e-learning settings using social VR. The TPACK Learning Scenarios were developed in Palestinian Higher Education Institutes (HEIs) in the context of the capacity building Erasmus+ KA2 project “Virtual Reality as an Innovative and Immersive Tool for HEIs in Palestine (TESLA)”.","PeriodicalId":345570,"journal":{"name":"EDULEARN20 Proceedings","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125452806","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: 7