Teachers and Students

 

Title: STUDENT ACCESS TO AUTOMATED MARKING TOOLS AS A WAY OF IMPROVING THEIR COMPREHENSION

Submission code: VP_042

Authors: David Cutting, Andrew McDowell, Neil Anderson, Angela Allen, & Matthew Collins

Abstract: Feedback, on both a summative and formative basis, is a critical component of modern teaching. At the same time as institutional expectations on quality and volume of feedback grow, learner expectations of turnaround times also become increasingly hard to meet, especially in large cohorts. One approach is to provide automatic feedback which can be applied on a formative basis or to support summative marking. To support learner experience on one large module a version of the automated summative marking system was provided on a formative basis to learners throughout their project offering a representative subset of all the marking criteria used and detailed feedback on errors found in submission. This tool has been offered over two student cohort years, 2018 and 2019, and been widely used by the learners. In 2019 there were a total of 13,141 unique submissions to the tool from at least 312 individuals (of 362 enrolled). Feedback from both learners and academic staff has been very positive, helping both pro-active problem solving and domain knowledge in the learners while reducing workload for staff, showing the approach has been highly effective in this domain.

Keywords: Feedback, automation, problem solving.

File Extension: MP4 (.mp4)

 

Title: PERCEPTIONS OF ENGLISH LANGUAGE PRIMARY SCHOOL TEACHERS IN VIETNAM TOWARDS THE IMPLEMENTATION OF ENGLISH AS A MEDIUM OF INSTRUCTION

Submission code: VP_095

Authors: Duy Truong

Abstract: The implementation of English as a medium of instruction (EMI) in English-as-a-foreign-language (EFL) classrooms is beneficial to the amelioration of students’ English skills. It is assumed that the earlier EMI is engaged in teaching, the more effectively English language students can enhance their skills. Because of this assumption, EMI is being implemented in many EFL classrooms, starting from primary schools. Recently, Vietnamese primary school teachers of English have been encouraged by the Ministry of Education and Training (MOET) to implement more EMI in their classrooms with the belief that its implementation helps students develop their communicative competence, contributing to the realisation of making English as a competitive advantage for Vietnamese high school/college/university graduates by the year of 2020.
Teachers’ implementation of EMI depends on many factors, one of which is their perceptions of EMI. This study surveyed English language primary school teachers about their perceptions towards the implementation of EMI in their EFL classrooms. 311 teachers from three provinces in southern Vietnam took part in an online questionnaire. Findings elicit that the majority of English language primary school teachers possessed a positive perception towards the benefits of the implementation of EMI to students such as: English language proficiency improvement, better interaction, cost-effectiveness for their learning, etc. Further, teachers admitted that the implementation of EMI can help themselves as well. They felt the need to participate in innovative English teaching methodologies, skill training as well as sharing sessions on the implementation of EMI. They recommended that in order to help them successfully implement EMI in their EFL classrooms, the facility need to be invested and the class size be smaller.

Keywords: EMI, perceptions, implementation of EMI.

File Extension: AVI (.avi)

 

Title: THE LIGHT AND SHADOW OF ASSESSMENT PRACTICES: FOCUSING ON SGH IN JAPAN

Submission code: VP_119

Authors: Kohei Nishizuka, Baozhu Wang & Masahiro Arimoto

Abstract: This research will discuss the assessment practices in global education in the context of upper secondary education in Japan. It will also aim to clarify some of the features, challenges and measures of methods for assessing learning outcomes, progress and transformation. In 2014, MEXT started a Super Global High School program, a national project toward fostering global human resources. A whole-school approach is utilized to design curriculum, such that teachers put an emphasis on global consciousness, and encourage the connection between local and global aspects by the students themselves. This leads to inquiry-based learning that inevitably results in the acquisition of competencies, and expands learning resources beyond classrooms. A comprehensive quantitative and qualitative analysis based on practical reports for each fiscal year and students’ works that each SGH provided, and interview and questionnaire surveys to teachers and students was utilized. Some features, challenges and partial measures for formatively assessing student-centered inquiry learning that differs from didactic education types, will be revealed in reference to the diagnostic tool of curriculum evaluation that was originally developed based on the critical comments of MEXT’s interim evaluation. The actual situation and issues to overcome regarding the formative and summative function of assessment and their linkage to global education in Japan, very relevant to the SDGs, will be considered in the discussion part to show the light and shadow.

Keywords: Super global high school (SGH), inquiry-based learning, assessment practices, formative assessment, whole-school approach.

File Extension: MP4 (.mp4)

 

Title: THE EUROPEAN PROFILE FOR LANGUAGE TEACHER EDUCATION. A PARTIAL IMPLEMENTATION IN SPANISH AND BELGIAN UNIVERSITIES

Submission code: VP_212

Authors: Ariane Ruyffelaert

Abstract: In recent decades, the European Union has launched series of initiatives and programs to promote the teaching and learning of foreign languages in Europe. Therefore, the language teacher education can be considered as crucial in these European policies.
The main objective of this study was to describe the context of the European vision on foreign language proficiency and to analyze how two European countries, bordering France, Spain and Belgium are trying to implement this vision at the level of education and more precisely that of the initial education of French as a foreign language (FFL) teachers. By comparing the two contexts, we try to offer suggestions to improve these teacher education programs as a previous study (Ruyffelaert, 2017) indicated that pre-service teachers need to improve their overall language proficiency of FFL. This study is therefore aimed at the initial education of FFL teachers and the policy makers of the two countries that are the subject of this study.
Concerning the research method, this study is of descriptive and comparative nature. It was carried out in two university teacher education programs during the academic year 2016-2017: «Máster Universitario en Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas» with a specialization in FFL at the University of Granada (Spain) and, « Specifieke lerarenopleiding in de taal- en letterkunde » with a specialization in FFL at Ghent University (Belgium).
We obtained the following results for the main objective mentioned above. Thanks to the framework European profile for language teacher education: a frame of reference (2004), we were able to find interesting results on the current implementation of two of the four key elements of the European profile, referring to the importance of language skills of the foreign language teacher. These results allow us to propose some suggestions in order to incorporate these key elements and to improve the initial education of FFL teachers in Spain and Belgium.
In conclusion, this study allows to reaffirm the relevance of starting to reflect on the real implementation of a language component in the initial FFL teacher education programs, and, to increase the possibilities for Erasmus stays and to stimulate students to participate in it, so that future non-native FFL teachers can further develop their language skills during this teacher education program to become better FFL teachers.

Keywords: Teacher education, curriculum, pre-service teachers, French foreign language skills.

File Extension: MP4 (.mp4)

 

Title: DEVELOPMENT OF PARENTS’ TRUST IN TEACHERS SCALE IN SECONDARY SCHOOL

Submission code: VP_311

Authors: HwaChoon Park, DaeHyun Kim, & RyuMi Choi

Abstract: This study was to develop a Parents’ Trust in Teachers Scale (PTTS)-to better understand how parents trust in teachers in the context of secondary schools in South Korea. First, based on the literature review related to trust and trust measures and interviews of parents in secondary schools, 77 initial items were developed. Content validity of the initial items by a panel of expert judges was accomplished and then face validity was examined by a group of parents. After the content and face validity were examined, 50 items were selected to measure parents’ trust in teachers in secondary schools. A total of 241 parents provided usable data. To validate the instrument, exploratory and confirmatory factor analyses were performed, using SPSS 23 and Mplus7. Finally, the internal consistency of the instrument was examined using Cronbach’s α. Results: The results of EFA and CFA suggested a three-factor model with the final 20 items retained with a 5-point Likert scale, and the three factors were named: student-teacher relationship (α=.973), parent-teacher partnership (α=.950), and the results of the trust formation (α=.821), respectively. The model fit indices produced were χ²(167)=507.083, p-value<.001, CFI=.937; SRMR=0.029; and TLI=.928, each. The Parents’ Trust in Teachers Scale can be used as a useful instrument to understand the characteristics of parent-teacher relationship in the school community and to measure the trust level of parents in secondary school for teachers in South Korea.

Keywords: Warm-hearted school community, trust in school, parents’ trust in teachers, scale development, factor analyses.

File Extension: MP4 (.mp4)

 

Title: THE NATURE OF CLASSROOM DISCOURSE IN PRE-SERVICE LIFE SCIENCES TEACHERS’ LESSONS IN JOHANNESBURG

Submission code: VP_344

Authors: Lydia Mavuru

Abstract: This is a qualitative case study which sought to determine the nature of classroom discourse in three pre-service Life Sciences teachers’ lessons. There has been fervent discussion on the need for dialogic teaching with researchers indicating its potential in learner cognitive development and yet the approach exerts increasing demands on teacher input. Unlike a normal conversation, dialogic teaching involves the teacher initiating dialogue and making follow up on learners’ responses. As such, there is a coherent process of enquiry occurring in the science classroom, rather than disjointed communication between the teacher and the learners. Previous research has revealed that science teachers encounter daunting challenges in their bid to ensure their teaching becomes more dialogical. It is against this background that three pre-service Life Sciences teachers were observed each teaching one lesson and then interviewed once after the analysis of the videos of the lessons. The interviews solicited teachers’ intentions when they asked questions, and engaged learners in class interactive activities. Analysis of the videos and interviews showed that classroom discourse in these three lessons alternated between being dialogic and authoritative teaching styles. The findings showed that in as much as the pre-service teachers plan for dialogic teaching, sometimes they abort their plan due to various issues which include failure to initiate a sustained dialogue, inability to probe learners’ ideas, lack of knowledge of some of the ideas learners bring in the discussion and also lack of effective classroom management skills. These findings inform teacher professional development programmes and teacher educators on the pertinent knowledge and skills that science teachers require for effective science teaching and learning.

