IxD&A Pub Date : 2020-11-15 DOI: 10.55612/s-5002-046-003

Terje Väljataga, K. Poom-Valickis, K. Rumma, Kati Aus

引用次数: 5

Constructing mathematical meanings with digital tools: design, implementation and analysis of a teaching activity in a distance education context 用数字工具建构数学意义:远程教育教学活动的设计、实施与分析

IxD&A Pub Date : 2020-11-15 DOI: 10.55612/s-5002-046-008

E. Faggiano, Federica Mennuni

引用次数: 2

Emergency Remote Teaching Scenarios, Struggles and Soundboxes: A Case Study on Malaysian Teachers 紧急远程教学情景、挣扎和声音:马来西亚教师的案例研究

IxD&A Pub Date : 2020-11-15 DOI: 10.55612/s-5002-046-001

K. Chuah, F. Mohamad

{"title":"Emergency Remote Teaching Scenarios, Struggles and Soundboxes: A Case Study on Malaysian Teachers","authors":"K. Chuah, F. Mohamad","doi":"10.55612/s-5002-046-001","DOIUrl":"https://doi.org/10.55612/s-5002-046-001","url":null,"abstract":"The shift to emergency remote teaching has created a ripple effect in education across the globe. Although efforts to mitigate the impacts of COVID-19 pandemic can be lauded, much remains unknown in terms of the challenges that teachers have gone through in fulfilling their roles during emergency remote teaching. The study is a necessary step to identify and determine how teachers articulate their perspectives as an educator during emergency remote teaching. A case study on a group of trained graduate teachers in Malaysia was conducted to investigate strategies and struggles they faced in the emergency remote teaching period through a survey and a thematic analysis of narratives they provided. Findings show that though respondents were equipped with pedagogical knowledge in integrating technology, they were unable to fully utilise what they have learned in their teacher training programme during emergency remote teaching due to lack of administrative support from school and poor infrastructure accessibility. Their narratives also suggested a pertinent need for future study to investigate the synergy between parents, schools and teachers in working cohesively to ensure learning is supported effectively at home and in school especially during emergency remote teaching.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127565829","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

Experiencing the Transition to Remote Teaching and Learning during the COVID-19 Pandemic 在COVID-19大流行期间体验向远程教学的过渡

IxD&A Pub Date : 2020-11-15 DOI: 10.55612/s-5002-046-004

Chun-Hua Tsai, G. Rodriguez, Na Li, Jenay Robert, A. Serpi, John Millar Carroll

引用次数: 18

The effects of the Covid-19 pandemic seen through the lens of the Italian university teachers and the comparison with school teachers' perspective 从意大利大学教师的视角看新冠肺炎大流行的影响，并与学校教师的视角进行比较

IxD&A Pub Date : 2020-11-15 DOI: 10.55612/s-5002-046-006

C. Giovannella, M. Passarelli

{"title":"The effects of the Covid-19 pandemic seen through the lens of the Italian university teachers and the comparison with school teachers' perspective","authors":"C. Giovannella, M. Passarelli","doi":"10.55612/s-5002-046-006","DOIUrl":"https://doi.org/10.55612/s-5002-046-006","url":null,"abstract":"In this paper, we report one of the first investigations conducted at the National level with university teachers, with the aim to capture their perceptions about the capability of the learning ecosystems to react to the lockdown imposed by the pandemic and the recourse to on-line learning. The study, conducted about two months after the beginning of the lock-down, shows that: a) learning ecosystems reacted promptly and in a satisfactory manner to assure the didactic continuity at both the systemic and individual level; b) the teaching activities were mainly confined to transmissive ex-cathedra lectures in the attempt to reproduce standard university dynamics; c) the working load increased with respect to face-to-face activities; d) the intention to use on-line learning in the future is driven by preconceptions rather than experiences and by the capability to manage one’s own time. The comparison with the outcomes of a similar study conducted with school teachers shows that the latter adopt a broader spectrum of didactic activities (although they still tend to remain in their comfort zone), experienced a heavier increase of the working load, and were more influenced by the situation they experienced. Although both teachers categories recognized the relevance of digital pedagogy, in the case of school teachers - as shown by the causal structure of the variables considered in our studies - it should be urgently included in teacher education curricula, while in the case of the university teachers it appears to be a possible route to support integration of on-line activities with standard face-to-face ones.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116564164","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: 12

