Journal of E-Learning and Knowledge Society最新文献_第6页

From Tinkering to Thinkering. Tinkering as Critical and Creative Thinking Enhancer 从修补到思考。修补作为批判性和创造性思维的增强者

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-06-16 DOI: 10.20368/1971-8829/1639

A. Poce, F. Amenduni, C. D. Medio

{"title":"From Tinkering to Thinkering. Tinkering as Critical and Creative Thinking Enhancer","authors":"A. Poce, F. Amenduni, C. D. Medio","doi":"10.20368/1971-8829/1639","DOIUrl":"https://doi.org/10.20368/1971-8829/1639","url":null,"abstract":"The scientific community of educators has been more and more interested in Tinkering as an informal method to engage students with STEM subjects. Recent research has highlighted that Tinkering could be adopted not only to develop students’ scientific knowledge but also to support thinking processes such as Critical Thinking and Creative Problem Solving. Despite these assumptions, there is still a lack of research concerning the impact of Tinkering on the development of the 21st Century skills. That is why the Centre for Museum Studies - University of Roma Tre investigated the impact of Tinkering activities on Critical and Creative thinking skills enhancement in museum educators and teachers involved in STEM education. The Centre for Museum Studies conducted a pilot study with 30 participants at Citta della Scienza science centre (Naples), where museum educators and STEM teachers participated in a two-day workshop on collaborative Tinkering activities. During the workshop, participants were required to take two kinds of pre and post-tests with the aim of assessing Critical and Creative thinking skills development. On the one hand, in the Creative Thinking post-test participants showed significant improvement. On the other hand, despite there were no statistical differences concerning Critical Thinking assessment, a slight improvement in the post-test could be quantified. Follow up research is required, where it will be necessary to expand the sample of the study and use different measures for Critical and Creative Thinking assessment.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"137 1","pages":"101-112"},"PeriodicalIF":1.1,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86279376","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: 3

Designing an effective digital learning environment for teaching English through literature: the learning experience of Bulgarian students 设计一个有效的数字学习环境，通过文学教学英语:保加利亚学生的学习经验

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-06-16 DOI: 10.20368/1971-8829/1592

M. Genova

引用次数: 6

Advanced Programming of Intelligent Social Robots 智能社交机器人的高级编程

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-06-16 DOI: 10.20368/1971-8829/1611

D. Malerba, A. Appice, P. Buono, G. Castellano, B. D. Carolis, M. D. Gemmis, Marco Polignano, Veronica Rossano, L. Rudd

引用次数: 3

Engaging parents Involvement in K – 12 Online Learning Settings: Are We Meeting the Needs of Underserved Students? 让家长参与K - 12在线学习设置:我们是否满足了服务不足学生的需求?

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-06-16 DOI: 10.20368/1971-8829/1563

Tim Chen, Rim C. Wanberg, Elizabeth T. Gouioa, Marcia J. S. Brown, J. Chen, Judy J. Kurt Kraiger

{"title":"Engaging parents Involvement in K – 12 Online Learning Settings: Are We Meeting the Needs of Underserved Students?","authors":"Tim Chen, Rim C. Wanberg, Elizabeth T. Gouioa, Marcia J. S. Brown, J. Chen, Judy J. Kurt Kraiger","doi":"10.20368/1971-8829/1563","DOIUrl":"https://doi.org/10.20368/1971-8829/1563","url":null,"abstract":"Despite historical failure trends and mixed results on the effectiveness of online learning for all students, schools are witnessing the continual emergence of electronic instructional mediums. Research shows that students from educationally underserved homes experience less parent involvement (Hill and Tyson, 2009; Smith, 2006), and less academic gains than students from higher social economic families (Smith 2006). With the rapid infusion of online learning in traditional learning environments, some may perceive less need for parental guidance and intervention, however research shows that online learning may actually require parents to shoulder an increasing instructional role in their child’s learning (Borup, Graham, and Davies, 2013; Liu, Black, Algina, Cavanaugh, and Dawson, 2010). This quantitative study examines the relationships between online learning, socioeconomic status, and parental understanding and involvement in a diverse k – 12 district. Findings show that relationships exist between these variables, calling into question the development, implementation and evaluation of such instruction for populations already at risk.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"691 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85653369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

A proposal to act on Theory of Mind by applying robotics and virtual worlds with children with ASD 一项通过将机器人技术和虚拟世界应用于自闭症儿童的心理理论的建议

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-06-16 DOI: 10.20368/1971-8829/1632

V. Pennazio, L. Fedeli

引用次数: 2

Social Robots supporting the Inclusion of Unaccompanied Migrant Children: Teaching the Meaning of Culture-Related Gestures 支持无人陪伴的流动儿童融入社会的社交机器人:教授文化相关手势的意义

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-06-16 DOI: 10.20368/1971-8829/1636

