Página 1 dos resultados de 40 itens digitais encontrados em 0.014 segundos

Towards an ontology for gamifying collaborative learning scenarios

Challco, Geiser Chalco; Moreira, Dilvan de Abreu; Mizoguchi, Riichiro; Isotani, Seiji
Fonte: Springer; Cham Publicador: Springer; Cham
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
26.07%
Gamification is an interesting and relatively new concept. The concept of Gamification is more than just game playing; it is about introducing game design elements in a proper way to satisfy individual motivational needs according to personality traits. Researcher and Educators are currently looking at Gamification to deal with the problem of learner engagement and motivation in Collaborative Learning (CL). To address this issue, we have been developing an Ontology for Gamifying CL Scenarios (OntoGaCLeS). In this paper, we present the main ontological structure used to support the personalization of game design elements in CL contexts. To demonstrate its use, we show the personalization of a gamified CL scenario through a case study.; CNPq; CAPES; 12th International Conference on Intelligent Tutoring Systems (ITS). Honolulu, USA. 5-9 June 2014.

Sob Medida : uma proposta de produção de material didático de língua estrangeira (inglês) para aprendizes de um curso do ensino médio profissionalizante de jovens e adultos, na modalidade PROEJA

Santos, Liberato Silva dos
Fonte: Universidade de Brasília Publicador: Universidade de Brasília
Tipo: Dissertação
Português
Relevância na Pesquisa
26.3%
Dissertação (mestrado)—Universidade de Brasília, Instituto de Letras, Departamento de Línguas Estrangeiras e Tradução, 2010.; A presente pesquisa teve como objetivo desenvolver uma proposta de produção de materiais didáticos (MDs) de inglês como língua estrangeira (LE) para aprendizes de um curso noturno do Ensino Médio profissionalizante em Manutenção e Suporte em Informática, na modalidade PROEJA, ministrado no campus de um Instituto Federal de Educação, Ciência e Tecnologia (IF). A proposta norteou-se teoricamente pelos princípios da Abordagem Comunicativa, do Ensino de Línguas Baseado em Tarefas e do Ensino de Línguas para Fins Específicos. Os materiais de ensino deveriam atender ao objetivo específico de estimular o desenvolvimento da competência comunicativa dos aprendizes, auxiliando-os em seu processo de aprendizagem e oferecendo-lhes caminhos possíveis para que eles aprendessem a aprender uma LE. De cunho qualitativo, este trabalho de pesquisa baseou-se na metodologia do estudo de caso, tendo a observação participante como uma de suas principais estratégias de coleta de dados. Os resultados sugerem que os materiais didáticos elaborados segundo os princípios acima citados favoreceram um ensino centrado nos aprendizes e estimularam seu engajamento e interesse ao envolvê-los num processo de aprendizagem por experimentação no qual manipularam diretamente os insumos a eles apresentados. Esse trabalho foi possibilitado a partir da reformulação do plano de ensino e do currículo...

Towards technology stewardship: tools for encouraging student engagement

Williams, Bill; Neto, Pedro; Carvalho, Isabel S.
Fonte: Repositório Comum de Portugal Publicador: Repositório Comum de Portugal
Tipo: Conferência ou Objeto de Conferência
Publicado em //2011 Português
Relevância na Pesquisa
36.24%
Getting more specialist engineering faculty members involved in the practice of high quality engineering education research (EER) has been a recurring concern at conferences and has been addressed in various initiatives over the last decade. We consider the technology stewardship concept proposed by Etienne Wenger et al. to be a fruitful area for engineering educators who have been increasingly faced with decisions relating to IT-based tools arising from a rapid proliferation of IT technology and tools and a growing emphasis on quality assurance in higher education. Choices need to be made in areas of technology selection, design and adaptation and as these decisions require competences from both engineering and pedagogical domains, the engineering instructor needs to be able to draw upon both these areas of knowledge and in this paper,as part of a pedagogical framework, we set out to illustrate the processes of tool design, adoption and adaptation in the service of teaching and learning from a technology stewardship perspective.