Keywords: Classroom discourse, pre-service teachers, life sciences.

File Extension:  Windows Media Audio/Video file (.wmv)

 

Title: TEACHERS’ OCCUPATIONAL WORK ETHIC SCALE IN SOUTH KOREA

Submission code: VP_333

Authors: HwaChoon Park

Abstract: The Teachers’ Occupational Work Ethic Scale (TOWES) was developed to provide schools with psychometrically sound teacher survey for assessing work ethic. Based on an extensive literature review on work ethic instruments and interviews of 16 principals from K-12 schools, initial survey questions were developed. A series of content and face validity of the initial items were examined by panels of judging experts. A total of 500 teachers across K-12 schools in South Korea provided usable data. Exploratory and confirmatory factor analyses verified the scale’s structure and suggested a four-factor model: Work Ethic in Instruction, Work Ethic toward Students, Work Ethic in Overall Performance at School, and Work Ethic toward Fellow Teachers. The factor structure was shown to be stable across school levels (i.e., elementary, middle, and high school) and gender. Additional support for the construct validity of the TOWES was obtained based on scores of each of the four factors correlated moderately, across groups and at the school level, with job satisfaction and Teachers’ Vocational Ethics. Implications and suggestions for further research and practice are discussed.

Keywords: Work ethic, teachers’ work ethic, scale development, factor analyses.

File Extension: MP4 (.mp4)

 

Title: IS IT BAD TO PROVIDE NEGATIVE FEEDBACK TO STUDENTS? THE ROLE OF REGULATORY FIT: A CASE FROM A UK UNIVERSITY

Submission code: VP_346

Authors: Zahra Fazeli

Abstract: Drawing on regulatory focus theory, this research examines how students’ chronic promotion or prevention foci influences their preference for receiving positive versus negative feedback for their assignment. This research further investigates the compatibility effect of students’ chronic regulatory focus and goal orientation (regulatory fit). This research involves a total of about 215 respondents in two studies through questionnaires. Two experiments are conducted to test the role of chronic regulatory focus on students’ preference for receiving positive versus negative feedback on their assignment (study 1) and the role of regulatory fit (promotion-focused students with gain-framed feedback versus prevention-focused students with loss-framed feedback) on students’ motivation to improve after receiving feedback (study 2). The result of study 1 shows that students with chronic prevention focus prefer to receive negative feedback compared to students with promotion focus who prefer to receive positive feedback. Result of study 2 shows that students’ motivation for improvement increase when they experience regulatory fit. This means that when students with chronic promotion focus receive gain-framed feedback they become more motivated to improve their performance toward their next assignment compared to when they are exposed to regulatory non-fit condition (receiving loss-framed feedback). Similarly, when students with chronic prevention focus receive loss-framed feedback they become more motivated to improve their performance compared to when they are exposed to regulatory non-fit condition (receiving gain-framed feedback). Overall, the studies offer important contributions to theory and practice relating to providing appropriate feedback to students at higher education level.

Keywords: Promotion focus, prevention focus, higher education, students, feedback.

File Extension: MP4 (.mp4)

 

Title: EXPLORING THE IMPACT OF THE COMPLEXITY OF COGNITIVE DEMANDS ASSOCIATED WITH CURRICULUM CONTENT ON STUDENT ACADEMIC PERFORMANCE: A CASE OF MATHEMATICS

Submission code: VP_408

Authors: Sam Ramaila, Philemon Seloane, & Lydia Mavuru

Abstract: Student academic performance is intrinsically linked to the complexity of the cognitive demands associated with curriculum content on offer. Skills development is largely regarded as a fundamental process that serves to engender critical expertise required for economic growth and sustainable development. The ability to operate at various cognitive levels is central to meaningful enhancement of human capital development. Meaningful development of mathematical skills in particular hinges to a large degree on the extent to which students are able to grasp curriculum content associated with various learning areas. The development of adequate cognitive competence to grapple with mathematics curriculum content would certainly make it possible for students to perform routine operations as well as complex procedures associated with various mathematical tasks. In response to this key imperative, the impact of cognitive demands associated with curriculum content on student academic performance was explored by tracking the academic performance of undergraduate engineering students in mathematics at a South African university over two semesters as part of a longitudinal study. This cohort of students was purposively selected as mathematics is largely viewed as an intellectually stimulating discipline providing opportunities for students to indulge in tasks pitched at various cognitive levels. The study revealed that student academic performance based on mathematics curriculum content offered in the second semester was inadequate. This inadequate academic performance can partly be attributed to the students’ inability to cope with the complexity of the cognitive demands associated with mathematics curriculum content offered in the second semester. Theoretical implications for meaningful critical reflection on the complexity of cognitive demands associated with curriculum content are discussed.

Keywords: Cognitive demands, mathematical skills, cognitive levels.

File Extension:  Windows Media Audio/Video file (.wmv)

 

Title: A MOBILE EEG STUDY ON THE NEUROPHYSIOLOGICAL CORRELATES OF ORAL READING IN DYSLEXIA

Submission code: VP_530

Authors: Katherine Ko, Roann Ramos, & Rosalito De Guzman

Abstract: Cognitive neuroscientists have already begun to examine the neural basis of reading in dyslexia. In this study, the neurophysiological characteristics of reading in Filipino children with dyslexia were investigated. Using mobile EEG (mEEG), the researchers sought to determine brain differences between four normal reading children (NR group; mean age = 9.61; SD = 1.00) and five children with dyslexia (DYS group; mean age = 9.61; SD = 1.7) as they were tasked to read regular words, irregular words, and non-words. Significant differences were revealed for irregular words (U = 0, p = .01) and non-words (U = 1.5, p = .04), but not for regular words (U = 3, p = .08). mEEG analysis revealed that the DYS group exhibited slower brain activity in the left frontal and posterior regions, as well as stronger activity in the right hemisphere. These findings signify that the reading impairment in dyslexia is caused by reduced communication and weaker connectivity in the frontal and posterior regions which are important areas for visual word processing. Furthermore, stronger connectivity in the right hemisphere during reading indicates a compensatory mechanism in dealing with reading difficulties.

Keywords: Dyslexia, reading, mobile EEG.

File Extension:  Windows Media Audio/Video file (.wmv)

 

Title: EXTENDED CURRICULUM PROGRAMS AS A SUPPORT MECHANISM TO ENHANCE SOUTH AFRICAN UNDERGRADUATE SCIENCE STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS

Submission code: VP_409

Authors: Sam Ramaila, Philemon Seloane, & Lydia Mavuru

Abstract: The complexity of the articulation gap between school and higher education posed enormous challenges to institutions of higher learning in South Africa. In response to this predicament, various strategic interventions were adopted with a view to adequately address student under-preparedness for tertiary studies. As a gateway knowledge domain, mathematics forms an integral part of various curriculum programs geared towards the cultivation of skills required by the mainstream economy. However, inadequate student academic performance in mathematics remains a pervasive pedagogic challenge afflicting meaningful enhancement of human capital development through inculcation of critical skills. In recognition of this fundamental challenge, undergraduate science students’ academic performance in mathematics was tracked over a two year period as part of a longitudinal study at a South African university with a view to assess the efficacy of the remedial interventions underpinning the concomitant extended curriculum program. The students were enrolled for a degree program in science specialising in Analytical Chemistry. In addition, the students were placed in the extended curriculum program by virtue of their inadequate overall admission score. The student cohort constituted a purposive sample within the context of this study. By its very nature, the intrinsic structure of the concomitant extended curriculum program makes provision for the implementation of remedial interventions to provide critical academic support to the students as they are viewed as at-risk cohort by virtue of their profile. The duration of the extended curriculum program is longer than the normal duration of a mainstream curriculum program. The students were divided into two groups according to the profile of their overall admission score. Analysis of student academic performance in mathematics over the two year period revealed disparity in the performance of the two groups. Students in the group with a comparatively higher overall admission score demonstrated a higher academic performance in mathematics during the period under review. While the students with a comparatively lower overall admission score derived benefits from the remedial interventions put in place, there is a crucial need to reconfigure the inherent structure of the remedial interventions in order to address the performance disparity between the two groups. Theoretical implications for meaningful curriculum reform are discussed.

Keywords: Articulation gap, remedial interventions, curriculum reform.

