Education and New Developments 2022 – Volume 2最新文献

{"title":"FACILITATION TECHNIQUES AND TOOLS FOR ONLINE PROJECT-BASED LEARNING WITH PRIMARY SCHOOL STUDENTS","authors":"Naska Goagoses, Erkki Rötkönen, H. Winschiers-Theophilus, Tariq Zaman, Helvi Itenge, Daniel Yong Wen Tan","doi":"10.36315/2022v2end018","DOIUrl":"https://doi.org/10.36315/2022v2end018","url":null,"abstract":"\"Current trends indicate that more schooling will take place online, including project-based learning (PBL). This shift opens new possibilities for interactions and collaborations among students, allowing for glocalization of learning and connectivism across international classrooms. The last two years have shown that many well-established techniques/tools for facilitating PBL in physical classrooms are not simply transferable to the online space. Thus, techniques/tools for online facilitation need to be explored, adapted, and newly developed, whilst considering existing pedagogical principles. We conducted three case studies lasting approximately 3 months each, in which primary school students (Grade 5-7) from Namibia, Malaysia, and Finland collaborated in online sessions. Throughout these studies we focused extensively on the facilitation process, exploring different techniques/tools with a trial-and-error approach. We were guided by our own experiences in facilitating and teaching within physical classrooms, and continuously reflected on the adaptation to online settings, whilst consulting theoretically-proposed and empirically-supported suggestions from various fields. For each case study, we video recorded the planning of the sessions, the sessions themselves, and the reflection afterwards. In addition to analyzing these videos, we also drew upon focus group interviews that were conducted with students at the end of the studies. Based on this data, we present facilitation techniques/tools, including the structuring of sessions (e.g., the importance of icebreakers, variety in activities, and navigation of digital tools), as well as aspects relevant to the climate (e.g., student-student interactions, facilitator-student interactions, autonomy, role distributions, and language). With the presentation we offer researchers and educators practical techniques/tools, as well as important aspects to consider when facilitating primary school students in online project-based endeavors.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131115947","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":"ASSESSING CHILDREN AT RISK IN UAE: PILOT USE OF THE MBC ARABIC VERSION IN PRIMARY SCHOOL SETTINGS","authors":"M. Efstratopoulou, O. AlQahtani, Abeer Arafa Eldib","doi":"10.36315/2022v2end014","DOIUrl":"https://doi.org/10.36315/2022v2end014","url":null,"abstract":"\"Children’s emotional, behavioral and developmental problems can be properly identified and assessed based on observations from their teachers and parents. The Motor Behavior Checklist (MBC; Efstratopoulou, Janssen, Simons, 2012a) was designed to assist classroom teachers and Physical Education (PE) teachers in assessing their students’ motor-related behaviors. The instrument has already been successfully translated and culturally adapted into six languages and used in a number of research studies internationally. The present study aimed to apply the newly developed Arabic version of the MBC checklist at mainstream Schools in UAE and assess the motor behavioral problems in typical school-aged children. A sample of 294 children aged 2- 18 years were assessed by their teachers in school settings using the 59 items checklist for children analyzing data on the 7 clusters (rules breaking, attention, hyperactivity, low energy, stereotyped behavior, social interaction, self-regulation). Findings indicated that boys were scoring higher on the Attention, Hyperactivity, and social problems scales. Gender differences and the possible effects of behavioral challenges are also explored and discussed in the study. Early assessment and Behavioral management strategies are recommended by the authors.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115852199","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":"EMPLOYING WHITENESS AS PROPERTY: LEADERSHIP IN HIGHER EDUCATION AND THE SIGNALING DIVERSITY WHEN YOU ARE WHITE","authors":"Minerva S. Chávez","doi":"10.36315/2022v2end061","DOIUrl":"https://doi.org/10.36315/2022v2end061","url":null,"abstract":"\"Academic leaders in the United States are tasked with establishing university strategic plans that facilitate a holistic educational experience in order to meet the needs of our diverse student populations. A holistic education includes the academic, social, emotional, and spiritual (meaning of life, finding purpose) necessities of our students. To this end, let us consider the leaders accountable for upholding this ethical imperative. This autoethnography examines the concept of Whiteness as Property (WaP) (Harris, 1993) to identify how the distribution of power amongst educational leaders maintains whites in a space of racialized privilege while using people of color to signal their commitment to establishing a diverse university culture. Using the WaP lens, allows for the analyses of the practices, behaviors, and other social performances administrators engage in to construct their leadership identities in relation to the current sociopolitical milieu concerning inclusion and diversity. Autoethnography illuminates these leadership practices in unique ways—the narratives are from the perspective of the non-traditional leader. We serve to collectively lead our universities in the right direction to meet our strategic goals and provide equable education for all students. As a working-class Latina occupying educational leadership roles, autoethnography permits the theorization of my liminal perspective to underscore the interconnected role of universities as apparatuses assisting in capital accumulation, legitimation, and production. The narratives provide an analytical and profoundly humanistic understanding of the experiences that shape our conscious behaviors, actions, and thoughts in our workplace.