Education and New Developments 2022 – Volume 2最新文献

{"title":"METHODS TO IMPROVE THE QUALITY OF DESIGN CAD TEACHING FOR TECHNICAL SPECIALIST","authors":"Olga Ovtšarenko, Agu Eensaar","doi":"10.36315/2022v2end050","DOIUrl":"https://doi.org/10.36315/2022v2end050","url":null,"abstract":"\"Digital literacy is a necessary skill for a modern specialist and an important factor influencing the development of the economy in all industries. Automation of technological processes requires an appropriate level of training of specialists, among the necessary skills of which should be knowledge of a CAD program. In order to improve the level of education and competitiveness of specialists (including those who have temporarily lost their jobs), Tallinn University of Applied Sciences (TTK UAS, Estonia), in cooperation with the Estonian Unemployment Insurance Fund, has been organizing and conducting training on the use of CAD programs since 2012, including CAD design with AutoCAD, both 2D and 3D, as the most universal CAD program. To ensure more effective training, teachers of advanced training courses, who are the authors of the article, constantly monitor the labour market to determine the requirements for technical specialists. In accordance with changes not only in the requirements for the level of training of specialists but also taking into account constantly developing technologies, the training program is also changing. Recently, in connection with the pandemic, it has become necessary to conduct not only face-to-face training but also online, hybrid, which required not only updating the educational material but also a new approach - the use of interactive tools in training. Since 2021, TTK UAS conducts in-service training for adults including CAD design with AutoCAD within the framework of the Ministry of Education and Research's state training order for in-service training “Promotion of adult education and broadening of learning opportunities”, for learners is free of charge. This article analyzes the statistics and demonstrates the use of this analysis to assess the necessary changes in the curriculum to improve the effectiveness of the study of the CAD program.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"9 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":"115166602","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":"EXTENDING NATURAL SCIENCES LEARNING IN PRE-SERVICE TEACHER EDUCATION USING AUGMENTED REALITY-ENHANCED INQUIRY","authors":"M. Penn, U. Ramnarain","doi":"10.36315/2022v2end080","DOIUrl":"https://doi.org/10.36315/2022v2end080","url":null,"abstract":"\"As the world transitions to hybrid ways of working it is increasingly important that education is not left behind. The COVID-19 pandemic further exacerbated the need for teaching and learning to transition from face-to-face contact mode to remote, blended or hybrid modes of teaching and learning. In this study, a group of 32 pre-service Natural Sciences (NS) teachers engaged with Jigspace; a composite augmented reality (AR) application following an inquiry-based approach to learn identified NS concepts. The main aim of the research was to establish the usability of AR in PSTs’ learning and the affordances of AR technology as part of a teaching and learning design that could improve achievement in content tests. In a quasi-experimental design, data was collected through pre- and post-intervention content tests followed by post- intervention focus group interviews with all participants. A paired sample t-test was employed to establish a significantly positive shift in content test achievement before and after AR-enhanced learning interventions. Findings from qualitative content analysis revealed that students were able to interact and learn more with AR learning models due to their semi-immersive attributes and the associated text mediation added to the application. Participants noted that just reading a textbook or written text was not usually enough for the formation of mental representations. Gesticular actions like rotation, zoom in and out, animation, spinning, pulling and dragging underpinned the main interactions with learning artefacts embedded in the AR applications. Some important 21st century skills, including collaboration, critical thinking and communication were enhanced as students spent time exploring concepts and addressing difficulties in chat groups and social media platforms. The research also contributes primarily to the role of mobile learning devices and AR in enhancing remote and blended learning of science concepts. Some implications of these findings for pre-service teacher education (PSTE) include: an urgency to transform NS teacher training to include technology-enhanced learning of science concepts: reforms in school policy to integrate mobile learning technologies like AR for the teaching and learning of science which will aid teachers to innovate when teaching science. Some recommendations for future research and practice are also covered herein.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"22 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":"122807445","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":"MICRO-CREDENTIALS – IMPROVEMENT OR FRAGMENTATION IN HIGHER EDUCATION?","authors":"Siniša Kušić, S. Vrcelj, Anita Zovko","doi":"10.36315/2022v2end033","DOIUrl":"https://doi.org/10.36315/2022v2end033","url":null,"abstract":"\"This paper analyses various approaches to micro-credentials, one of the most recent trends in higher education. Micro-credentials represent an “alternative” to traditional study programmes for acquiring independent formal qualification in higher education, whereas higher education institutions use it to achieve their mission of supporting adult education, i.e. lifelong learning in higher education. Even though a consensus regarding the definition of the term micro-credentials does not exist at either EU or national level, it can be stated