File Extension:  Windows Media Audio/Video file (.wmv)

 

Title: GENDER DIFFERENCES BETWEEN THE PERCEPTIONS OF PHYSICS AND SCIENCE IN GENERAL AMONGST SENIOR AND JUNIOR STUDENTS AT A SOUTH AFRICAN UNIVERSITY

Submission code: VP_531

Authors: Leelakrishna Reddy

Abstract: It is widely accepted from literature (Agra et al., 2017) that male students outperform their female counterparts in science, and in particular physics. Accordingly, gender differences stem from their prior backgrounds in mathematics, physics and differences about their attitudes and beliefs about the subject. To measure students’ differences in perceptions regarding physics and science, use is made of a questionnaire that is comprised of two sections, A (four questions) and B (fifteen questions). In section A students were required to respond to questions that relates to their relationship between life and physics, chemistry and mathematics, while in section B, a probe is made regarding their confidence in physics and chemistry. A total of 101 students participated in this study, ranging from junior students (62 emergency medical care and podiatry students) to senior students (37 analytical chemistry fourth year students). Results are presented in both numeric and in percentage form. The fundamental difference between the genders is that in both groups there appears to be a strong affinity for chemistry for the female students, and even a stronger liking for chemistry by the senior analytical chemistry students. The males on the other hand shown an average liking for chemistry in both cohorts, but a slightly better liking for physics as a subject. From this anecdotal study, it appears that females show more preferences for science and chemistry than their male counterparts.

Keywords: Physics, gender, chemistry, anecdotal, questionnaire.

File Extension: MP4 (.mp4)

 

Title: QUESTIONS AND SCIENCE CONTENTS PREFERRED BY EARLY CHILDHOOD EDUCATION TEACHERS IN TRAINING

Submission code: VP_550

Authors: Adrián Ponz Miranda, & Beatriz Carrasquer Álvarez

Abstract: In scientific education, the inquiry approach through questions is a key tool that allows establishing relationships between the facts or phenomena under study to involve students. It fosters self-learning through problem solving, dialogue, discussion, reasoned argumentation, free thought, prediction, experimentation, explanation, reflection, and evaluation. In the teaching of sciences in early childhood education, it is important to establish links between internships in schools and structure of university lectures, fostering the transition to school research. Learning of future teachers must be diverse and reflexive. The role of evaluation as a regulator of the teaching-learning process should be considered, as well as to address topics that provide resources and knowledge to future teachers, including to use such scientific knowledge in everyday contexts and provide them with a critical vision on certain topics of interest.
In this research, we have considered to know which questions and contents arouse curiosity among Early Childhood Education teachers in training and what kind of questions and contents they would propose to work in the classroom for the learning of sciences. Reasons (convictions, motivations) of their preferences have been investigated, as far as possible, to focus their development as teachers. Ad hoc questionnaires for this study have been carried out in the last two courses (2017-18, 2018-19), and filled each of them in by around 58 students of “The Nature Sciences in Early Childhood Education” of the Degree in Teaching. Most of the students considered as interesting content to work in the classroom objects and materials of the environment and water and air, and less than half considered living beings. The human body and living beings stand out as the preferred topics. The presence of chosen contents or not in the curriculum seems to be an important factor in the decision of students. Almost all of the students considered that they need to learn scientific contents together with strategies and teaching techniques on how to teach, both to be able to put them into practice and to teach students well satisfying curiosity that may arise in the classroom. And to acquire a greater conceptual base of its own as well.
In many cases, preferences as students include more complex issues than those chosen to deal with children. In relation to the questions that they considered they would make children, based on their own experience, including school practices, the most mentioned ones were about the water cycle and water states, physical phenomena and living beings.

Keywords: Questions, school research, teaching of sciences, early childhood education.

File Extension: MP4 (.mp4)

 

Title: GENDER DIFFERENCES IN PHYSICS ANXIETY AT A SOUTH AFRICAN UNIVERSITY

Submission code: VP_532

Authors: Leelakrishna Reddy

Abstract: From literature, it is known that anxiety for physics amongst female students appears to be higher than for male students. This study is carried out to determine the role that gender plays in their preference to physics and the anxiety they experience in the subject. To measure the anxiety that students experience in physics, use is made of a modified physics anxiety questionnaire, which was comprised of fifteen questions. This questionnaire has a rating scale from +1 (minimal anxiety) to + 5 (very high anxiety).
A total of 64 students participated in this study. Results for this study is presented both in numeric and in percentage form. From this study, it was revealed that female students have a significantly higher level of physics anxiety compared to their male counterparts. Besides the females having a higher level of anxiety in the thought of seeing their physics assessment marks, both males and females have a similar level of anxiety for the item relating to fear of failing their physics tests or examinations. Further, females appear to cringe in their behavior when they have to go to their physics classes. The anxiety experienced by male students is their desire to excel in the subject and thus they are more focused in their physics studies, while female students are overcome by the high cognitive demand of the subject and present a higher level of anxiety in the subject.

Keywords: Physics, gender, questionnaire and anxiety.

File Extension: MP4 (.mp4)

 

Title: TEACHER CHALLENGES AND CHOICE OF PROGRAMMING TOOLS FOR TEACHING K-12 TECHNOLOGY AND MATHEMATICS

Submission code: VP_568

Authors: Niklas Humble, Peter Mozelius, & Lisa Sällvin

Abstract: A current ongoing process in many countries today is to implement programming in K-12 education. With this comes challenges for the involved teachers on how to best teach and integrate programming in their subjects. On the other hand, the introduction of programming could also open opportunities for programming as a new and improved way of learning and understanding technology and mathematics. For Swedish K-12 teachers this should be rapidly implemented, but without any concrete guidelines for how or for which tools to use. The aim of this study was to explore teachers’ perceptions of learning and integrating programming in technology and mathematics, and their preferences of programming tools.
The overall research strategy was a case study approach, with two instances of a programming course as the case study units. In both course instances the main choice has been between block programming with Scratch, and textual programming with Python. Data was collected in a combination of submitted essays, programming assignments and workshop observations. Findings from a content analysis of the submitted essays have been compared to workshop observations, and to the analysis of programming assignments.
Results suggests that the main challenge in learning and integrating programming is the perceived time trouble. In parallel, many teachers highlight the potential benefits of renewing their teaching and learning sessions with programming-based problem solving. Considering the choice between block programming and textual programming several teachers brings up the idea of combining the two rather than excluding one of them. Furthermore, there seems to be minor differences in the preferences of programming tools between teachers with different subjects and different age groups of students. Finally, the most positive finding is the improved self confidence that many teachers show, when their own ability to manage programming in their classrooms increase after learning the fundamentals of programming.

Keywords: Programming tools, block programming, textual programming, teachers professional development.

File Extension: MP4 (.mp4)

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Projects and Trends

 

Title: PROMOTING LEARNER ENGAGEMENT: MEASURING AND CHARACTERIZING LEARNER ENGAGEMENT USING A COLLABORATIVE ONLINE LEARNING TOOL

Submission code: VP_045

Authors: Andrew McDowell, David Cutting, Angela Allen, Neil Anderson, & Matthew Collins

Abstract: Promoting learner engagement in large cohorts is a well-documented problem. One solution adopted in the lecture space is ‘backchannel’ software, which in its simplest form, provides an online chat facility that operates alongside lecture delivery. This provides an opportunity for learners to interact and ask questions without the fear of speaking out in front of a large group. Similarly, backchannel software can be used outside the lecture space to enhance engagement; however, this use has not been fully explored. Accordingly, the aim of this work is to evaluate the benefits of backchannel software to promote engagement inside and outside of the lecture space. This was achieved using the TodaysMeet backchannel service to collect 2,022 messages from 185 learners undertaking a second semester, first year programming module at Queen’s University Belfast. Subsequently, the findings support continued use of backchannels for promoting learner engagement inside and outside the lecture space.

Keywords: Backchannel, student engagement, TEL, blended learning.

File Extension: MP4 (.mp4)

 

Title: THE EFFECTS OF INTERNET USE BY PEOPLE WITH AND WITHOUT INTELLECTUAL DISABILITY: STUDENT TEACHERS’ PERSPECTIVES

Submission code: VP_048

Authors: Marcos Gómez-Puerta, & Esther Chiner

Abstract: The Internet is a tool that has multiple benefits for individuals and for the society as a whole, while some dangers can also be identified. The perceptions that we have about the Internet may be modulating our use of this technology and especially that of some groups that have been traditionally excluded from the digital arena, such as people with intellectual disability (ID). In order to promote the digital inclusion of people with ID, we need to explore the point of view of the general population about the advantages and disadvantages of Internet use by this group. Special attention should be paid to those professionals that will be providing support soon to people with ID in different settings (e.g. schools, sheltered workshops). The purpose of this study was to explore the perceptions that student teachers have about the benefits and risks of Internet use. The study also aimed to determine whether these perceptions differ when rating them for people with or without ID. A cross-sectional study was conducted using an online questionnaire to collect data. A convenience sample of 182 undergraduate students of Education was recruited into the study. Students had an average age of 21.42 (SD = 4.34) and the majority of the participants were female (84.1%). Only 17.6% of the students had regular contact with people with ID. Results show that student teachers perceive more risks than benefits of going online for both people with and without ID. Moreover, dangers of using the Internet are perceived significantly greater for people with ID than for the general population (p < .001). Female participants were more likely to report greater online risks when compared with male participants (p < .05). No significant differences on student teachers’ perceptions were found with regard the frequency of contact with people with ID. Findings from this study reveal that despite the possibilities that the Internet can offer to the individuals, there are still some worries about its use. This perception is even greater when referring to people with ID who are usually seen as more vulnerable to abuse. We must be aware of and address these perceptions since they may be hindering the participation of people with ID in the digital arena and, therefore, limiting their opportunities of social and personal development. In addition, positive risk management approaches that avoid digital overprotection of people with ID should be provided to student teachers.