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117036537","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":"RECONFIGURING & RESHAPING WORK INTEGRATED LEARNING (WIL) FOR EMPLOYABILITY BEYOND COVID","authors":"N. Jappie","doi":"10.36315/2022v2end100","DOIUrl":"https://doi.org/10.36315/2022v2end100","url":null,"abstract":"\"Higher education institutions have become increasingly focused on the quality of teaching and learning, and the provision of high-quality educational experiences for students in various learning contexts. Well-designed and structured work- integrated learning is beneficial to the student, the academic institution, the employer and the community. Graduate employability is a complex concept, one which has expanded in recent years to encapsulate a diverse range of skills, attributes, and other measures including active citizenship. Continued improvement of methodologies in teaching and learning is key to the development of any society. It is therefore essential to governments for devising strategies to compete with the rising global competition in times of economic uncertainty. But progress cannot be created in a vacuum. It requires connected efforts, cross-border discussions and vigorous assessments. Thus it is important to highlight forward thinking and future-driven strategies for smooth transitioning from education to the labour market and identify factors impeding skills performance. WIL is significant in exposing undergraduates to the required employability skills to function effectively in their chosen profession. This poses a challenge to higher education to design and deliver curriculums that meet these expectations. This paper discusses key points that include creating a culture that fosters partnerships between higher education and industry, designing curriculum which is responsive to the needs of both community and industry, as well as reviewing key graduate and labour market data to inform long term employability strategies. Covid-19 has impacted WIL, remote WIL experiences and the contribution that has been made to enhance employability outcomes for graduates now and post Covid.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123495505","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":"OPINIONS OF FUTURE TEACHERS ON COMPETENCIES FOR WORKING WITH STUDENTS WITH DEVELOPMENTAL DISABILITIES","authors":"Esmeralda Sunko, Andriana Marušić","doi":"10.36315/2022v2end092","DOIUrl":"https://doi.org/10.36315/2022v2end092","url":null,"abstract":"\"A significant number of children in relation to educational institutions in the European Union, subjected to inappropriate and discriminatory position, represent the basis of the document Union of Equality: Strategy for the Rights of Persons with Disabilities 2021-2030 (COM, 2021). At the same time, the social model of inclusion in education (Slee et al., 2019; Sunko, 2021) and articles 2 and 23 of the Convention on the Rights of the Child (1989) advocating equal rights of all children to education, indicate the dichotomy of desired and achieved. Each individual, whether he/she has certain difficulties or not, differs in his/her abilities, and each of them has their “personal needs”. It is important to note that students with special educational needs are students with disabilities and gifted students. Meeting the diverse needs of students through inclusive practices is often difficult or even impossible for those teachers who have not acquired the necessary skills and knowledge, so it is imperative to empower and support teachers primarily through formal education so that teachers learn to use effective inclusive teaching methods at all levels (Loveys, 2022). The aim of this research was to determine whether personal experience and student’s attended academic year of the teacher study (N = 304, all academic years) from three Teachers’ Faculties in the Republic of Croatia, correlate with their sense of personal competence, motivation for further professional development, or the need to change the study program. The results of this research show that students’ personal experiences with children with developmental disabilities (DD) affect the sense of their personal competence for working with children with DD, and that students of all attended academic years are equally motivated to teach children with DD. They also point out the need for additional training, and 84.64% of them emphasize the importance of practice in learning that deals with teaching children with DD. Data suggest that the same percentage of students feel the need to change/adapt the content of the study program accordingly. The main feature and implication of this research is the insight into the development of future teachers’ needs for further higher education for teaching children with DD.