Evaluating the impact of interactive and entertaining educational conferences

Jerardi, Karen; Solan, Lauren; DeBlasio, Dominick; O’Toole, Jennifer; White, Christine; Yau, Connie; Sucharew, Heidi; Klein, Melissa D.
Fonte: Bohn Stafleu van Loghum Publicador: Bohn Stafleu van Loghum
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
26.9%
Adult learning theory suggests that meaningful engagement impacts learning. To evaluate the impact of resident-led interactive conferences on satisfaction, engagement and knowledge acquisition. A prospective study at a paediatric academic institution compared educational conferences in two formats. Control conferences were PowerPoint® lectures and intervention conferences included multimedia, audience participation and faculty mentorship. Learner and presenter satisfaction and learner engagement were assessed by post-conference surveys. Knowledge was assessed via pre- and post-conference open-ended questions; matched pre- and post-questions were analyzed. Control and intervention groups’ satisfaction and engagement were compared using the Wilcoxon rank-sum test. Comparison of proportion of learners with improved post-conference knowledge score was analyzed with the Chi square test. There were 181 control and 170 intervention surveys collected. Learners’ median satisfaction (4 vs. 5, p = .03) and engagement (4 vs. 5, p < .01) ratings improved in the intervention group. Presenters rated audience engagement higher during the intervention conferences (median 3 vs. 4, p = .01). Knowledge acquisition, compared for matched surveys only...

The impact of social context on learning and cognitive demands for interactive virtual human simulations

Lyons, Rebecca; Johnson, Teresa R.; Khalil, Mohammed K.; Cendán, Juan C.
Fonte: PeerJ Inc. Publicador: PeerJ Inc.
Tipo: Artigo de Revista Científica
Publicado em 13/05/2014 Português
Relevância na Pesquisa
26.07%
Interactive virtual human (IVH) simulations offer a novel method for training skills involving person-to-person interactions. This article examines the effectiveness of an IVH simulation for teaching medical students to assess rare cranial nerve abnormalities in both individual and small-group learning contexts. Individual (n = 26) and small-group (n = 30) interaction with the IVH system was manipulated to examine the influence on learning, learner engagement, perceived cognitive demands of the learning task, and instructional efficiency. Results suggested the IVH activity was an equally effective and engaging instructional tool in both learning structures, despite learners in the group learning contexts having to share hands-on access to the simulation interface. Participants in both conditions demonstrated a significant increase in declarative knowledge post-training. Operation of the IVH simulation technology imposed moderate cognitive demand but did not exceed the demands of the task content or appear to impede learning.

An observation tool for instructor and student behaviors to measure in-class learner engagement: a validation study

Alimoglu, Mustafa K.; Sarac, Didar B.; Alparslan, Derya; Karakas, Ayse A.; Altintas, Levent
Fonte: Co-Action Publishing Publicador: Co-Action Publishing
Tipo: Artigo de Revista Científica
Publicado em 10/10/2014 Português
Relevância na Pesquisa
26.07%

Taking the pain out of GroupWork assignments

Jerram, C.
Fonte: HERDSA; Online Publicador: HERDSA; Online
Tipo: Conference paper
Publicado em //2007 Português
Relevância na Pesquisa
26.07%
Groupwork is consistently a requirement in tertiary course assessment for many reasons, particularly in those professions that demand groupwork skills as criteria for professional accreditation. Yet groupwork is often extremely unpopular with both students and teachers. Principal reasons for disliking and avoiding groupwork include the high rates of social loafing that are reported and embittered student complaints of “unfair!” in consequent marking. This paper contributes to the number of publications and courses that offer means to counter some negative aspects of groupwork and enable a better and more effective learning experience and assessment method in groupwork. This is not a researched paper. It is shared praxis – it offers reason and directions (based on experience) for using one simple exercise, Group Sorter, which has proven effective in circumventing many groupwork problems associated with group-based assessment. The exercise is based on adult education principles of learner engagement and sociological group theories. It directs student interaction and discussion in such a manner as to allow rational self-sorting into groups intentionally chosen to minimise problematic groupings and maximise shared goals. These self-sorting groups develop tacit selection criteria of shared motivation...