that they represent small-scale and short learning programmes designed to offer specific knowledge, skills and competencies that satisfy social, personal, cultural as well as labour market needs. Apart from different interpretations of the term, the challenges of micro-credentials in higher education are identified in regard to regulatory frameworks, integration into national qualification frameworks, recognition and accumulating of micro-credentials as well as application of quality assurance mechanisms. Similar to other programmes, micro-credentials are not equally assessed. They can be understood in regard to their purpose and structure, as a mean of flexibility in higher education through the development of individual learning paths, as a mean of supporting higher education in an attempt to become more accessible to non-traditional students as well as an initiative to strengthen adult education in higher education. On the other hand, as the abovementioned education form is oriented towards specific set of knowledge, which is, despite emphasizing other needs, in neoliberal politics predominately oriented towards labour market needs, fragmentation in higher education can be identified. This state is in contrast with holistic nature of study programmes which have to be designed to enable students to acquire well rounded and complementary, theoretical and practical set of knowledge and skills during their respective studies. Despite numerous challenges of micro-credentials, learning programmes designed for the acquisition of micro-credentials deserve systematic consideration in higher education by respecting not only their specific context and structure and higher education system, but also the characteristics of the complete education system.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"578 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":"116172686","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":"DIGITAL TRANSFORMATION OF UNIVERSIDADE DE SÃO PAULO: FROM FACE-TO-FACE TO VIRTUAL LESSON","authors":"Regina Silveira, Rodrigo Moreira, Edmund Baracat","doi":"10.36315/2022v2end102","DOIUrl":"https://doi.org/10.36315/2022v2end102","url":null,"abstract":"\"Online learning has been around for a while, but it's never been more important than it was in 2020 and 2021. While many students have been able to complete their degree requirements, the pandemic has presented new challenges for educators, students, and administrators alike. E-Aulas (Virtual Lesson in Portuguese) is a platform that helps teachers, students, and colleges adapt to the new challenges presented by COVID-19. The platform helped the management of the Universidade de São Paulo (USP) undergo a process of digital transformation to offer online classes for students. USP has served students since 1934 and is a leading educational institution in Brazil. The platform, which enabled professors to upload, with automatic metadata generation, registration, storing, and streaming video lessons, was implemented in 2012 with the aim of serving professors and students at USP. This platform, developed by a research group at the USP Polytechnic School, is currently managed by the pro-rectory of undergraduate studies. It can be used to support new teaching methodologies such as Flipped Classroom or Blended Learning, or for students to review face-to-face recorded lessons or as supplemental material for teacher’ classes. Before the pandemic, there were several e-Aulas users who used the platform on a regular basis. However, during the pandemic, this number increased dramatically. During the period 2020-2021, there were an average of 1.030 videos published per month, and 91.660 new users. There were as well 95 million hits during this same period, that is an average of 7 million accesses per month. E-Aulas has helped USP to make the transition to remote learning much easier. Therefore, it's clear that E-Aulas has been an invaluable resource for teachers who had to adapt their lessons to accommodate remote learning during the pandemic. In this case study we'll look at how E-Aulas helped USP navigate COVID-19 and still modernize the teacher methodology, enabling the use of learning active methodologies, by providing a safe way for educators to teach classes online while still maintaining high quality standards and student engagement levels.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"290 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":"131724792","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 IMPACT OF THE COVID PANDEMIC ON ONLINE EDUCATION FOR DIVERSE ENGLISH LANGUAGE LEARNERS","authors":"D. Boothe","doi":"10.36315/2022v2end081","DOIUrl":"https://doi.org/10.36315/2022v2end081","url":null,"abstract":"\"The global pandemic is significantly impacting students throughout the world. We are aware that education is vital for workforce development and economic prosperity (West, 2013). The Covid-19 numbers continue to skyrocket and it is estimated that over 300 million students worldwide are experiencing an education disrupted by this pandemic. Students and educators who are forced to rely on online teaching have even more challenges. Online teaching experts offer advice on designing support for students and point out resources to assist in the transition to remote teaching (McMurtrie, 2020). Parents and community members weigh in heavily on the impact and quality of transitioning coursework to an online platform. Children in earlier grades are often confused by the technology itself and have to rely on parents who may be working, or teachers on the other side of the computer monitor, to guide them. We must embrace new insights and take advantage of educational approaches offered in the online setting so that students can explore and expand their acquisition of knowledge as we move courses online. According to Darby, the design and sequence of content and learning activities in both realms should be