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122982040","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":"SUPPORTING ACADEMIC ENGAGEMENT THROUGH IMMERSIVE TECHNOLOGIES","authors":"Calkin Suero Montero, Naska Goagoses, H. Winschiers-Theophilus, Nicolas Pope, Tomi Suovuo, Erkki Rötkönen, E. Sutinen","doi":"10.36315/2022v2end022","DOIUrl":"https://doi.org/10.36315/2022v2end022","url":null,"abstract":"\"Academic engagement refers to the overall quality of students’ involvement with schooling, including their activities and goals, as well as their connections with peers and educators. Much research has examined the facilitation and support of students’ academic engagement within physical classroom settings. However, the field of education has been experiencing a shift from the status quo modus operandi of face-to-face instruction to online synchronous/asynchronous instruction, which has impacted students’ engagement. This change has increased the demand to develop and adapt digital technologies that can support the engagement of students throughout online learning processes and their adjustment to the new educational norm. Fundamental research on the development and implementation of immersive technologies could provide a way forward, however we maintain that the development of such technologies needs to be guided by current pedagogical and psychological theories. Hence, in this paper, first we examine empirically substantiated frameworks of engagement and identify aspects that require consideration when developing new immersive technologies. Then, we present a succinct review of the technology-enhanced learning environments literature to determine how engagement has (or has not) been supported through immersive technologies, i.e., virtual reality (VR), augmented reality (AR), and 3D volumetric video. Finally, having embarked on the development of our in-house technology, an immersive 3D video prototype, we present the technology setup alongside the co-creation process that we are implementing to guide its development. Based on pedagogical and psychological research, we highlight several vital factors substantiating students’ engagement, including the significance of the teacher’s role and the importance of teacher-student and student-student interactions. These factors serve to guide our qualitative data collection during co-creation sessions to uncover students’ and teachers’ new perspectives of engagement in relation to the affordances that immersive technologies should offer. Our work presents insights to educators, technology designers and researchers about important educational frameworks and considerations directing our development of immersive technologies in support of academic engagement.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131413636","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":"“MATERIAL DEMO LAB” PROCESS - TRAINING PROCESS FOR BUSINESS MODEL & DESIGN METHODS FOR MATERIAL SCIENTISTS","authors":"Jasmin Schöne, Florian Sägebrecht, Lenard Opeskin, Anne‐Katrin Leopold, J. Krzywinski, Stefan Schwurack, Martin Kunath, P. Schmiedgen","doi":"10.36315/2022v2end072","DOIUrl":"https://doi.org/10.36315/2022v2end072","url":null,"abstract":"\"Up to 70% of all new products are based on new materials and there is considerable scientific and economic potential in combining different material and technology domains in particular. Former research projects have shown that material scientists face several challenges in the later stages of the innovation process, especially in market placement meeting the needs of business customers and other stakeholders. Problems are e.g. too complicated communication of their work, missing understandable business cases, and uninspiring demonstrators. These developing issues could already be prevented in an early TRL level by using and combining product design and business modeling methods. The paper presents the design of the innovation process of competence acquisition of business model development and design development methods for material scientists. The innovation and training process is designed to overcome the \"\"Valley of Death\"\", i.e., the unsuccessful transfer of research results to the to market maturity. The goal of the process for the material scientists is to a) reflect and structure own competencies b) to make unique selling propositions comprehensible and c) to generate and strengthen impact. In addition, the observed limitations are described, which were observed during the implementation of the process in two test groups composed by scientists from three different institutes and research areas in materials science to further refine the field. The findings are based on a) literature reviews and b) observations during the design, implementation and evaluation of the process. Part of the core findings is the increased acceptance of the methods applied in the innovation process, if they primarily address technology development. A more challenging acceptance in the field of research communication is the development of commercial business models. During the development and testing of the innovation process, the stages of the Delft Design Guide as one popular handbook in the field. The development phases were used as a guidance and orientation.