Factors that Create Learner Engagement in Network-Based Instruction

Suchan, James E.; Crawford, Alice
Fonte: Monterey, California. Naval Postgraduate School Publicador: Monterey, California. Naval Postgraduate School
Tipo: Relatório
Português
Relevância na Pesquisa
26.07%
This research analyzes the design characteristics and organizational systems factors that should be addressed by program managers in the Navy Bureau of Medicine and Surgery (BUMED) for the development of network-based instruction (NBI). BUMED's development of NBI modules for Medical Department executives represents a radical departure from the form and context of graduate education that these busy professions have experienced in the past. Design characteristics and systems factors must be addressed to ensure that NBI implementation is handled strategically. Many other innovations in instructional technology have failed because they have not considered the fit between the technology and the learners, tasks, and the organization. These factors should be addressed initially in the design of instruction, and ultimately in beta testing. Recommendations of this research focus on those actions that NBI subject matter experts and systems designers can take to ensure that executives are fully engaged in the learning experience. As a result, they will complete the NBI courses, perceive them as valuable, and acquire knowledge, skills, and abilities that will contribute to enhanced job performance.; Bureau of Medicine and Surgery, Naval School of Health Sciences; MIPR N0622A98WROO 16

Historical novels: engaging student teachers in K-10 history pre-service units

Rodwell, G.
Fonte: Social Science Press Publicador: Social Science Press
Tipo: Artigo de Revista Científica
Publicado em //2010 Português
Relevância na Pesquisa
26.07%
This paper aims to illustrate how the historical novel may be used as an engaging teacher/learning strategy for undergraduate student teachers in pre-service teacher education units, the vast majority of which simply provide for a single 10-credit point unit in order to prepare student teachers for the classroom. First, this paper will argue the historical fiction narrative is an engaging medium. It will then attempt a brief survey of the wider popularity of historical fiction in society-at-large and the way in which this is associated with the popularity of memory literature in general. It will then attempt an analysis of how historical fiction can assist in developing student teachers' appreciation of "historical literacy". But what sort of historical literature should educators encourage student teachers to engage in? Social norms and values are constantly changing, so how do readers and critics interpret historical novels written years ago? In response to this question, the paper shall examine the issue of interpreting historical fiction, and what does literary interpretation mean? But how much faith should student teachers be encouraged to place in the veracity of historical fiction? This question is examined in conclusion to this paper.; Rodwell...

Accommodating College ESL Learner Communication Needs: Perceptions, Policies, and Practices

Benak, Chrisoula
Fonte: Brock University Publicador: Brock University
Português
Relevância na Pesquisa
26.07%
The purpose of this qualitative inquiry was to determine how the Practical Nursing and Pharmacy Technician programs in one southern Ontario community college could more effectively accommodate ESL learners' communication needs. The literature review examined (a) linguistic issues, such as language testing and second-language learning theories, (b) organizational matters, such as ESL curriculum and teacher training, and (c) affective issues, such as motivation for second-language learning, learning styles, and the student-teacher relationship. I gathered perceptual data from the programs' administrators, faculty members, and ESL learners. Eleven participants took part in individual interviews or a focus group session. The results suggest that ESL learners need assistance with discipline-specific vocabulary and cultural nuances. College ESL learners' weak communicative competence, together with misleading acceptance standards for ESL learners and limited support available to faculty members and to students, decrease opportunities for successful completion of the programs. The results point to re-assessment of the college's admission policies and procedures, program evaluation practices that consider the needs of ESL learners, discipline-specific language support...