Keywords: Intellectual disability, Internet, benefits, risks, student teachers.

File Extension: MP4 (.mp4)

 

Title: INTEGRATING NEW LITERACIES IN AN ONLINE LEARNING COMMUNITY

Submission code: VP_066

Authors: Sylvia Harkins

Abstract: The current developments in information technology have revolutionized the learning practices in education. There have been numerous discussions of how to integrate the new literacies in the online learning community. As technology continues to enhance, it is expected that learning institutions will adopt new scholarship making the traditional ones obsolete. People have drastically adjusted to the modern lifestyle; whereby new forms of communication and information continue to expand. For instance, the use of presentation software, video editors, and social networks has become a key aspect of the disclosure. To this end, learners have to be prepared and proficient enough to embrace these changes. On the contrary, opponents of this ideology argue that the deictic feature of the internet and information communication technology (ICT) might end up impeding learning. Despite these criticisms, there is abundant literature supporting the adoption of digital literacies in the online learning community since it facilitates the expansion of critical thinking and social interaction skills. Numerous advantages have been linked with digital literacies in the modern world. Nonetheless, the existing gap between the new literacies and traditional literacies has led to a slow transition in the learning practices. Instructors are not confident enough that students will adjust effectively to the modern scholarship with the total abolition of the traditional learning practices. What is the efficiency of digital literacies in an online community learning? How will instructors incorporate these procedures in the online classes?

Keywords: New literacies, information communication technology (ICT), digital literacies, online learning, and social network.

File Extension:  Windows Media Audio/Video file (.wmv)

 

Title: STRATEGOI: A SPOC TO TEACH ANCIENT GREEK

Submission code: VP_067

Authors: Raquel Fornieles

Abstract: We present the SPOC (Small Private Online Course) ‘STRATEGOI’. The Wars between Greeks and Persians. This course, created on the UAMX platform for the subject Greek I (first semester of the second year of the Degrees in Sciences and Languages of Antiquity and Art History and Sciences and Languages of Antiquity) has been implemented for the first time in the current academic year (2018/2019) following the Flipped Classroom methodology. The final results of the experience are also shown.

Keywords: Ancient Greek, ‘spoc’, flipped classroom, greco-persian wars.

File Extension: MP4 (.mp4)

 

Title: CHILDREN LEARNING A FOREIGN LANGUAGE BY DOING AND PLAYING

Submission code: VP_070

Authors: María Isabel Velasco Moreno

Abstract: Since the last part of XX century there has been a great interest on Foreign Language (FL) acquisition. A lot of research has been done on Second Language Classrooms (Chaudron, 1988) and on how English learning can be improved (Ellis and Sinclair, 1989) big efforts have been made on making lessons more meaningful to students (Long & Doughty, 2009). Special attention was given to learner’s uptake (Bailey, 1991) although most of the studies have been carried out studying teacher’s performance in class.
This research pretends to investigate the teaching learning context itself. Although taking into account all participants in class, the main focus is on learners. Taking discourse analysis as an essential tool (Sinclair & Coulthard, 1992; Tsui, 1994; Poyatos, 1998; Velasco 2012) we study English classes for Spanish young learners aged 10-12.
We are interested in analyzing learners’ oral output after using a different methodology. Believing that motivation, affect and students’ emotional intelligence play an exceptional role on L2 learning (Arnold, 2006) as well as Cooperative Learning (Kagan, 2009; Slavin, 2014), our methodology has focused on promoting and helping students to create a game to play in and out of class, in big and small groups in order to improve their FL acquisition. We have studied students’ participation and interaction level as well as their English acquisition level.
Results show very relevant information that could greatly help teachers and students from all educative levels.

Keywords: Cooperative Learning, gamification, classroom interaction, foreign language learning, didactics.

File Extension: MP4 (.mp4)

 

Title: DEVELOPMENT OF “CONTENT-FOCUSED ACCESSIBILITY” E-LEARNING MATERIAL FOR ENGLISH LEARNING TARGETING VISUALLY IMPAIRED UNIVERSITY STUDENTS

Submission code: VP_075

Authors: Chikako Ota

Abstract: Students with visual impairment use media conversion (e.g., enlarged characters and braille) and ICT environments (e.g., sounds and PC screen magnification) to learn English. However, there are very few English learning materials in braille, and magnification-capable and digital materials for higher education are not commercially available. Although many publishers produce online English learning materials, many do not allow screen magnification and text-to-speech function. Therefore, students with visual impairment need to create braille versions of and/or text data for such materials. However, satisfying such requests is time consuming, which may cause students to lose important opportunities or motivation. A self-learning environment for students with visual impairment to study English has not been completely developed.
The author found that, in many cases, only these “technical accessibility” of learning materials is insufficient for students with visual impairment to respond to questions depending on question patterns. Due to the absence of useable learning materials, the English skills of many visually impaired students are surprisingly low. Nonetheless, university students require basic English skills. Hence, this study presents original attempts to modify the organization of questions for self-learning English grammar books. The author refers to this material as original e-learning “content-focused accessibility” material.
The author’s students with visual impairment studied this material and provided feedback from the following perspectives: 1) effectiveness of the material, 2) suggestions to improve the material, and 3) improvement of activeness for learning English after studying the material. Further, the author analyzed the students’ grades before and after studying the material.
The study revealed four interesting results: 1) Approximately 90% of the students with severe visual impairment found “content-focused accessibility” material very useful. 2) Those with severe visual impairment provided both positive feedback on and suggestions for improvement of the material.
3) Approximately 90% of the students with severe visual impairment significantly improved their autonomy for English learning after studying this material. 4) Finally, 80% of the students with severe visual impairment who studied this material improved their grades. Furthermore, 100% of them answered that their autonomy improved after studying the material. These results demonstrate the effectiveness of “content-focused” accessibility material in the self-learning of students with severe visual impairment.

Keywords: Visual impairment, “content-focused accessibility”, e-learning, students’ engagement in English self-learning.

File Extension: MP4 (.mp4)

 

Title: PRE SERVICE TEACHER ATTITUDES AND SELF EFFICACY TOWARD INCLUSION IN KOSOVA

Submission code: VP_128

Authors: Emirëjeta Kumnova Hoxha, Rajmonda Kurshumlia, & Blerta Perolli Shehu

Abstract: Inclusive education is a relatively new philosophy and practice in Kosova. There is increasing recognition that successful implementation of inclusive education practices depends largely by teacher’ positive attitudes and high self-efficacy toward these practices.
The purpose of this study is to examine attitude toward inclusive education and self-efficacy for inclusive practice among pre-service teachers in Kosova. Moreover, it will examine the relationships between pre-service attitude and self-efficacy and other demographic variables such as gender, age, study years, previous professional trainings in inclusive education, experience in working with children with disabilities and significant relationship with a person with disabilities.
This study will include 180 BA and MA pre service teachers (primary and preschool) from two universities in Kosova. The findings of this study are discussed within the framework of the importance of pre service teachers’ personal variables in successful implementation of inclusion in education.

Keywords: Pre service teacher, inclusive education, attitudes, self-efficacy.

File Extension:  Windows Media Audio/Video file (.wmv)

 

Title: SELECTED ASPECTS IN EDUCATIONAL RELATIONSHIPS

Submission code: VP_187

Authors: Lucie Flekačová, Monika Smolíková, & Dita Finková

Abstract: The objective of the present paper supported by the Student Grant Competition at Palacký University Olomouc (Research on inclusion of pupils and students with special needs, IGA_PdF_2018_014) was to analyse, identify and determine the aspects of the relationships between educational professionals. The demand for the data resulted from a quantitative research study undertaken in 2017 in the framework of researching inclusion among persons with special needs.
The basic usable data were obtained by means of a qualitative research approach focusing on primary school educational staff and analysing professional relationships between two groups – teachers and assistant teachers. The research was based on semi-structured interviews and included 21 respondents in each category. The research was carried out from April 2018 to November 2018 and was based on the reflection of the two occupational groups consisting of the employees of Palacký University Olomouc. In the framework of these focus groups, the basic interview topics were defined that focused on mutual communication, personal relationships, administration, and teaching organization.
The results of the research suggested the importance of reflection in the relationship between educational professionals, which is based on the requirement for a clear definition of the competences of both target groups both in terms of teaching organization and job content, especially in the case of assistant teachers. This aspect is also crucial in terms of administration, where there is a discrepancy between the teachers’ own needs and assigning administrative responsibility to their assistant teachers, who seldom fulfil these duties. Despite the great variability and complexity of the data collected, the needs of both groups were identified. Both groups assess their daily communication in a positive way, but the research also suggests that the system of education lacks sufficient time for a deeper analysis of the teaching process; and therefore, both groups use alternative means of communication, even after working hours. The structure of the educational process highlights a high degree of adaptability of the participants and significantly affects the feeling of own competency and indispensability in the educational process. Both groups prefer communication based on partnership, which requires specific favourable conditions and sufficient time.
The results indicate the need for a deeper analysis of the relationships in a broader context of the school environment, which would include both the attitude of the leading employees and other staff involved in the process of inclusive education.

