18th International Conference Cognition and Exploratory Learning in Digital Age 2021最新文献_第4页

TOWARDS A CONCEPT FOR A HIDDEN OBJECT GAME WITH DYNAMIC DIFFICULTY ADJUSTMENT 一个具有动态难度调整的寻物游戏的概念

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108c040

Daniel Atorf, Sergius Dyck, Jonas Steinbach

引用次数: 0

A REVIEW OF EDUCATIONAL RECOMMENDER SYSTEMS FOR TEACHERS 教师教育推荐系统综述

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108l016

Mbarek Dhahri, Mohamed Koutheair Khribi

{"title":"A REVIEW OF EDUCATIONAL RECOMMENDER SYSTEMS FOR TEACHERS","authors":"Mbarek Dhahri, Mohamed Koutheair Khribi","doi":"10.33965/celda2021_202108l016","DOIUrl":"https://doi.org/10.33965/celda2021_202108l016","url":null,"abstract":"Recommender Systems (RS) in e-learning has attracted several researchers aiming basically at scaffolding learners in locating relevant learning resources that meet their learning needs and profiles. Whereas a number of review studies have been carried out in the area of educational recommender systems, there is a limited information in the literature review in the specific domain of recommendation systems for teachers. The objective of this work is to summarize the current research efforts in the field of teacher-oriented recommender systems. By performing this systematic review, 32 papers were selected for further analysis. The obtained results show that educational portals and repositories are widely used as learning environments where recommendations occur. The finding of this review further show that personalized recommendations for teachers and teaching practices improvements are the main issues addressed by RS for teachers. Furthermore, the hybrid approach for recommendation and the evaluation by experiment are the most used, occurring in 43,75% of the selected reviewed papers. We are availing the key findings of this work to propose a teacher recommender system that provides teachers with the most relevant open educational resources (OER) retrieved from collections of resources aligned to the UNESCO ICT Competency Framework for Teachers (CFT).","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126382351","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: 5

ADAPTIVE RELEASE LEARNING PATHS TO MOTIVATE ACTIVE LEARNING AND ENGAGEMENT IN STUDENTS 适应性释放学习路径，激发学生的主动学习和参与

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108c035

P. Vemuri, M. Snoeck, S. Poelmans

{"title":"ADAPTIVE RELEASE LEARNING PATHS TO MOTIVATE ACTIVE LEARNING AND ENGAGEMENT IN STUDENTS","authors":"P. Vemuri, M. Snoeck, S. Poelmans","doi":"10.33965/celda2021_202108c035","DOIUrl":"https://doi.org/10.33965/celda2021_202108c035","url":null,"abstract":"Learning Analytics (LA), a decade old emerging filed, has the potential to make data-informed decisions to improve the quality of Higher Education (HE). It can be a good tool for HE institutions to tackle problems like student retention and promote student success rates. While LA could involve studying the impact of socioeconomic variables such as age, work, gender, stage, status, etc., on student success;these variables cannot be addressed by a teacher. Study attitude on the other hand, may be affected by instructional design, study counselling and guidance with theory informed teaching interventions. Grounding first year bachelor's students in the culture of active learning in their first year itself, will help develop self-regulation strategies which will thereby improve success and retention for not just the first year but also to complete the bachelor program in the stipulated period. In this study, we analyze data sourced from across all the first-year bachelor's courses of an Economics and Business Faculty. The students are classified into different groups according to their summative scores and their LMS interaction behaviors are studied. in future work, the collection of data across different campuses, courses and student programs allows for a comparative analysis across different dimensions, thus allowing for the investigation of the generalizability of results by means of out-of-sample testing or models built on a single course's data. Additionally, the collection of data across three successive academic years will also allow for the out-of-time validation of findings, including the analysis of the impact of the COVID-19 pandemic on the students' behavior. © 2021 Virtual Simulation Innovation Workshop, SIW 2021. All rights reserved.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134490015","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

POSTSYNAPTIC SIMULATOR: AN OPEN-SOURCE VISUAL INTERACTIVE SIMULATION FOR TEACHING ACTION POTENTIALS 突触后模拟器:一个用于动作电位教学的开源可视化交互模拟