A good and worthwhile life: The nature and impact of elementary teacher personal learning

Ogden, Holly
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
26.33%
This three-phase qualitative study examined the significance of personal learning in the lives of full-time elementary school teachers in Ontario, Canada. The research aimed to provide an awareness of the effects of engaged personal learning on teachers’ in-school practices and on student engagement in school. An online questionnaire was used as the initial exploratory tool. The questionnaire was completed by 87 Ontario elementary teachers, and results were stratified by age, gender, range of learning experiences, and career stage. The questionnaire was used to generate descriptive statistics, identify how elementary teachers pursue personal learning interests across different career stages, and gather open responses, in order to determine how teachers characterize their engagement in personal learning opportunities. Semi-structured interviews were conducted with eleven participants to characterize the teachers’ learning experiences, and to explore their views as to how their learning affected them personally and professionally. Classroom observations ensued with three of the interviewees. The data analysis indicated that the nature of personal learning varies across different career stages, and that such learning occurs most often in an informal setting. It also revealed the significance of learning opportunities that both challenge and extend knowledge in real-life contexts and/or that is social or collaborative in nature. Three themes—connections...

An Examination of the Effects of Mathematics Anxiety, Modality, and Learner-Control on Teacher Candidates in Multimedia Learning Environments

Ward, Elena
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 835120 bytes; application/pdf
Português
Relevância na Pesquisa
26.54%
This study examined mathematics anxiety among elementary teacher candidates, and to what extent it interacted with the modality principle under various degrees of learner-control. The experiment involved a sample of 186 elementary teacher candidates learning from eight versions of a computer program on division with fractions. The eight versions varied in modality of presentation (diagrams with narration, or diagrams with written text), control of pacing (pacing was controlled by either the learner or the system), and control of sequence (sequence was controlled by either the learner or the system). A pre-test, post-test, demographic questionnaire, subjective measure of mental effort, and the Abbreviated Math Anxiety Survey were also administered. This study revealed that mathematics anxiety was significantly positively correlated with mental effort, and significantly negatively correlated with engagement, pre-test and post-test scores. Additionally, a modality x pacing interaction was observed for both high prior knowledge and low mathematics-anxious students. Under system-pacing, the modality effect was observed, and these students achieved higher far transfer scores when learning from the diagrams and narration modality condition. However...

Educational Innovation in an Undergraduate Medical Course: Implementation of a Blended e-Learning, Team-Based Learning Model

Davidson, Lindsay
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 3194798 bytes; application/pdf
Português
Relevância na Pesquisa
26.07%
Medical education has been the subject of ongoing reform since the second part of the 18th century (Papa & Harasym, 1999). Most recently, medical education has been redefined to include a broad set of competencies over and above traditional expertise. In an attempt to facilitate this approach, different instructional models have been proposed. Most of these seek to foster learner engagement and active participation and promote life-long learning. Nevertheless, there is no consensus amongst medical educators about the optimal way to teach future physicians. Despite the efforts of both researchers and local champions, instructional innovations frequently fail. Fullan (2001) ascribes this to faulty assumptions on the part of planners as well as to the inherent complexity of the organizations involved, further stating that effective change requires some degree of reculturing. This study examines the process of educational change in an undergraduate medical course over a three-year period. Formerly taught exclusively by large class lectures, the course was redesigned to include a blend of e-learning and Team-Based Learning (TBL). The process of change is described and viewed in parallel from the perspectives of both student and teacher while uncovering contextual and process elements that contributed to the outcome. Shifting student attitudes to teaching and learning were identified over time...

HOW TO BE ALONE: An Exploration of Activities in Solitude and Connections to Processes of Learning

BALSYS, AMANDA
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
Português
Relevância na Pesquisa
26.54%
Learner autonomy, the ability to take charge of one’s own learning, is one of the most valuable skills educators can encourage their students to develop. The ability to learn how to learn provides opportunities for students not only to take responsibility for their own learning, but also to determine its direction. What are the avenues one can take to promote the development of learner autonomy? A large body of literature articulating the importance of learning as a structured, experiential process has emerged over the last three decades. The research of John Dewey and David Kolb regarding experiential education has contributed to the formal structure of a method of this kind of learning. Kurt Hahn, whose ideas about experiential learning stress reflection and also solitude, a state of being alone, offer a significant connection to psychologist Mihalyi Csikszentmihalyi’s flow theory, where one is “intensely involved in a meaningful activity [and is] able to remain focused for the length of time needed to achieve a deeply valued goal (Csikszentmihalyi, 2008, p. 6). This connection is seen most clearly in what Csikszentmihalyi suggests are the conditions for flow, one of which is concentration. The ability to concentrate is certainly a condition for higher learning processes and is therefore an important condition to take into consideration with regard to education and learning. Conditions for concentration however...