Keywords: Inclusion, assistant teacher, special education, primary school, relationships.

File Extension: AVI (.avi)

 

Title: THE VALUE AND DIFFICULTIES OF LEARNING WITH DIGITAL TECHNOLOGIES AMONG HIGHER EDUCATION STUDENTS IN GHANA

Submission code: VP_204

Authors: Justice Kofi Armah, & Duan van der Westhuizen

Abstract: Research to determine the relevance (role? importance? value? contribution?) of digital technologies for learning seldom target the students about the value that digital technologies hold for their learning, often disregarding the difficulties students encounter when they learn with these technologies. The Joint Information Systems Committee’s (JISC) Higher Education Student Digital Experience insight survey was used to determine the digital experiences of 1,937 students who were enrolled at three dual-mode higher education institutions in Ghana. The results revealed that full-time students valued digital technologies during their learning more than distance learners did. The results further showed that distance learners have more difficulty in managing online information, in comparison to full-time students. The results show that dual-mode institutions in Ghana need to take additional measures to support distance learners with real time instructions to guide students on how to interact with course content. Course content and resource must be delivered in short burst to avoid information overload.

Keywords: Digital technology, digital learning, higher education, attitude to technology, Ghana, online learning experiences.

File Extension: MPEG-4 Video (.m4v)

 

Title: BIBLIOMETRIC REVIEW ON THE EDUCATION OF PEOPLE WITH AUTISM SPECTRUM DISORDER WITHOUT ASSOCIATED DISABILITY

Submission code: VP_218

Authors: Paola Melero-Pérez, & Marcos Gómez-Puerta

Abstract: Throughout the last decades, the number of published studies addressing the schooling of students with autism spectrum disorder (ASD) has increased significantly. The aim of our study is to conduct a bibliometric review in the Scopus database on published and indexed research that addresses the schooling and training of students with ASD without associated intellectual disability. The selected studies in the field of education and psychology were 500. The results have shown an increase in productivity, decreasing notably in 2018. With respect to the computation of journals that publish content on ASD, The Journal Research in ASD is highlighted. In addition, a tendency to write in collaboration has been observed, being equal the number of publications by each of the authors. In conclusion, it has been pointed out that with regard to the subject, the perspective of the people with ASD is not taken into account, but rather that it is investigated from a professional and theoretical point of view. That is why we propose some future lines of research from the voice of the families and people with ASD.

Keywords: Bibliometrics, Autism spectrum disorder, special education.

File Extension: MP4 (.mp4)

 

Title: ROBOTICS IN THE TEACHING OF PHYSICS: A PROJECT BASED APPROACH

Submission code: VP_365

Authors: Galeno José de Sena, Leonardo Mesquita, Marco Aurélio Alvarenga Monteiro, Jorge Muniz Junior, & Alvaro de Freitas Oliveira

Abstract: This paper aims to propose a procedure for the use of robotics in physics teaching based on a model of project-based learning (PBL). The procedure was applied during one semester to high school students of two public schools in Guaratinguetá, in the Valley of the Paraíba – SP. The methodological approach employed was Action Research, with the involvement of Physics teachers from the partner schools, working together with teachers and students from São Paulo State University (UNESP) – Guaratinguetá Campus. The motivation for the development of the project is the lack of both laboratories and materials for experimental activities observed in Brazilian public schools. In this context, considering the recommendation of the National Curricular Parameters for Secondary Education for the use of technology in the classroom, we have opted for the insertion of educational robotics through the development of a mobile robot in the form of a teaching project. Educational Robotics, besides being a current and relevant technology, allows the student to interact with the learning object, which contributes to the construction of his knowledge. The robot design was done using Arduino platform. Regarding the use of the PBL model, in the planning stage first we established the objective of designing an automated vehicle that would then be used to determine the physical quantities of its movement (displacement and average velocity). Then we established a road map for the development of the action in the form of activities carried out in workshops in the schools, with the participation of the students, teachers and the tutors of UNESP. The application of the procedure indicated as results, among other aspects, a greater motivation and also a greater involvement of the students in the activities developed in the classroom. The students participated in the development of the robot in all activities, acting both in the assembly of the circuits and in actions related to its programming.

Keywords: Active learning, educational robotics, mobile robot, teaching physics, teaching projects.

File Extension:  Windows Media Audio/Video file (.wmv)

 

Title: ROBOTS AND STUDENTS WITH AUTISM SPECTRUM DISORDER IN THE EDUCATIONAL CONTEXT

Submission code: VP_430

Authors: Elena Pérez Vázquez, Alba Gilabert Cerdá, Alejandro Lorenzo Lledó, Asunción Lledó Carreres, & Gonzalo Lorenzo Lledó

Abstract: The development during the last decade of Information and Communication Technologies (ITC) has provided many mechanisms for the intervention of people with autism spectrum disorders (ASD). Currently, among these types of ICT, a growing intervention method based on Social Assistance Robots (SAR) is being developed. Robotic assisted therapy not only perfectly aligns with the methodological principles that should guide the teaching-learning process of these students (individualized intervention, sequence of activities, active experiences and predictive environments), but also with the educational needs of these students. This rapid advance in robotics, its good results, the complexity of the educational need and the increase in cases of ASD, make it necessary to include this type of intervention in educational contexts. In this sense, the main aim of the current research was to identify a state of arts of robots in an education context and to provide an overview of skills worked. The current bibliometric study has been carried out through the Web of Science (WOS). The results showed that the number of empirical applications in the educational context is limited. Only 5 studies were adjusted to the previously established criteria, such as age of the participants (between 2 and 16 years), purpose of articles (academic) or the years of publication (between the years 2005 and 2017). Overall, all the studies demonstrate the great potential of robots as support tools in the education of students with ASD. Nevertheless, the analysis emphasizes the methodological limitations of these studies that make it difficult to generalize the results from these studies to other contexts.

Keywords: Autism spectrum disorder, robots, intervention, social and communication skills.

File Extension: MP4 (.mp4)

 

Title: THE USE OF VIRTUAL LEARNING ENVIRONMENTS AND ACHIEVEMENT IN PHYSICS CONTENT TESTS

Submission code: VP_447

Authors: Mafor Penn, & Ramnarain Umesh

Abstract: In the advent of industry 4.0, the use of Virtual Learning Environments (VLEs) has become increasingly valuable for mediating the teaching and learning of science concepts. These VLEs embedded with simulations of real scientific systems, processes and accompanying learning activities, have been used to simplify concepts and enhance visualisation for science students and teachers alike. In South Africa, Physics Education Technology (PhET) and other free online simulations have been commended by several science teachers as useful tools for science learning in virtual environments. This baseline study examined the effects of using virtual learning environments (VLEs) on students’ achievement in physics content test. Sixty eight (n=68) third year physical sciences education students from a South African teacher training programme participated in the study. A sequential mixed method explanatory research methodology was followed in investigating the effects of using VLEs on students’ achievement in physics content test. The initial phase of the study constituted a quasi-experimental phase where a Physics content test was given pre and post virtual learning interventions using PhET simulation laboratories and the associated activities. This phase was proceeded by follow-up semi-structured focus group interviews with all the participants to establish their perceptions of virtual learning environments engaged with. Data from quasi-experiment was analysed using SPSS 25 and transcribed textual data from focus group interviews was analysed using thematic content analysis assisted with Atlas.ti 8. Findings from the study revealed that, mean achievement scores in physics content tests improved significantly post intervention in VLEs. From follow-up focus group interviews five themes stood out where students revealed that; (1) within the VLEs, they were able to visualise scientific micro worlds (2) Embedded activities and tasks enhanced self-directed learning and assessment (3) the virtual classroom space enhanced collaboration with peers on learning tasks (4) the VLEs provided a convenient way to learn sciences (5) The VLEs did not promote authentic science learning. The implications of these findings are that virtual learning environments are a relevant learning enhancer for science and physics learning in the 21st century. We therefore recommend based on these findings that, larger scale studies be engaged to further investigate the affordances of VLEs in science education, including all the factors that affect how students learn in VLEs.

Keywords: Virtual learning environments (VLEs), content tests, visualisation, physics.