methodical, systematic and purposeful (Darby, 2020). This presentation and manuscript will discuss the ways that an innovative curriculum takes on numerous dimensions with the ability to revolutionize the learning experience, captivate and empower learners and challenge them to excel. Creative examples are provided focusing on: 1) Connecting with all students 2) Addressing the challenges of remote learning 3) Information Communication Technology (ICT) and web-based resources 4) Ways to keep students motivated and challenged to high ideals. Covid-19 has created a digital divide that has left millions at a disadvantage and the internet is assuming a critical role in communicating with our students (Porumbescu, G. 2020). Particular concern has been expressed for English Language Learners (ELLs) who are faced with the challenges of learning English and simultaneously shifting to online instruction. Not only do these students, but also their parents, need clear and specific guidelines regarding the information and opportunities to strengthen their English skills and fully participate in the educational experience. Often translation of written communication in a variety of languages is needed to guide students in accessing technology and participate in remote learning.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"21 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":"122360014","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":"SCIENCE TEACHERS’ PERCEPTIONS ON USING MOBILE-BASED FORMATIVE ASSESSMENT FOR INQUIRY-BASED TEACHING: BENEFITS AND CONSTRAINTS","authors":"Noluthando Mdlalose, U. Ramnarain, M. Penn","doi":"10.36315/2022v2end083","DOIUrl":"https://doi.org/10.36315/2022v2end083","url":null,"abstract":"\"The proliferation and use of mobile technologies in and outside the classroom has contributed to the rapid extensive implementation of mobile-based teaching and learning practices across the globe. In the 21st century, using mobile devices for assessment purposes has become the new and important phenomenon for researchers and teachers. This paper reports the findings of a qualitative case study of four science teachers’ perceptions on the use of mobile-based formative assessment for inquiry-based teaching within their classrooms. Participant teachers were purposively selected from schools around the Gauteng Province, South Africa. Data was gathered through baseline questionnaire, classroom observations and stimulated-recall discussions. The findings from the baseline questionnaire indicated that all four participating teachers have adequate knowledge and understanding on using inquiry-based teaching, formative assessment, and technology. Challenges such as inadequate teaching and learning time, inadequate resources, no-cell phone school policy, unstable network connectivity and teachers’ inadequate knowledge and skills were established from classroom observations and stimulated-recall discussions as common barriers to effective enactment of mobile-based formative assessment for inquiry-based teaching from all the four teachers. The four science teachers indicated benefits of implementing mobile-based formative assessment for learners such as enhanced learner engagement, participation, motivation, and learners having fun while they comprehend scientific concepts during the learning process. Although the use of mobile-based formative assessment was reported to be beneficial in the teaching and learning experience, science teachers also mentioned that the curriculum must be flexible in terms of time allocated, for mobile-based formative assessment to be effectively implemented during inquiry-based teaching.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"2013 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":"121431287","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":"COVID-19: LEADING IN CHALLENGING CIRCUMSTANCES – CHALLENGES FOR SCHOOL LEADERS","authors":"P. du Plessis, R. Mestry, Johan Wiehahn","doi":"10.36315/2022v2end006","DOIUrl":"https://doi.org/10.36315/2022v2end006","url":null,"abstract":"\"Principals are leading in challenging circumstances since the country went in to COVID-19 lockdown. The combination of confusing government decisions and advise, compounded by the lack of district decision making has left many principals to make key decisions on a daily basis and many times not sure if they will have the backing of departmental officials. Principals had to keep schools open, whilst simultaneously creating an online machine, keeping in touch with the most vulnerable learners and families. School leaders are uniquely positioned to have the respect and personal relationships to guide families to support their children at home during these unprecedented challenges. For rural school leaders it is harder, as rural schools serve families across a cast geographic area without high-speed internet. How do rural school leaders lead educators and their schools doing their best in unchartered waters where teachers moving instruction online, distributing food and technology? Using a qualitative research approach, this study aimed to determine the challenges faced by rural school leaders in leading their schools during COVID-19. Five schools in the Nelspruit areas were selected through purposeful sampling. Data collected was organised logically into workable units to facilitate coding. Data was categorised in themes, the findings revealed COVID-19 has had an impact on the principal’s leadership as principals were challenged to decisions relating to feeding learners, organising protective clothing, finances, and online learning.