I'm still learning: the lived experience of disengagement from school of five young aboriginal women

Runnels, Susan Amelia
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 431240 bytes; application/pdf
Português
Relevância na Pesquisa
26.56%
This study sought to understand the lived experience of disengagement from formal schooling of five young Aboriginal women in a mid-Northern community. Using the qualitative methodology of narrative inquiry, and through a series of guided open-ended interviews, this research explored each participant’s experiences as a learner; informally and in school. Analysis of the personal histories of learning shared by the participants enabled the identification of attributes of best-remembered learning experiences and also elements that contributed to marginalization and dis-continuing of school. Key elements for each learner clustered around relationship and connectedness. Contexts of optimal learning as revealed in the narratives can be characterized as authentic, situated, experiential, guided, and often culturally-relevant. Marginalization and dis-continuing of school were related to: a sense of emotional insecurity in the school, the need for community and a sense of belonging, disrespectful treatment and relational bullying by teachers and/or peers, administrative policy related to placement and psycho-social needs, and restrictive curricular decisions. The participants’ desire to learn and continuing pursuit of learning goals...

Learner engagement in the construction of a relevant curriculum: the project RRC

Sousa, Francisco
Fonte: Aberystwyth University Publicador: Aberystwyth University
Tipo: Conferência ou Objeto de Conferência
Publicado em 26/06/2014 Português
Relevância na Pesquisa
26.07%
International Conference: A Child's World - Next Steps, 25 June 2012 - 27th June 2014.; The project "Researching for a relevant curriculum" (RRC) started in 2007, when some elementary school teachers from the Azores, Portugal, who were worried about some pupils lack of interest for the curriculum, decided to address that problem, in collaboration witch university professors, through action research. Other possibilities notwithstand1ng, the team explored the hypothesis that some pupils were not interested in the curriculum because they did not acknowledge its relevance for their extra-school lives, considering that content is not frequently presented "as a means of understanding the world around us, but as a series of separate pieces of information (...) that [the pupils] are subsequently incapable of using" (Esteve, 2000, p. 12). […].

The FuturICT education accelerator

Johnson, J.; Shum, S. Buckingham; Willis, A.; Bishop, S.; Zamenopoulos, T.; Swithenby, S.; MacKay, R.; Merali, Y.; Lorincz, A.; Costea, C.; Bourgine, P.; Louçã, J.; Kapenieks, A.; Kelley, P.; Caird, S.; Bromley, J.; Crick, R. D.; Goldspink, C.; Collet,
Fonte: Springer-Verlag Publicador: Springer-Verlag
Tipo: Artigo de Revista Científica
Publicado em //2012 Português
Relevância na Pesquisa
26.07%
WOS:000312246900010 (Nº de Acesso Web of Science); “Prémio Científico ISCTE-IUL 2013”; Education is a major force for economic and social wellbeing. Despite high aspirations, education at all levels can be expensive and ineffective. Three Grand Challenges are identified: (1) enable people to learn orders of magnitude more effectively, (2) enable people to learn at orders of magnitude less cost, and (3) demonstrate success by exemplary interdisciplinary education in complex systems science. A ten year 'man-on-the-moon' project is proposed in which FuturICT's unique combination of Complexity, Social and Computing Sciences could provide an urgently needed transdisciplinary language for making sense of educational systems. In close dialogue with educational theory and practice, and grounded in the emerging data science and learning analytics paradigms, this will translate into practical tools (both analytical and computational) for researchers, practitioners and leaders; generative principles for resilient educational ecosystems; and innovation for radically scalable, yet personalised, learner engagement and assessment. The proposed Education Accelerator will serve as a 'wind tunnel' for testing these ideas in the context of real educational programmes...