File Extension:  Windows Media Audio/Video file (.wmv)

 

Title: INCLUSION OF MUSIC THERAPY AS AN INTERVENTION TOOL IN THE THERAPEUTIC PEDAGOGY CLASSROOM

Submission code: VP_431

Authors: Alba Gilabert Cerdá, Elena Pérez Vázquez, Alejandro Lorenzo Lledó, Asunción Lledó Carreres, & Gonzalo Lorenzo Lledó

Abstract: This study shows the intervention carried out in the classroom of Therapeutic Pedagogy in an ordinary school of the province of Alicante in which it has been used the music therapy. The main goal of this project is to promote the use of the music therapy as an educational discipline and, also, to give an individualized answer to the learning difficulties from a more dynamic and motivating perspective. This therapy creates an atmosphere of trust and fun using the music as the basis of this methodology. The participants of the study had been: two students of Early Childhood Education and two students of Primary School. Each one of these students presents a different SEND (Special Educational Needs and Disabilities): a Developmental Delay, PDR (Psychomotor Development Retardation), a SLI (Specific Language Impairment) and a MID (Mild Intellectual Disability). Through the creation of some individual pedagogical activities using the music therapy, it has been developed an intervention of six sessions per student of approximately thirty to forty-five minutes with designed and adapted materials based on this therapy as an intervention tool. The results obtained have had a degree of effectiveness between 77% and 84% and it manifests the advantages that the use of this methodology has provided to the field of education because it assists the emotional develop. Besides, it has improved the goals that had been worked, the motricity, the concentration and the affectivity of the students decreasing their anxiety. In the future, this project could be improved by using this methodology with other kinds of SEND and, what is more, it could be used for a longer period of time and with new materials to definitely prove its effectiveness.

Keywords: Assessment, educational innovation, music therapy, special educational needs and disabilities, therapeutic pedagogy.

File Extension: Apple QuickTime Movie (.mov)

 

Title: ENVIRONMENTS OF DYNAMIC LEARNING UNDER 3D INTERACTIVE VISION: RECONSTRUCTION OF THE ORBIT

Submission code: VP_459

Authors: Beatriz Framiñán Aparicio, Juan Antonio Juanes Méndez, & Andrés Framiñán de Miguel

Abstract: Introduction: technology, applied to training in health sciences, has undergone great changes over time. These changes always occurred parallel to the technological evolution of society, which is why technological advances have modified the ways of teaching and learning of university students in experimental sciences and health. Between the different subjects in medicine, one of the most important is anatomy. This will form a base which will follow the students throughout their career.
Previous findings: traditionally, anatomical dissection has been the basis of anatomical studies. Although it is a global and accepted method currently used in almost all medical universities, it has its limitations. An important disadvantage is that sometimes the structures in the human body are too small, in addition to the low availability of the object of study.
Later, using radiological sections to analyse and enlarge different structures started. The main problem with this technique is that, even though you can obtain larger images, these are two-dimensional images. In recent years important technological advances have been developed in the post-processing of radiological medical imaging.
Objectives: the aim of our study is to demonstrate the advantages of 3D reconstruction of the orbit in comparison to other ways of teaching and studying. These innovative techniques allow the representation of three-dimensional anatomical images using image diagnostic devices coupled with software capable of reconstructing any radiological section: axial, coronal or sagittal. In particular the orbit can obtain benefit from this system given its morphology: pyramidal shape, walls formed by 7 different cranial bones, small volume, large number of structures inside.
Methods: applied research; comparison, observation and analysis. Devices used: Toshiba Aquilion 64 TC (a whole body 64-slice CT scanner) using Vitrea software.
Results: the three-dimensional vision has become a crucial tool for the learning and understanding of many complex anatomical structures such as the orbit, enabling the introduction of novel techniques for the teaching and learning of anatomical models.
Conclusions: our research demonstrates the advantages of the 3D reconstruction of the orbit; visualization of each structure with its anatomical relationships, image enlargement, precise description, accessibility, morphological comprehension and improvement of spatial perception.

Keywords: Teaching, technology, 3D reconstruction, anatomy, orbit.

File Extension: MP4 (.mp4)

 

Title: CREATING MOODBOARDS WITH DIGITAL TOOLS: A NEW EDUCATIONAL APPROACH

Submission code: VP_485

Authors: Fausto Brevi, Manuela Celi, & Flora Gaetani

Abstract: The paper presents methodologies and first results of an educational experimentation (Brevi, Celi, & Gaetani, 2018) held at the Bachelor of Science in Product Design programme of Politecnico di Milano. In order to build a body of knowledge for Design freshmen, the experience had the aim of matching basic skills developed at the first year with the need of an autonomous approach required at the second year from Metadesign Studio throughout the tools for creating moodboards: a collection of images, colors and texture with the aim of representing emotions, feelings or ‘moods’, suggested by the design research. Moodboards have an important function in developing students’ ability to articulate their thinking.
The enacted experimentation had the aim to present and test some practical tool for moodboards development. During the Methods and Instruments for Design course these skills have been developed through targeted exercises of awareness and techniques of photographic processing. To enable students to act in a more conscious way the educational approach has provided lessons with practical visual examples, a selection of on-line materials and step by step guide with suggestions.

Keywords: Metadesign, moodboard, digital tools, integration, photo editing.

File Extension: MP4 (.mp4)

 

Title: 5G TECHNOLOGY FOR AUGMENTED AND VIRTUAL REALITY IN EDUCATION

Submission code: VP_543

Authors: Adriano Baratè, Goffredo Haus, Luca A. Ludovico, Elena Pagani, & Nello Scarabottolo

Abstract: This paper deals with the adoption of 5G technologies in an educational context, focusing on activities based on Augmented Reality (AR) and Virtual Reality (VR). After introducing some scenarios using AR/VR approaches, we will describe the main characteristics of 5G and will provide an example of application in the field of music education.

Keywords: 5G, education, augmented reality, virtual reality, cloud infrastructures.

File Extension: MPEG-4 Video (.m4v)

 

Title: COMPARISON OF OPTIONS FOR SUPPORTING SOCIALLY DISADVANTAGED ROMA PUPILS WITHIN THE CZECH AND SLOVAK REPUBLIC EDUCATION SYSTEM

Submission code: VP_602

Authors: Lenka Haburajová Ilavská, Jaroslav Balvín, & Iva Staňková

Abstract: Efforts at securing equal treatment in education have involved developing various compensatory procedures focusing on people in disadvantaged situations. Within the Czech and Slovak Republics, support measures are generally designed for pupils from a demotivating social environment; pupils who live in deprived districts, pupils in families who do not want to or cannot focus on their children’s needs, pupils from families with long-term or severe difficult relationships, pupils living in facilities under the protection of social services or educational facilities securing institutional or protective care. A large proportion of pupils who fall within this group are from the Roma community. Thus from a long-term perspective, support measures become one of the most important tools for alleviating the future impacts of Roma marginalisation, allowing for greater chance of social participation. Systematic steps supporting the education paths of Roma children and school success are subject to great expectations, and a lot of effort and endeavour is invested in them, alongside significant funds. In order to achieve a higher level of education for socially disadvantaged Roma children, co-operation is naturally required on the one hand from the Roma themselves who should be engaged in meeting targets and implementing education objectives, while greater involvement is also essential. In seeking “equal opportunities”, Czech and Slovak education policy endeavours to create such support measures and compensatory procedures which can help to balance out difference in education chances. In our research project, we have endeavoured to utilise the tool of comparative analysis in our two selected countries which have not just the common features of history, social stratification and similar development genesis, but in particular social problems and the social protection system set up. In analysing and subsequently comparing specific documents and strategies at a national level, programmes and projects, we have endeavoured to find common and different integration tools which the education and political system in both countries are striving to achieve, and which through implementing they aim to balance out the chances for disadvantaged Roma pupils, thus increasing their chances for professional and social participation within society.

Keywords: Roma minority, social policy, education.

File Extension: MP4 (.mp4)

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Teaching and Learning

 

Title: TEACHERS’ EDUCATIONAL AND MISBEHAVIOR MANAGEMENT STRATEGIES IN WORKING WITH PRIMARY SCHOOL STUDENTS WITH ATTENTION DEFICITS

Submission code: VP_039

Authors: Tena Velki, Nataša Vlah, & Irena Kovačević

Abstract: Children with attention deficits are usually integrated in regular primary school classes in Croatia, without any special educational treatment nor interventions. Teachers, whose primary education does not include educational methods for working with children with developmental disabilities or procedures of inclusion of such children in regular classes, must do their best to be successful in education and integration of this specific group of children.
The main objective of this research was to determine the differences in use of educational strategies (upbringing and teaching) and misbehavior management (positive and negative) among primary school teachers working with children with attention deficits in respect of their gender, level of education, years of work experience and whether they teach in lower or upper grades of primary school.
The research covered 31 primary schools from 3 counties of the eastern part of the Republic of Croatia. Participants were teachers (N=103) teaching in lower grades (from 1st to 4th) (51%), and in higher grades (from 5th to 8th) (49%) of primary schools. 12.8% of them were male and 87.2% female teachers. Teachers gave estimations for their students who had attention deficits (N=305), 85.6% (N=261) were male and 14.4% (N=44) were female students. The age span of estimated students was 7 to 15 years, and the average age was 10.69 years (SD=2.26). Teachers filled out the Educational desirable behavior-oriented strategy scale (upbringing and teaching subscales) and the Scale of misbehavior management strategy (positive and negative discipline subscales).
The results implicate that teachers in the lower grades of primary school use more positive disciplinary strategy than teachers in the higher grades of primary school. The results of the research have shown that teachers working with children having attention deficits more often use the educational strategy of upbringing than teaching. Teachers from lower grades of primary school and also female teachers more often used the educational strategy of upbringing. As in Croatia formal education for primary school teachers teaching in lower grades of primary school differ from the education for teachers teaching in higher grades of primary school, it can be concluded that teachers in lower grades of primary schools are more sensitive and better educated for working with children with attention deficits.

