A cross curricular comparison of professional capabilities in engineering education

In this paper we studied the student’s perception of the acquisition of professional capabilities in Challenge based learning environments with a strong reflective component. The results show students feel the relevance of personnel development from the very moment the enter their master studies. However, they only truly acquire all the relevant professional capabilities when working in interdisciplinary teams on real life problems in interaction with stakeholders

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Higher Education Course Curriculum for a Distance Learning Model Reinforced with Robotics for 3 to7 Years Old Children

The curriculum is organized in five different modules, with different focus. The first module is about Basic Concepts of Computational Thinking, presenting the foundations for the rest of the learning. The second module, on Computational Thinking with Block-Based and Text-Based Coding Environments, and the third module, on the Fundamentals of Physical Programming and CT with Robotic Activities, further expand the learning about computational thinking by providing information on the potential of preschool children for computational thinking and how this can be developed through different environments and tools. The fourth module changes the focus to planning and evaluating activities with children by presenting information on Designing Activities and Learning through Distance Education. This is the module that deals with the challenges and potential of distance education in Early Childhood Education, connecting practice with reflection and further learning for educators through self-evaluation and reflection. Finally, the fifth module, on Building Partnerships for Learning, looks at the development of digital skills for early age as a societal endeavour, supporting practitioners in identifying partners and initiatives as well as building communities that can leverage the educational offer. The whole curriculum was planned to provide knowledge and competences that support the development of a distance learning model reinforced with robotics for 3-7 years old children. But each module is a stand-alone learning opportunity based on the lesson plans, slides presentation and materials available. Interested users are also welcome to combine different modules into unique training experiences.info:eu-repo/semantics/publishedVersio

Examining the Effects of Selected Computer-Based Scaffolds on Preservice Teachers\u27 Levels of Reflection as Evidenced in their Online Journal Writing

This study used explanatory mixed methods to examine the effects of two computer-based reflection writing scaffolds, question prompts and writing process display, on preservice teachers’ levels of reflection in their online reflective journal writing. The scaffolds were embedded in a system simulating the Professional Accountability Support System Using a Portal Approach (PASS-PORT). The outcome measure was the level of reflection achieved in participants’ writing. The researcher collected data at the College of Education of a major southern university in the United States. Participants were undergraduate students enrolled in a technology integration course in fall 2007. Sixty-five preservice teachers participated in quantitative phase of the study; sixteen out of the 65 preservice teachers were purposefully selected to participate in qualitative phase of the study. The majority of the preservice teachers were white females between the ages of 20-29 in their junior year. During the quantitative phase of the study, participants in control group and two treatment groups were randomly and evenly assigned to one of three different Web pages associated with their treatment conditions. The participants reflected on a critical incident that happened during their practical teaching. Two raters, blind to the participants’ treatment conditions, coded the highest level of reflection achieved in their writing samples using the reflection rubric developed by Ward and McCotter (2004). The researcher employed ANOVA to assess the group differences in the highest level of reflection reached and in the length of the reflective writing in the number of words. The alpha level was set at .05 for all analyses. During the qualitative phase, the researcher conducted open-ended interviews with the participants as a follow-up to their reflection writing. The participants’ reflection writings and interviews served as data sources. Miles and Huberman\u27s (1994) data analysis procedures guided the qualitative data analysis. The quantitative results indicated that computer-based scaffolds significantly enhanced preservice teachers’ levels of reflection in their online journal writing. Preservice teachers who used the scaffolds wrote longer reflection than those in the control group. Correlation analysis revealed that there was a positive relationship between the level of reflection and the length of journal writing. Three overarching factors emerged from the qualitative data analysis that explained how and why the computer-based scaffolds enhanced their reflective journal writing. The factors included (a) the specific requirements conveyed in the scaffolds; (b) the structure of the scaffolds; and (c) the use of the critical incidents to anchor reflective journal writing. How to improve preservice teachers’ critical reflection capability and skills remains an actively debated topic. Recent years have witnessed an emergence of research and development in Web-based educational systems to help prepare highly qualified teacher candidates. However, the articulative/reflective attribute of meaningful learning does not seem to be evident in most of these systems. Although there is considerable research on the potential for embedding scaffolds in technology-enhanced learning environments, mechanisms intended to facilitate reflective practice in such environments also seems to be lacking. In order to help fill this gap, it is hoped that the analyses and results of the current study can be used as a building block for research on how to leverage the affordances of computer-based scaffolds to enhance preservice teachers’ reflective practice in technology-enhanced educational systems