\"","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":"115807364","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 ON ONLINE PROGRAMMING EDUCATIONAL TOOL: CASE STUDY ON A THREE-IN-ONE ENVIRONMENT","authors":"Yutong Pu, Po-hsun Cheng, Li-Wei Chen","doi":"10.36315/2022v2end090","DOIUrl":"https://doi.org/10.36315/2022v2end090","url":null,"abstract":"\"In the field of information education, the introductory course of programming is a threshold. It is often the first course faced by students with no or little background knowledge. For learning unfamiliar and difficult things, students will inevitably be vulnerable and give up their learning. Hence, it is necessary to help students correctly cultivate the concept of computational thinking to assist them in their learning process to reduce learning difficulties as well as enhance interest. Our research team designed an online programming educational tool that is based on Python, Scratch, and activity diagrams. The purpose is to help students learn the basic concepts in the introductory programming courses. Users can just connect to the website to learn and many convenient functions are added to record the learning process. The Python part is provided for non-primary school students to learn and the Scratch part is for primary school students to learn logical concepts. Also, there is an activity diagram to increase students' interest in learning and reduce learning difficulties. The questionnaire data were collected at the beginning and end of the course and the results were finally analyzed. By analyzing the questionnaires collected and analyzing the data content, we can see that the results of this experiment have improved the students' learning process. However, the operation of the tool has also received feedback from students. Our designed features need to be closer to the user, and it is expected to assist more learning content, not only at the beginning of programming but also in the future to assist in more advanced programming learning. Compared with traditional teaching, this research uses tools to assist learning so that students can better understand the working principle of coding.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"39 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":"124103046","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":"TRAINING OF EDUCATION PROFESSIONALS WITHIN THE FRAMEWORK OF THE SUSTAINABLE DEVELOPMENT GOALS (SDG)","authors":"M. P. Martínez-Agut, Anna Monzó-Martínez","doi":"10.36315/2022v2end058","DOIUrl":"https://doi.org/10.36315/2022v2end058","url":null,"abstract":"\"Faced with the current diverse and complex realities, this contribution includes the international and national bases that establish the conception of inclusive education today to train education professionals. From the International Convention of Persons with Disabilities (UNESCO, 2006); the World Education Forum (2015) in which the Incheon Declaration (Korea) was approved; the Sustainable Development Goals (SDGs) and the 2030 Agenda, together with the Declaration and the Convention on the Rights of the Child (1989), documents that establish inclusion, equity and access to quality education with impact on learning outcomes, from a lifelong learning approach. The European Agency for Inclusive Education and Special Needs (2015) promotes the improvement of students' educational opportunities, taking as principles the equity, effectiveness, efficiency and increasing the success of all interested parties (students, families, education professionals and community representatives). In our context, Organic Law 8/1985, regulating the right to education, develops the Constitution, initiates the guarantee and recognition of the right to a basic education that guarantees comprehensive training and allows the full personality development, looking for a quality education for all students. Organic Law 2/2006, on education (LOE) and its recent modification (Organic Law 3/2020, LOMLOE), collects educational equity. For this reason, we start from the contents of the subject we teach on inclusive education, together with the methodologies used (cooperative learning, Universal Learning Design, diversity of motivations, teaching methodologies and Sustainable Development Goals -SDG-), with the aim of training to our students as future professionals in the face of changing, diverse and complex realities.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"1 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":"126410260","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":"RELATIONSHIP BETWEEN ORAL READING FLUENCY MEASURES AND VISUAL ATTENTION SPAN IN BRAZILIAN'S SCHOOLCHILDREN IN PANDEMIC CONTEXT","authors":"Lavínia Micaela Moreira, Ana Karolina Silva Deolindo, G. D. Germano, S. Capellini","doi":"10.36315/2022v2end051","DOIUrl":"https://doi.org/10.36315/2022v2end051","url":null,"abstract":"\"The aim of this study was to relate the measures of oral reading fluency and visual attention span in Brazilian students from the 4th grade of elementary school. Eleven students were submitted to three measures of oral reading fluency and the global visual attention span (VAS) for five characters. The reading correct word per minute measure was used with three texts that differed in complexity. The study was carried out after the adoption of remote teaching in the Pandemic. Spearman analysis was performed between fluency and VAS variables, with no significance. The results revealed a greater number of correct words per minute in the third reading time compared to the first two times, revealing that the real reading performance of 4th grade students is the average of 39 to 40 words per minute and average of fixation of 50% of the characters. These findings indicate academic losses due to low reading fluency rate, fewer characters per fixation and lack of relationship between the variables. These results pointed out to the decrease in reading practices during the Pandemic. As conclusion, there is a need for further studies about this theme.\"","PeriodicalId":404891,"journal":{"name":"Education and New Developments 2022 – Volume 2","volume":"35 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":"131703058","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}