Keywords: Attention deficit, educational methods, discipline, teachers.

File Extension: MP4 (.mp4)

 

Title: EFFECTIVE PROGRESSION MANAGEMENT WITHIN VERY LARGE CLASSES IN COMPUTER SCIENCE EDUCATION

Submission code: VP_103

Authors: Paul Sage, Darryl Stewart, Philip Hanna & Andrew McDowell

Abstract: For some students, attaining the programming skills required to become an effective software engineer can be a difficult process. The initial steps taken in this journey are critical for success, but in all too many cases, lack of early engagement leads to a high attrition rate across associated education programs. Against the background of ever increasing class sizes, this work focuses on novice programmers enrolled on a software engineering degree program and considers how group activities, peer mentoring and self-assessment, can positively influence retention rate and performance.

Keywords: Active research, computer science education.

File Extension: AVI (.avi)

 

Title: THE IMPACT OF READING COMPREHENSION ON MATHEMATICS WORD PROBLEM SOLVING

Submission code: VP_122

Authors: Rajmonda Kurshumlia, & Eda Vula

Abstract: Word problem constitutes an important part of the mathematics curriculum of the elementary school. Different studies have argued that the understanding of the problem is the most difficult part for students, because of the lack of understanding of the ‘keywords’ used in the problem contexts. Thus, because the process of word problem solving is related to reading comprehension, as a most important factor in this study it was examined the impact of reading comprehension for improving student’s skills for mathematics word problem-solving. Participants in the study were fifty-fourth-grade students and their teachers. The methodology of the study is the collaborative action research. The researchers (authors) have worked together with two class teachers and have used the Reciprocal Teaching method as an intervention for eight weeks aimed to improve the student’s skills for reading comprehension. The Reciprocal Teaching method includes prediction, clarifying, questioning and summarizing strategies. The data collection instruments used in this study were teachers’ reflections and pre and post-test. The results from this study show that the improvement of student’s skills for reading comprehension has a positive impact on the improvement of student’s skills for mathematics word problem-solving.

Keywords: Mathematical word problems, reading comprehension, reading strategies, reciprocal teaching.

File Extension: MP4 (.mp4)

 

Title: USING ARTISTIC ILLUSTRATION TO COMMUNICATE ABSTRACT AND INVISIBLE IDEAS IN THE SOFTWARE ENGINEERING DOMAIN

Submission code: VP_307

Authors: David Cutting, Andrew McDowell, TJ Cosgrove, Neil Anderson, Matthew Collins, & Paul Sage

Abstract: Computer software is invisible and the discipline of software engineering includes a number of complex abstract concepts which are near impossible to visualize. We educate learners in a variety of ways using metaphor and comparative example but often people need to see the problem before they can understand even the need for a solution. To this end a set of illustrations have been created using the metaphor of bridge engineering to help beginners in software engineering to understand the fundamental problems of coping with changing requirements and evolving systems. These, along with the narrative they describe, are presented as an example of one possible approach to making software engineering more accessible.

Keywords: Software engineering, art, illustration, science communication.

File Extension: MP4 (.mp4)

 

Title: EXPLORING THE SOUTH AFRICAN PHYSICAL SCIENCES PRE-SERVICE TEACHERS PEDAGOGICAL ORIENTATIONS

Submission code: VP_448

Authors: Aviwe Sondlo, & Umesh Ramnarain

Abstract: The most essential aspect of teacher education is to attain different way of teaching science for learner’s conceptual understanding. However, in most South African universities, science methodology modules do not fully expose pre-service teachers to different science teaching approaches. In these modules, pre-service teachers often are exposed to readings materials, observing one another in microteaching or create lesson plans for assessment purposes. To teach science effectively, teachers are encouraged to possess a good content knowledge and knowledge of how to translate content knowledge into appropriate teaching ways for specific topic. The study investigates physical science pre-service teacher’s pedagogical orientations in one of the South African universities. The phrase ‘orientation’ refers to teachers’ knowledge and beliefs for teaching science. Literature shows various classifications of pedagogical orientations. Based on research conducted in South Africa, orientations are classified into two approaches, namely direct approaches divided into direct didactic and direct interactive and a second approach is an inquiry approach divided into guided inquiry and open discovery. A qualitative method approach was adopted to obtain teachers pedagogical orientations using a questionnaire from the University of Western Michigan. The questionnaire comprised of 10 items and each item has four alternative teaching methods, students were requested to select the most appropriate and the most inappropriate options. For this paper, only the most appropriate teaching orientations were analysed and only two items were analysed, physics and a chemistry item. A descriptive statistics analysis was used. We then calculated a percentage distribution to the four teaching orientations. For calculation purpose, we arbitrarily ordered the spectrum of orientations along a scale of 1–4, where 1= didactic direct; 2 = direct interactive; 3 = guided inquiry and 4 = open inquiry. The results show that pre-service teachers exhibited a preference for learner-centered teaching method, which is centered within guided inquiry for both items.

Keywords: Pedagogical orientation, pre-service teachers, inquiry-base.

File Extension: MP4 (.mp4)

 

Title: A COLLABORATIVE LEARNING PLATFORM TO ASSESS THE USE OF AGILE METHODOLOGIES IN ENGINEERING STUDIES

Submission code: VP_534

Authors: Francy Rodríguez, Diego Vigueras, Maria Cerrato Lara, Víctor Rampérez, Javier Soriano, & Guillermo Vigueras

Abstract: The success of using agile methodologies for collaborative work in industry, has led to adopt these methodologies for teaching Software Engineering. The curricula has evolved in recent years in order to introduce the use of agile development, so that the students practice their use and train the required skills for project-based collaborative work. Agile methodologies are characterized by being iterative and incremental, with short cycles, constant deliveries and a high level of interaction among team members. These characteristics constitute a challenge for educators and students since, in short periods of time, it is necessary to evaluate and provide feedback to individual and group work, regarding aspects like methodology usage, tools management, and collaboration within the team. For that reason, a Computer Supported Collaborative Learning (CSCL) environment has been developed to assist academics in evaluating and providing feedback to students. The CSCL environment is based on the collaborative platform GitLab, which has been adapted to implement concepts associated to SCRUM, an agile methodology widely adopted. Additionally, the use of GitLab allows to automatically collect information regarding individual and team work of students. Using GitLab data collected, a Learning Analytics platform has been developed in order to analyse group and individual work during the execution of student projects using SCRUM. The objective is to determine if SCRUM helps students to elaborate better software, by evaluating methodology adoption and quality of the resulting software. A prototype of the platform was developed and used in a Software Engineering undergrad course at a Spanish University, in which 79 students divided into groups of 3-4 people, developed two independent projects. Preliminary results show that the proposed CSCL environment helps in providing insight for evaluating and giving feedback to students. Additionally, the data collected by the CSCL environment showed a good correlation of SCRUM adoption by students and quality of resulting software.

Keywords: Collaborative learning, Learning analytics, Undergraduates, SCRUM methodology, Gitlab, software.

File Extension:  Windows Media Audio/Video file (.wmv)

 

Title: PROPOSITIONAL LOGIC WORD PROBLEMS AND MS EXCEL AT PRIMARY AND SECONDARY EDUCATION

Submission code: VP_572

Authors: Jitka Laitochová, David Nocar, & Karel Pastor

Abstract: It seems that propositional logic word problems are interesting for pupils aged 9 to 16 years. Younger pupils usually solve the propositional logic word problems by means of the systematic analysis of possible cases. In this way they significantly develop their combinatorial skills.
Nevertheless, we can solve the propositional logic word problems almost automatically using logical connectives and truth tables. Moreover, there are software applications for solving problems of mathematical logic. For example, MS Excel can help to work with the truth table.
We carried out research with the aid of a questionnaire to find out the preparedness of prospective elementary teachers to use MS Excel for solving propositional logic word problems.
In our paper we show some examples of propositional logic word problems for pupils of different ages. In our opinion, using MS Excel for solving propositional logic word problems can make such word problems even more attractive.

Keywords: Propositional logic, word problems, MS Excel.