The FuturICT Education Accelerator

Johnson, Jeffrey; Shum, Simon Buckingham; Willis, Alistair; Bishop, Steven; Zamenopoulos, Theodore; Swithenby, Stephen; MacKay, Robert; Merali, Yasmin; Lorincz, Andras; Costea, Carmen; Bourgine, Paul; Kapenieks, Jorge Loucas Atis; Kelley, Paul; Caird, Sal
Fonte: Universidade Cornell Publicador: Universidade Cornell
Tipo: Artigo de Revista Científica
Publicado em 01/04/2013 Português
Relevância na Pesquisa
26.07%
Education is a major force for economic and social wellbeing. Despite high aspirations, education at all levels can be expensive and ineffective. Three Grand Challenges are identified: (1) enable people to learn orders of magnitude more effectively, (2) enable people to learn at orders of magnitude less cost, and (3) demonstrate success by exemplary interdisciplinary education in complex systems science. A ten year `man-on-the-moon' project is proposed in which FuturICT's unique combination of Complexity, Social and Computing Sciences could provide an urgently needed transdisciplinary language for making sense of educational systems. In close dialogue with educational theory and practice, and grounded in the emerging data science and learning analytics paradigms, this will translate into practical tools (both analytical and computational) for researchers, practitioners and leaders; generative principles for resilient educational ecosystems; and innovation for radically scalable, yet personalised, learner engagement and assessment. The proposed {\em Education Accelerator} will serve as a `wind tunnel' for testing these ideas in the context of real educational programmes, with an international virtual campus delivering complex systems education exploiting the new understanding of complex...

White working-class boys' negotiations of school experience and engagement

Stahl, Garth
Fonte: University of Cambridge; Faculty of Education Publicador: University of Cambridge; Faculty of Education
Tipo: Thesis; doctoral; PhD
Português
Relevância na Pesquisa
26.41%
This thesis is embargoed until June 2016; This thesis investigates how white working-class boys experience social and learner identities in three educational sites. It presents the findings of an in-depth sociological study of teenage boys from one locality in South London, focusing on the practices of ?meaning-making? and ?identity work,? the boys? experience and the various disjunctures and commonalities between the social and learner identities. Working-class boys are often presented in homogeneous terms and this study explores the heterogeneity of being a working-class boy and the diversity of their experiences in education. The work is positioned within the debates regarding masculinity in schooling and working-class disadvantage; my focus is on how boys? ?lifeworlds? are created in contrast and in relation to their schooling experience. How boys contend with neoliberal educational processes which are fundamentally about ?continually changing the self, making informed choices, engaging in competition, and taking chances? (Phoenix 2004: 229) and the construction of what I call ?egalitarianism? was an important homogenous feature in the data. The methodological approach employed is integral to gaining this understanding. I draw on Bourdieu?s signature concepts and theoretical framework in order to understand the complexities and negotiations surrounding reconciling educational success with working-class values. To further my understanding...

When Learner Inquiries Arise: Marking Teacher Cognition as It Unfolds “In-The-Moment”

Fagan, Drew S.; University of Maryland
Fonte: UFSC Publicador: UFSC
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; Formato: application/pdf
Publicado em 29/06/2015 Português
Relevância na Pesquisa
26.49%
http://dx.doi.org/10.5007/2175-8026.2015v68n1p75With the understanding that teacher cognition itself is ever-emergent, originating and framed by engagement with social activities (Johnson & Golombek, 2011), the current study examines one expert English as a Second Language (ESL) teacher’s micro-analysis of her classroom practices when addressing learner inquiries in-themoment, and how such analysis leads the teacher to alter her conscious awareness of what it means to teach language even at an advanced point in her career. Bridging the methodologies of conversation analysis and ethnographic analysis, two distinct practices were used by the teacher when addressing learner inquiries: doing answering and modeling exploration. Each practice is detailed with a focus on their varied constructions and the speciic verbal and nonverbal communicative cues found to inluence their uses. Numerous and simultaneous factors are shown to afect the teacher’s management of learner inquiries, factors both paralleling and contradicting her perceptions of teaching. he paper concludes with a discussion on how the indings not only connect to the current teacher cognition literature but also advocates for opening up the methodological tools used in SLTE to more fully understand teacher learning.