EDULEARN19 Proceedings最新文献

{"title":"USE OF TECHNOLOGIES IN INTEGRATED MATHEMATICS AND PHYSICS LABORATORIES","authors":"C. Aramo, F. S. Tortoriello, I. Veronesi","doi":"10.21125/EDULEARN.2019.2226","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2226","url":null,"abstract":"This work concerns a scientific research and dissemination initiative related on astroparticle physics. The educational learning path has been organised by INFN (National Institute of Nuclear Physics) during school-and-work alternating courses in collaboration with Universities, research institutes and high schools in Campania inside OCRA (Outreach Cosmic Ray Activities) program. The project idea originates from the great potential of information by the availability of data for outreach activities relating to the experiments on cosmic rays “The Pierre Auger Observatory”. Students used the experimental data to develop interdisciplinary paths using mathematical patterns and technological equipment and produced multimedia dissemination material.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126973124","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":"A MODEL FOR INNOVATIVE, MULTI-COMPONENT, WEB-BASED PLATFORM FOR DEVELOPMENT, EXPLOITATION AND DISTRIBUTION OF INTERACTIVE E-LEARNING CONTENT AND KNOWLEDGE MANAGEMENT","authors":"Ivaylo Blagoev","doi":"10.21125/EDULEARN.2019.0955","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0955","url":null,"abstract":"This article analyses the processes and specific activities for creating and delivering e-learning content, and based on this analysis basic functionality requirements of different types of tools are outlined. Individual tools including Authoring tools, Learning management systems, Libraries of templates, components or ready to use content and Resources for virtual communication are grouped depending on the stage of e-learning provision. An analysis of the most popular and used software solutions has been performed. A model for innovative, multi-component, web-based platform for the development, exploitation and distribution of interactive e-learning content management has been developed. The main purpose of the model is to develop a platform that allows creation and distribution of specific, personalized and motivating learning content, leading to the enhancement of precisely defined competences or skills of the learner.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129107318","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":"A READING COMPREHENSION SURVEY AMONG HUNGARIAN SECONDARY GRAMMAR SCHOOL STUDENTS IN SLOVAKIA","authors":"Klára Kázmér","doi":"10.21125/EDULEARN.2019.0680","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0680","url":null,"abstract":"This paper presents the aims, the methodology and the results of my reading comprehension survey among Hungarian students in Slovakia. The main aim of this research is to map those Hungarian secondary school students’ reading comprehension skills in Hungarian language who live in Slovakia in order to discover which areas of reading comprehension need further development in our education. In this paper only a segment of the whole survey will be presented. Students from 3 different types of secondary schools (secondary grammar school, vocational school and trade school) and 5 regions of Slovakia took part in the research. To show the reading comprehension skills of secondary grammar school students I chose four secondary grammar schools from the following regions of Slovakia: 1 Banská Bystrica region (Central Slovakia), 2 Trnava region (Southwestern Slovakia), 3 Nitra region (Southwestern Slovakia), 4 Bratislava region (Southwestern Slovakia). In this paper to name the schools the following abbreviations generated from the names of regions will be used: (1.) – BBR, (2.) – TR, (3.) – NR, (4.) – BR. All the above mentioned schools joined the survey with their first and fourth year students. I chose these two classes to take part in the research to discover some possible similarities and differences between the reading comprehension skills of those students who have just started secondary education (first graders) compared to those learners who are finishing their studies in the school year of 2018/2019 (fourth graders). 255 students took part in the survey from the mentioned four schools: 124 (48,6%) first graders and 131 (51,4%) fourth graders. The number of participants is determined by the total number of learners in the given class of a school. The participating students filled out a questionnaire and a reading comprehension test. The questionnaire included questions to reveal basic information about them, e.g. gender, place of residence, language usage at home, reading habits, etc. The test was based on the tasks of PISA 2009 [1] involving three texts with their items. I chose the PISA test because using the same items we can compare our own results with the results of 15-years old students in order to find out if the number of years spent in school education and the age of students influence their reading comprehension skills or not. In this paper I will analyse the results of the students connected to the test's continuous text. According to the text format a text is continuous if it involves sentences organized into paragraphs. To solve correctly the tasks students had to use two different thinking aspects: to integrate and interpret (1., 2. and 3. item) and to reflect and evaluate (4. item). From the results we know that more learners had answered correctly the tasks