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108l001

Alexander Salgo, G. O'Shea, Kim Hellemans, Jim Davies

引用次数: 0

LESSON LEARNED FROM AN EXPERIENCE OF TEACHING SUPPORT IN HIGHER EDUCATION FOR A DIGITAL TRANSITION IN THE NEW SCENARIO CREATED BY COVID-19 2019冠状病毒病新形势下高等教育数字化转型教学支持经验教训

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108l034

B. Bruschi, F. Floris, M. Marchisio, M. Sacchet

{"title":"LESSON LEARNED FROM AN EXPERIENCE OF TEACHING SUPPORT IN HIGHER EDUCATION FOR A DIGITAL TRANSITION IN THE NEW SCENARIO CREATED BY COVID-19","authors":"B. Bruschi, F. Floris, M. Marchisio, M. Sacchet","doi":"10.33965/celda2021_202108l034","DOIUrl":"https://doi.org/10.33965/celda2021_202108l034","url":null,"abstract":"Teaching skills are fundamental for academic positions, which combine research and teaching activities. Thus, universities should look for candidates with excellent research records and teaching experience or skills;another strategy is the training of teaching staff. On the other hand, when dealing with already in-service teachers, the challenges for universities are completely different and it is often difficult to cope with digital technologies for education. Moreover, roles in the education process assume different perspectives. This is the background of this research, which investigates the measures adopted at the University of Turin to deal with the scenario of the Covid-19 pandemic and subsequent periods. 30 young graduates halfway between students and teachers, one per university department, support teachers and the digital transition. Their role ranges from the didactical support (online teaching methodologies and the use of the Learning Management System) to the preparation, delivery, and monitoring of online assessment and exams. These young assistants received a grant for their role and proper training over all these topics and other themes related to online education, such as accessibility, copyright, video editing. At the start of the second semester, a questionnaire was delivered to these grant holders to receive feedback on their activity during the first semester and exam period. We collected 26 answers from the questionnaire. Results show that, among the different roles, they were more involved with online examinations and students' support, while collaborating more with professors and with their peers. Most of these grant holders would like to participate again in such an experience, it being useful for their future career, the teachers of the future. © 2021 Virtual Simulation Innovation Workshop, SIW 2021. All rights reserved.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126715390","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

DEVELOPING AN ONLINE CURRICULUM FOR AN INTERNATIONAL AND INTER-DISCIPLINARY MASTER PROGRAMME. A CASE REPORT OF A DAAD FUNDED PROJECT IN GERMANY 为国际和跨学科硕士课程开发在线课程。德国某daad资助项目的案例报告

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108c038

Ly Lutter, Sabrina A. L. Frohn, Mishael Gabrielle Pizana Cruz, Tobias Thelen

{"title":"DEVELOPING AN ONLINE CURRICULUM FOR AN INTERNATIONAL AND INTER-DISCIPLINARY MASTER PROGRAMME. A CASE REPORT OF A DAAD FUNDED PROJECT IN GERMANY","authors":"Ly Lutter, Sabrina A. L. Frohn, Mishael Gabrielle Pizana Cruz, Tobias Thelen","doi":"10.33965/celda2021_202108c038","DOIUrl":"https://doi.org/10.33965/celda2021_202108c038","url":null,"abstract":"This paper describes the methodology of the ongoing efforts to design and integrate an online curriculum as an additional track to an existing, well-established interdisciplinary master programme for international students studying remotely and asynchronously with on-site students. We aspire to integrate online teaching and learning into in-person lectures so that both online and on-site students profit from the joint educational experience. During the initial orientation, we conducted a field-based investigation to define the problem, analysed the context, and assessed needs of the involved stakeholders. Prominent outputs of this phase were a literature review, a SWOT analysis of the target setting, a synopsis of stakeholder needs and wishes, and course goals. This enabled us to devise communication strategies with the stakeholders, define learning objectives, and course transformation plans to feed the design of new learning scenarios combining elements of online teaching and learning (OTL) with traditional on-site teaching. These integrate into communication tools that build on mixed student teams of online and on-site students working collaboratively.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"387 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127328392","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

DESIGN OF AN EASY-TO-USE MOBILE AUGMENTED REALITY LEARNING SETTING BY MEANS OF A CONJECTURE MAP 利用猜想图设计一个易于使用的移动增强现实学习设置