Explaining the adoption of technology-based design of higher education during and after COVID 19 period from a developing country perspective 从发展中国家的角度解释COVID - 19期间和之后高等教育采用基于技术的设计

IxD&A Pub Date : 2020-11-15 DOI: 10.55612/s-5002-046-005

M. R. Kabir, MD Aminul ISLAM, Shahera Afroz Deena

{"title":"Explaining the adoption of technology-based design of higher education during and after COVID 19 period from a developing country perspective","authors":"M. R. Kabir, MD Aminul ISLAM, Shahera Afroz Deena","doi":"10.55612/s-5002-046-005","DOIUrl":"https://doi.org/10.55612/s-5002-046-005","url":null,"abstract":"COVID 19 has a severe impact in every sphere of life, and education is not an exception to this. Hence, the education sector in developing countries like Bangladesh needs a quick transformation from traditional to technology-based distance learning. The factors influencing online education adoption are explained in this research with a Structural Equation Model (SEM). A survey of 405 students from the universities across Bangladesh revealed that faculty readiness, student readiness, and economic solvency positively impact the students' intention to adopt a technology-based design of higher education. Simultaneously, the online assessment system is a challenge for the students having a negative effect on their intention to adopt technology-based learning. Again, students' intention to adopt technology is substantial in explaining the adoption of online classes by them. The study suggests combining the classroom model with the e-learning model to create a cohesive learning system in the long run. Thus, the model proposed in this research has a crucial implication, which recommends the policymakers to consider it to design a new form of technology-based education in Bangladesh.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123819395","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

Model-driven development of augmented reality-based editors for domain specific languages 针对特定领域语言的基于增强现实的编辑器的模型驱动开发

IxD&A Pub Date : 2020-08-20 DOI: 10.55612/s-5002-045-011

Iván Ruiz-Rube, Rubén Baena-Pérez, José Miguel Mota, I. A. Sánchez

引用次数: 3

How non-designers understand the architecture design project: a comparative study using immersive virtual reality 非设计师如何理解建筑设计项目:使用沉浸式虚拟现实的比较研究

IxD&A Pub Date : 2020-08-20 DOI: 10.55612/s-5002-045-013

S. Eloy, Flávio Serpa

引用次数: 2

Developing a Design Inquiry Method for Data Exploration 开发一种用于数据探索的设计查询方法

IxD&A Pub Date : 2020-08-20 DOI: 10.55612/s-5002-045-008

P. Kun, I. Mulder, Gerd Kortuem

引用次数: 2

Fostering psychological ownership in MOOC through a self-regulation design layer 通过自我调节设计层培养MOOC的心理所有权

IxD&A Pub Date : 2020-08-20 DOI: 10.55612/s-5002-045-004

E. Barberá, Iolanda Garcia, M. Maina

{"title":"Fostering psychological ownership in MOOC through a self-regulation design layer","authors":"E. Barberá, Iolanda Garcia, M. Maina","doi":"10.55612/s-5002-045-004","DOIUrl":"https://doi.org/10.55612/s-5002-045-004","url":null,"abstract":"The paper presents the design of a self-regulated learning support layer which focuses on fostering learning agency awareness and student ownership in MOOC as quality deep learning indicators. Rooted in self-regulated learning ownership provides remarkable learning factors such as a sense of belongingness, increased commitment and perception of self-efficacy. These qualities are rather scarce in MOOC, as shown by the predominant techno-pedagogical design of these courses. The self-regulation support layer was developed in two phases: first, a literature review on the field and the analysis of several MOOC provided relevant insights for the theoretical approach of the layer and, second, different types of prompts in the form of self-questions were contextualized and placed throughout an existing MOOC with the involvement of researchers, teachers and MOOC content developers. Finally, in order to refine the design and include elements to enhance a more psychological-ownership-oriented approach, interviews and a co-design workshop were carried out with MOOC participants. Some of the contributions made by the different actors are presented and so is the layer proposal. “Regulation activators” which act as a link between self-regulation and psychological ownership approaches are inferred, and correspondent “learning design effects” are identified to be incorporated into MOOC to promote learning ownership.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"1 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120812388","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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