B. D. Carolis, Giuseppe Palestra, Carla Della Penna, Marco Cianciotta, Antonio Cervelione

{"title":"Social Robots supporting the Inclusion of Unaccompanied Migrant Children: Teaching the Meaning of Culture-Related Gestures","authors":"B. D. Carolis, Giuseppe Palestra, Carla Della Penna, Marco Cianciotta, Antonio Cervelione","doi":"10.20368/1971-8829/1636","DOIUrl":"https://doi.org/10.20368/1971-8829/1636","url":null,"abstract":"Social robots are being used successfully as educational technologies, playing roles of tutors and therapeutic assistants. In our research, we wish to explore how social robots can be used to tutor a second language to unaccompanied minor migrants and support their integration in a new culture. These young migrants are among those most at risk in the area of child and youth welfare. In this paper, we focus on a particular aspect of a second language teaching that concerns culture-related gestures that are important for supporting the social inclusion of these children. Since gesture learning relies on the understanding of the social situation, in which interaction and repeated practice are essential, social humanoid robots seem to be an adequate interaction mean since they can provide both examples of gesture executions and explanations about the meaning and the context in which the gesture should be used. Moreover, as in other assistive domains, social robots may be used to attract the children attention and support the social operator in establishing a contact with these children that very often, after the difficulties of the journey, do not trust adults. Results of a preliminary study show the efficacy of the proposed approach in learning gestures.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"108 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85691827","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: 13

Broadening the Scope of Language Education: Mediation, Plurilingualism, and Collaborative Learning: the CEFR Companion Volume 拓宽语言教育的范围:中介、多语制和协作学习:CEFR配套卷

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1612

E. Piccardo, B. North, T. Goodier

{"title":"Broadening the Scope of Language Education: Mediation, Plurilingualism, and Collaborative Learning: the CEFR Companion Volume","authors":"E. Piccardo, B. North, T. Goodier","doi":"10.20368/1971-8829/1612","DOIUrl":"https://doi.org/10.20368/1971-8829/1612","url":null,"abstract":"The CEFR’s action-oriented approach, including its concept of the user/learner as a social agent mobilising a plurilingual repertoire, represents a significant development from the communicative approach. The CEFR moves beyond the traditional four skills (spoken and written reception and production) to also include interaction and mediation, opening to a complex vision of the situated and integrated nature of language learning and language use. Advances in research highlight the need to overcome a vision of languages as stable, pure objects existing outside their speakers/users and a reductive view of learning as an internal cognitive process, meant to prepare for later real-life use. These theoretical advances have been flanked by bottom up developments bringing a more dynamic vision of language education that engages more meaningfully with the principles of the CEFR. \u0000The time was therefore ripe to complete the CEFR descriptive apparatus with new descriptors for mediation and plurilingual/pluricultural competence. This article outlines the conceptualisation, development and validation of these descriptors and their publication in the CEFR Companion Volume (2018), alongside a text clarifying the paradigm shift in language education implied by the notion of the user/learner as a plurilingual/pluricultural social agent. The goal is to promote quality, inclusive education for all, and in particular to further the recognition and valorisation of linguistic and cultural diversity and the promotion of plurilingual interculturality.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"42 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90673575","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: 23

Autobiographical Narrative and Intercultural Awareness 自传体叙事与跨文化意识

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1593

D. Cuccurullo

{"title":"Autobiographical Narrative and Intercultural Awareness","authors":"D. Cuccurullo","doi":"10.20368/1971-8829/1593","DOIUrl":"https://doi.org/10.20368/1971-8829/1593","url":null,"abstract":"The currency of intercultural education has risen worldwide in response to increased diversity within societies resulting from migration and global flows of populations. As intercultural education becomes a core responsibility of schooling, the attention to developing students’ intercultural capabilities grows even faster. The school and all the educational agencies must find the most suitable tools to adequately address the complex multiculturalism of the third millennium, so to promote the students’ ability to understand one another across and beyond all types of cultural barriers. This paper offers a reflexive analysis of the efficacy of using autobiographical narratives for enhancing students’ intercultural awareness. Autobiographical narratives have a productive potential as a strategy for stimulating reflexivity about cultural identities and intercultural relations. The Autobiography of Intercultural Encounters (AIE), published by the Council of Europe (2009), is proposed and analyzed as a framework that can help students reflect critically on specific intercultural encounters and promote intercultural communication situations. ‘Intercultural communication’ is today a model that allows all children and young people to recognize and being aware of each other’s identity, as it is oriented towards fostering interaction, dialogue, mutual recognition and enrichment of any individual, in respect of the different identities of the other; it is an approach that offers a forward-looking model for managing cultural and language diversity.","PeriodicalId":44748,"journal":{"name":"Journal of E-Learning and Knowledge Society","volume":"13 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2019-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83638363","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: 2

New Math Teaching Methodologies for English Language E-Learners Students 面向英语电子学习者的新数学教学方法

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1564

Tim Chen, Diana Auidi, Rim Gouioa, B. Chapron, Cyj Chen, Hoe Wee

引用次数: 0

Language awareness in a comprehensive approach to language teaching and learning 语言意识是一种综合的语言教学方法

IF 1.1

Journal of E-Learning and Knowledge Society Pub Date : 2019-02-10 DOI: 10.20368/1971-8829/1616

M. Kelly

引用次数: 1