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108l002

Luca Moser

{"title":"DESIGN OF AN EASY-TO-USE MOBILE AUGMENTED REALITY LEARNING SETTING BY MEANS OF A CONJECTURE MAP","authors":"Luca Moser","doi":"10.33965/celda2021_202108l002","DOIUrl":"https://doi.org/10.33965/celda2021_202108l002","url":null,"abstract":"Despite the positive effects of mobile augmented reality (MAR)-tools for learning, MAR-tools are not commonly used in classrooms. The scientific discourse identified a lack of concepts that guide the practical application of mobile augmented reality (MAR)-tools in education. Teachers often feel insecure when designing and applying digital learning settings and therefore need tools and concepts to support them. The present contribution outlines how to develop an easy-to-use mobile augmented reality learning setting (MARLS). Thus, a MARLS to foster artificial intelligence (AI)-literacy is developed and studied to explore what makes MARLS easy-to-use. AI-literacy serves as an exemplary topic. It appears to be suiting because MAR-technology is based on AI-systems and hence allows students to experience a positive form of human-AI-interaction first headedly. The educational design research is conducted by means of a conjecture map to enable the concurrent investigation of learning, teaching and its interdependence. Derived from the high-level conjectures, (I): AI-literacy is a set of competences, (II): a digital learning environment is crucial to foster it, (III): a good MARLS considers usability, user centeredness, conscious application, basic learning theories and cognitive load, the MARLS is developed. The MARLS and its conjecture map lay ground for the yet to follow measure and improvement of the learning design.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"518 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123110541","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

SUSTAINABLE BLENDED TEACHING PRACTICES: LESSONS LEARNED FROM INSTRUCTOR PERSPECTIVES 可持续的混合教学实践:从教师角度吸取的教训

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108c047

P. Vemuri, S. Poelmans, V. Van Rompaey, Yi-Shan Tsai, M. Brown, D. Gašević

{"title":"SUSTAINABLE BLENDED TEACHING PRACTICES: LESSONS LEARNED FROM INSTRUCTOR PERSPECTIVES","authors":"P. Vemuri, S. Poelmans, V. Van Rompaey, Yi-Shan Tsai, M. Brown, D. Gašević","doi":"10.33965/celda2021_202108c047","DOIUrl":"https://doi.org/10.33965/celda2021_202108c047","url":null,"abstract":"The higher education (HE) sector has undergone drastic changes due to the preventive measures needed to cope with the Covid-19 pandemic since March 2020. As a result, most traditional classroom teaching had to move to synchronous or asynchronous online instruction. In the post-Covid-19 era, institutions will, at least partially, go back to teaching in person, and blended teaching (BT) practices will conceivably become the true norm. Although BT practices have been employed and researched extensively over the past two decades, a deeper or more extensive blending of courses will still be a major switch for many teachers and students. More than ever, it is vital for instructors not just to understand how to blend but also to understand the evolution of BT practices and the choices made to arrive at sustainable practices that positively impact the learning experience. In this article, the authors aim to elaborate on the contexts which stimulate or provide a catalyst for the use and subsequent growth of sustainable BT practices in HE. A mixed approach of inductive and deductive thematic analysis is used to analyze 26 interviews of instructors, considered either as pioneers or experienced BT adopters in six HE institutions across Europe (Belgium, Denmark, Finland, Ireland, Netherlands, UK). This preliminary analysis revealed that the identified over-arching themes, the drivers and enablers that promote BT, are dynamic in nature and vary in diverse contexts. This study can give insights into BT adoption and help instructors and institutions improve planning or (re)design of courses into successful and sustainable BT practices. © 2021 Virtual Simulation Innovation Workshop, SIW 2021. All rights reserved.","PeriodicalId":413698,"journal":{"name":"18th International Conference Cognition and Exploratory Learning in Digital Age 2021","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131871972","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

EXPLORING NUMBAS FORMATIVE FEEDBACK FOR TEACHING AND LEARNING MATHEMATICS: AN AFFORDANCE THEORY PERSPECTIVE 探究numbas对数学教与学的形成性反馈:一个赋能理论的视角

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108l032

Said Hadjerrouit, Celestine Ifeanyi Nnagbo

引用次数: 2

A COMPARATIVE ANALYSIS OF APPROACHES TO DESIGN AND CAPITALIZE DATA INDICATORS 数据指标设计和资本化方法的比较分析

18th International Conference Cognition and Exploratory Learning in Digital Age 2021 Pub Date : 2021-10-13 DOI: 10.33965/celda2021_202108l010

Albane Gril, M. May, Valérie Renault, S. George

引用次数: 1