File Extension:  Windows Media Audio/Video file (.wmv)

 

Title: STUDENTS’ PERCEPTIONS, PROCESS AND PRODUCT IN A CSCL EXPERIENCE

Submission code: VP_535

Authors: Diego Vigueras, María Cerrato Lara, Francy Rodríguez, Víctor Rampérez, Javier Soriano, & Guillermo Vigueras

Abstract: Following up students’ progress in collaborative activities is a crucial element in the teaching task if we want to properly scaffold learning and assess students’ performance. Considering this, a Computer Supported Collaborative Learning (CSCL) environment was created in the subject Middleware, devoted to the development of collaborative software projects delivered to undergraduates from Computer Engineering in a Spanish university. Students (n= 46) were asked to work in teams using the SCRUM methodology and the GitLab software. In order to analyse their individual performance, a Learning Analytics platform was created and an online survey was designed to complement the results obtained collecting students’ perceptions. One of the aims in our project was to explore the relationships between students’ outcomes and their perceptions about teamwork and the tools used. Specifically, we analysed the relationship between students’ final mark, students’ perceptions of teamwork and their SCRUM competence. Their sense of flow during the collaborative activity was measured as well. Results show correlations among these variables. Further discussion is provided around the students’ perceptions as a key aspect for understanding students’ behaviour and performance.

Keywords: Computer supported collaborative learning (CSCL), undergraduates, perceptions. collaboration, teamwork.

File Extension: MPEG-4 Video (.m4v)

 

Title: INTERACTION BETWEEN TEACHER AND PUPIL AND ITS INFLUENCE ON THE PERCEIVED CLOSENESS OF PUPILS

Submission code: VP_603

Authors: Renáta Matušů

Abstract: The paper deals with the relationship between teacher and pupil in a school environment. The first part is focused on the theoretical framework which defines the specifics of the asymmetric interaction between the two main subjects of the education process. Research of the teacher’s immediacy and perceived closeness is evaluated in this context. These are important aspects that seem to be directly reflected in student’s learning and the classroom climate. The second part presents the results of a qualitative study which aimed to analyze the interactions in the relationship between teacher and pupil, their impact and influence on the perceived closeness of pupils. Narrative interviews with humanities students and their analysis identified several aspects in the relationship between teacher and pupil. It seems that relations with teachers are reflected in students’ lives and their attitudes towards themselves, authority and education.

Keywords: Perceived closeness, pupil, relationship, school environment, teacher immediacy.

File Extension: MP4 (.mp4)

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Organizational Issues

 

Title: MEDIATION AND CONCILIATION AS APPROPRIATE METHODS OF CONFLICT RESOLUTION (MASCS) FOR THE PROMOTION OF ACCESS TO JUSTICE AND CULTURE OF PEACE

Submission code: VP_133

Authors: Vanessa Miranda, & Leila Salles

Abstract: In this study, we analyze mediation and conciliation as appropriate methods of resolving conflicts for the realization of access to justice and the construction of a culture of peace. The interest in this study arose from the observance of the social mobilization and the Brazilian public power in implementing mechanisms for resolving appropriate, effective and efficient conflicts. In the year 2013, the Justice in Numbers Report, of 2015, indicated the total number of 95.1 million processes In the Brazilian courts, and this number, according to projections, can reach the brand of 114.5 million in 2020. Thus, the Judiciary instituted the National Judicial Policy for appropriate treatment of conflicts (Resolution No. 125/2010, BRAZIL, 2010) as a way to consolidate a permanent policy of incentive and improvement of the mechanisms Autocompositive. The Problem of this research is to ask how mediation and conciliation as conflict resolution techniques have been employed in the Brazilian legal system and to investigate how these techniques have been constituted and effective as a public policy for the Access to justice. To this end, a bibliographic research is carried out on the conceptions of conflict, mediations and Appropriate Methods of conflict Resolution and analyzed how these guidelines have permeated the Brazilian public policies of access to justice and the promotion of the culture of peace. The Judicial Centers for Conflict Resolution (CEJUSCS), which are units of self-composition in the judicial system, were also investigated with the objective of knowing the structure, organization, functioning and implementation of these centers. They were also examined as mediators and conciliators have been trained to act in the judiciary. O theoretical framework is based on Cappelletti and Garth and Kazuo Watanabe, as regards access to justice and fair legal order in search of a socially just and equitable society. The analyses indicated that mediation and conciliation are instruments that were incorporated into the Brazilian Judiciary for the realization of access to justice and social pacification and because it is understood that the judicial function is not restricted to a decision imposed by the judge to the extent that it also seeks to promote mechanisms that allow access to justice, by means of non-heteronomous.

Keywords: Conflict, mediation, conciliation, justice.

File Extension: Apple QuickTime Movie (.mov)

 

Title: THE BRAZILIAN HIGHER EDUCATION: THE UNDERGRADUATE COURSES IN LIGHT OF ITS RECENT POLICIES

Submission code: VP_580

Authors: Silvia Regina Machado de Campos, & Roberto Henriques

Abstract: Higher Education has been considered of unprecedented relevance when it comes to the effects of globalization on countries as they are responsible for people’s training and knowledge generation. HEIs cannot avoid the inevitable global environment, as they are more exposed to the inequalities among the best-internationalized institutions as part of the world system of Higher Education. Despite, they continue to be confronted with some challenges as access, equity, quality and relevance. The Higher Education System in Brazil is the most extensive higher education system and the one who has relied the most on the private for-profit sector among the Latin America countries, and its university governance has assumed characteristics that you do not necessarily see elsewhere. Thus, this research addresses a significant gap: the limited studies considering the context of the HEIs in developing countries. Based on this context, this paper proposes to present an overview of the Brazilian Higher Education to discuss its characteristics, based on the literature review, and to analyze the data of the undergraduate courses, from 2010 to 2015, organized according to the OECD main areas and based on the Higher Education Census microdata. It intends to contribute to a more strategic view concerning the offer conditions of the HEIs, identifying its most recent trends and challenges. We adopted an exploratory and descriptive research methodology and followed an inductive approach to a quantitative research strategy. We used an artificial type of Neural Network (ANN), the Self-Organizing Map (SOM) technique, as a method of data analysis, as it mapped data in an easily interpreted form, capable of organizing large, complex datasets robustly and reliably. The main conclusions of the paper were that students have access to the tertiary level of study, mainly in science and engineering fields, areas of preference among abroad students. In Brazil, the findings pointed out the opposite, as the Brazilian Higher Education was concentrated mainly in Education and Social Sciences, Business and Law areas.

Keywords: Knowledge discovery, higher education, higher education institutions, self-organizing map.

File Extension:  Windows Media Audio/Video file (.wmv)

 

Title: THE ROLE OF THE EDUCATION SYSTEM IN SOLVING THE SKILLS MISMATCHES ON THE LABOR MARKET

Submission code: P_321

Authors: Daniela Pașnicu

Abstract: The good functioning of the labor market depends to a large extent on the matching of skills and qualifications to the demands of employers. Significant and persistent mismatches over time, between training, skills, qualifications required and offered on the market can be costly for employers, workers and society in general. Countries are currently facing challenges such as technological and demographic changes that may contribute to deepening skills mismatch in the future.
The purpose of this study is to analyze the correspondence of qualifications in the labor market through the over-qualification rate and the evolution of the Beveridge curve and to contribute to a better understanding of the role of education and training system in solving the mismatches of qualifications in the labor market. The analyses are conducted in dynamics, over the period 2007-2017, at EU level and in two particular cases, Romania and the UK. The data underlying the “normative” measurement of the over-qualification rate, as well as the data used to draw the Beveridge curve, a widely scale used analysis tool in the literature to highlight the balance of the labor market, are derived from official EUROSTAT statistics. Analyses show that the over-qualification rate has increased over the considered period at the EU level and in the cases analyzed, especially among women. Furthermore, the results illustrate the need for additional efforts in order to achieve a balance on the labor market.

Keywords: Qualification mismatch, over-qualification, Beveridge Curve, labor market.

File Extension: Apple QuickTime Movie (.mov)

 

Title: TOWARDS HIGHER EDUCATION DATA HYGIENE – A CASE STUDY

Submission code: P_469

Authors: Ji Hu, & Xu Chu Meng

Abstract: While developments in data analytics have provided unprecedented opportunities for Higher Education Institutions (HEIs) to understand themselves and fulfill their missions, it remains a challenge to maintain good institutional data hygiene, with well-known barriers including lack of incentives beyond regulatory compliance, and thus lack of data sharing within the institution (Krawitz, Law, and Litman, 2018). The paper is a case study of the efforts of NYU Shanghai to improve institutional data hygiene when building the infrastructure for analytical transformation, with its nature as a Sino-US joint venture adding to the complexity. By addressing the above-mentioned challenges through establishing a central workgroup, actively utilizing regulatory reports, and engaging operational units into the process of defining and visualizing institutional data structure, NYU Shanghai made significant progress, including successfully initiating its Data Warehousing Project to integrate data silos and to improve institutional data hygiene at large. The paper also discusses how the experience of NYU Shanghai may be applied to other HEIs at a similar stage of data maturity.

Keywords: Higher education institutions, data hygiene, regulatory compliance, data silos, analytical transformation.

File Extension: MP4 (.mp4)