needing easier thinking aspect: the 1. item was answered correctly by 199 students (78%), the 2. item was correctly solved by 190 learners (74,5%) and 221 students (86,6%) gave ","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130592077","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 USEFULNESS OF DIGITAL TOOLS FOR WEB BASED BYOD FLIPPED INSTRUCTION: STUDENT PERCEPTIONS OF A POLLING TOOL; A CANVAS TOOL AND AN ANNOTATION TOOL","authors":"Seb Dianati","doi":"10.21125/EDULEARN.2019.0444","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0444","url":null,"abstract":"In a second-year undergraduate course in second language learning at a large public Australian university, students develop a sense of understanding of second language learning processes. Despite its popularity, some discerning problems have been identified, including students’ lack of engagement with readings and low levels of active participation with in-class activities. To tackle these problems, the flipped classroom model was deployed which engages students in pre-class online learning in preparation for in-class active learning. This was commonly conducted through a series of very short lecture videos prior to class in conjunction with collaborative activities in-class and complimented by assessment or reflection after class. However, how students perceive technology during different times (prior, in-class and post class) and their perceptions of three technological tools within flipped instruction was a central tenant to this study. Due to rapid changes in technology, it is important to set curriculum and pedagogical objectives before chasing technological advancements in education. For this reason, this paper sets out to examine particular technological tools, by first placing the pedagogical intent first, that is flipped instruction as its motive, and then the technology. While there are continuing and countless academic debates in the field of flipped instruction, there is often less critical debate about technology due to it being seen as a progressive 'improvement’. For this reason, the paper focuses on the pedagogical motives and then how these digital tools supported these motives. Moreover, technologies used in a flipped classroom are often quite varied and while research into flipped classrooms and students’ perceptions are dense and diverse, this research aims to examine how digital tools can support the development of in-class active learning that aims to promote higher order thinking skills more specifically. Three different web-based technological tools were evaluated: a collaborative canvas tool, a live polling and an annotation tool in an effort to investigate student perceptions of digital tools in a flipped classroom. Using quantitative (survey) and qualitative (focus groups) methods the findings shed light that not all digital tools are considered equal and that the usefulness of a tool pervaded how easy it was to use. The paper concludes by offering implication for flipped practice both inside and outside the classroom.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130675290","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":"AN EXPLORATION OF THE POSSIBLE RELATIONSHIP BETWEEN REWARD AND RECOGNITION AND TEACHING EXCELLENCE IN HIGHER EDUCATION","authors":"M. Warnes","doi":"10.21125/EDULEARN.2019.0026","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0026","url":null,"abstract":"In this paper, I present preliminary findings from a research project investigating the possible relationship between reward and recognition (via Teaching Fellowships) and teaching excellence. Having developed a model of teaching excellence, I interviewed five recipients of National Teaching Fellowships, and 21 recipients of University Teaching Fellowships at three UK universities. I asked participants to offer personal definitions of teaching excellence, to comment on the fit of the model to their lived experience, and to explain their motives for achieving excellence in teaching. I also asked them to discuss the impact receipt of the award had on them, their colleagues, their managers, and their students. Findings show that reward and recognition schemes have little impact on recipients beyond the initial ceremonial elation, and, in extreme cases, are reduced to little more than email signature decorations. Similarly, they have no motivational effect, and teaching excellence is an almost entirely driven by intrinsic drives, either to be excellent regardless of the undertaking or, more frequently, an altruistic drive to facilitate students’ development to reach their full potential. Crucially, awards have no impact at all on the student experience. Since they are retrospective awards, students already have an excellent teaching experience which doesn’t become any more excellent as a result of a Teaching Excellence award. Indeed, in the vast majority of cases, students are entirely unaware of the award. This challenges the primary discourse around reward and recognition schemes for teaching excellence, which is that they are, in and of themselves, highly valuable.