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133222027","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":"INTENTIONAL SCHOOL LEADERSHIP IN UNCERTAIN TIMES","authors":"Janet D. Filer","doi":"10.36315/2022v2end103","DOIUrl":"https://doi.org/10.36315/2022v2end103","url":null,"abstract":"\"In this study of elementary and secondary school administrators, interviews were conducted to determine effective strategies before, during, and after online learning during the pandemic. California public schools began whole school online learning during March 2020 and most schools returned to in person learning one year later in 2021. Challenges during online learning included providing sufficient technology to all students, the online learning platform, and academic rigor. When students returned to school one year later many students suffered academically and socially. School leaders were required to refocus and plan accordingly. Administrators shared their strategies and philosophy for success in times of continued uncertainty.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134357988","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":"EVALUATION OF CONTINUOUS STUDENT FEEDBACK ON A LARGE COMPUTER SCIENCE COURSE","authors":"E. Kaila, Erno Lokkila","doi":"10.36315/2022v2end023","DOIUrl":"https://doi.org/10.36315/2022v2end023","url":null,"abstract":"\"In this article, we present a computer science course with 460 participants, where special interest was directed towards student feedback and two-way communication. The 7-week course was organized as an online course with automatically assessed exercises. Each week, the students answered a short survey about their learning experience, course difficulty level, and time spent on course activities. They were also asked to answer three open questions about what they had learned, what remains unclear and how would they improve the content. Quantitative and qualitative feedback data were analyzed for all seven weeks. In addition, we analyzed the student performance by observing the final grades obtained from the course. Based on the results, it seems that there is a positive correlation between engagement and final grades. Moreover, dynamically modifying the course on the fly based on continuous feedback seems to be a beneficial mechanism. Surprisingly, the teaching staff did not find it too laborious either. Finally, we provide experiences and suggestions for other educators for utilizing continuous feedback effectively.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134636300","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":"RESEARCH GIRLS – A JOINT PROJECT OF THE TECHNICAL UNIVERSITY OF DORTMUND AND THE OTTO- FRIEDRICH- UNIVERSITY OF BAMBERG, GERMANY","authors":"Stephanie Spanu","doi":"10.36315/2022v2end063","DOIUrl":"https://doi.org/10.36315/2022v2end063","url":null,"abstract":"\"The abstract refers to the category Projects and Trends and fulfils the criteria in the fields: Pedagogic innovations, new learning and teaching models, inclusive and special education, educational projects. The presentation shows ways that make it possible to sustainably provide gender-sensitive and gender-appropriate educational opportunities in early childhood in order to subsequently be able to prepare girls for changed educational paths. The starting point is a project submitted to the Federal Ministry of Education and Research (BMBF Germany), in which a structured programme is to be developed that allows educational professionals to be won over for gender-sensitive and gender-appropriate educational offers in child day care, and to strengthen and further develop their competences. Already in early childhood, important foundations are laid for independent participation in society in adulthood. The aim of the project is to address science as a field of work for girls in which they meet role models (female scientists). First of all, existing educational offers are identified and in a further step, the testing of possible gender-sensitive and gender-appropriate educational assignments for professional practice is scientifically accompanied and evaluated. The guiding research questions are: - How do educational or research motivations arise in girls? - How can girls be prepared for their future tasks in science? - Which competences of girls should be perceived, communicated and positively evaluated in order to change gender-specific (role) expectations and individual creative spaces? - How can educational professionals act in a gender-sensitive and gender-appropriate way and through which competences is early gender-sensitive and gender-appropriate education made possible? - How can female scientists raise their profile outside the scientific community and thus become role models for girls? The basis of the research design is an ethnographic observation of pre-school girls in different day-care centres in order to identify their ideas about later careers. Based on the results, female researchers from the corresponding domains are to be specifically acquired to serve as role models for the girls and to describe their life paths. At the same time, educational professionals will be trained as multipliers in order to implement the project permanently.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114805273","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}