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123889642","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":"HIGHER EDUCATION INSTITUTIONS TO PROMOTE A LIFELONG LEARNING STRATEGY","authors":"J. A. R. D. Castillo, Aida de Haro García, Domingo Ortiz Boyer","doi":"10.21125/EDULEARN.2019.2171","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2171","url":null,"abstract":"","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123923445","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":"FACTORS INFLUENCING THE PLANNING OF TEACHING","authors":"Květa Papoušková, Martin Telecký","doi":"10.21125/EDULEARN.2019.1629","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1629","url":null,"abstract":"","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123925181","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":"INITIATIVE AND SECOND LANGUAGE ACQUISITION IN LINGUISTICS AND NON-LINGUISTICS STUDENTS","authors":"A. Krupnov, I. Novikova, Nadezhda S. Berisha, A. Novikov","doi":"10.21125/EDULEARN.2019.1153","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.1153","url":null,"abstract":"","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124237748","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":"INCORPORATING 21ST CENTURY SKILLS INTO DUTCH SECONDARY SCHOOL MUSIC CURRICULUM","authors":"Dennis W. Thompson","doi":"10.21125/EDULEARN.2019.2380","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.2380","url":null,"abstract":"Since each new incoming student would receive a laptop computer, the school directors of the Dutch secondary school where I work required that my fellow music teacher colleagues and I find and adapt curriculum for use by these new “laptop classes”. Feeling the need to incorporate such new pedagogy in a responsible and accountable educational framework I interpreted this top-down dictated requirement as my school’s manner of engaging in and adapting 21st Century Skills (21CS). Exhaustive inquiry found a single obscure very small lesson addressing 21st Century Skills from the perspective of a music teacher. Further inquiry via the Dutch National Institute for Curricular Development (SLO) revealed their own 2014 study of the 21CS which found many shortcomings in teachers, schools, and available commercial methods in awareness, implementation and assessment of 21CS. A result of this SLO study is their own recommendations for Dutch secondary schools in 21CS curriculum implementation. Addressing the question, “How can the SLO evaluations be used to build a 21CS music curriculum?” this thesis begins where the SLO study, \"21st Century Skills in the Curriculum of Foundational Education\" leaves off. In administering the findings and recommendations of the SLO from their study, this thesis uses literature, questionnaires, classroom observations, dialogues with teachers, testing of curricula, a 21CS curriculum building workshop and other 21CS research to offer perspectives and initial guidelines for music and art teachers who wish to incorporate 21CS into their lessons. The primary method of this research is to practically implement the specific SLO conclusions to remedy the shortcomings found in the SLO findings. As a design research project, the work is divided into two components, the paper and the product of the paper. The paper contains the study and its findings. The product is a Curricular Guide for Implementing the 21CS into Music Curriculum, which is meant to use the findings of the paper to help the Dutch music teacher to implement and assess 21CS into their departments and classrooms. Using this method, the study has been able to devise the Curricular Guide which serves to guide music and arts teachers toward incorporating the 21CS into their classrooms for use in helping student learning and achievement.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124241970","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":"USING QR-CODES IN TEACHING ELECTRONICS – AN APPROACH TO INCREASE STUDENTS MOTIVATION","authors":"S. Stoyanova-Petrova, N. Kafadarova, D. Stoyanova, N. Mileva","doi":"10.21125/EDULEARN.2019.0424","DOIUrl":"https://doi.org/10.21125/EDULEARN.2019.0424","url":null,"abstract":"The main objective of this paper is to present our experience of using QR codes in teaching electronics in engineering higher education. QR codes, placed on the appropriate breadboard or apparatus in the Electronics laboratory, are used to access short videos concerning the topic of the laboratory exercise. The size of the videos assures acceptable download time, making them compatible for use with smartphones and tablets. The QR codes enable students to watch the multimedia material several times, which allows them to follow their own learning pace. The new approach was used in 2017/2018 academic year, with 40 first year students. To compare the motivational impact of using QR codes, laboratory exercises were taught using two different learning scenarios – traditional learning environment (control group) and leaning environment that incorporates QR codes (experimental group). At the end of the course, all participants were handed IMMS questionnaire to collect quantitative data. Only the students from the experimental group were asked to complete a questionnaire that gathers information about students’ attitude toward using of QR codes and mobile devices in education. In this paper we present the results obtained from both quantitative and qualitative data which show the significant impact on the students’ motivation that have the incorporated QR codes in teaching process. In this article, we present the results obtained from both quantitative and qualitative data, which show the significant impact on students’ motivation that have the incorporated QR codes in teaching process.","PeriodicalId":414865,"journal":{"name":"EDULEARN19 Proceedings","volume":"4657 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123604396","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}