Images of the future of Estonian education

Teaching is by its core a very future-oriented profession. Teaching aims to prepare the next generation to succeed in life and to create their future. However, how well do the professional teachers consider alternative futures and understand what causes them to anticipate the future in a certain way? This study explored the futures orientation and images of the future of Estonian basic school teachers. Futures Studies methods were used to develop the participating teachers' futures literacy and to uncover their hidden assumptions regarding the future of the Estonian school by 2040. The primary research material (both individual and collaborative results) was collected from the participants of the participatory future-oriented workshop held in April 2019 in Tallinn, Estonia. The questionnaire questions were based on the Six Basic Futures Questions (Inayatullah 2008) and analyzed through the prism of will, fear, hidden assumptions, preferred futures, alternatives, next steps to elaborate on the teachers' futures thinking. The images of the future created by the two participating groups explored the probable, possible, preferable, and unpreferable futures of the Estonian school in 2040. These images of the future represent the topics teachers have encountered in their daily teaching practices or the surrounding environment. For example, the role of technology in the images of the future is sometimes controversial. In some images, it acts as an enabler. In others, as an evil dictator. The rapid technological changes cause the uncertainty of its impacts on learning and the human psyche, which are mirrored in the images of Estonian education in 2040. Both groups also created a vision for their group based on their preferred image of the future. The first group envisioned a sustainable and participatory school. The second group envisioned a future where students’ entrepreneurial skills are enhanced, and life-long learning helps students succeed in life. These visions represent the local level of visioning. They were compared to the national level vision (Smart and Active Estonia 2035) and global level vision (OECD's Vision of Education 2030) for similarities and differences. This study aimed to depict multiple images of the future of Estonian education with special attention given to developing the teachers’ futures thinking and futures literacy during the participatory future-oriented workshop.Kuinka hyvin opettamisen ammattilaiset kuitenkin harkitsevat vaihtoehtoisia tulevai-suuksia ja ymmärtävät, mikä saa heidät ennakoimaan tulevaisuutta tietyllä tavalla? Tässä tutkimuksessa tutkittiin virolaisten peruskoulun opettajien tulevaisuuden suuntautumista ja tulevaisuudenkuvia. Tulevaisuudentutkimuksen oppimismenetelmiä käytettiin osallistuvien opettajien tulevaisuuden lukutaiton kehittämiseksi ja virolaisen koulun tulevaisuuskuvien työstämiseksi. Tutkimusmateriaali (sekä yksilölliset kyselytulokset että ryhmätyötulokset) kerättiin huhtikuussa 2019 Tallinnassa, Virossa pidetyn osallistavan tulevaisuudentyöpajan osal-listujilta. Kyselykysymykset perustuivat kuuteen tulevaisuuskysymykseen (Inayatullah 2008) ja vastauksia analysoitiin läpi tahdon, pelon, piilotettujen olettamusten, toivottujen tulevaisuuksien, vaihtoehtoisten tulevaisuuksien ja seuraavien vaiheiden prisman opettajien tulevaisuusajattelun tarkentamiseksi. Kahden osallistuvan ryhmän luomat tulevaisuuskuvat tutkivat Viron koulun todennäköisiä, mahdollisia, toivottuja ja epätoivottuja tulevaisuuksia vuonna 2040. Nämä tulevaisuuskuvat peilasivat teemoja mitä opettajat ovat kohdanneet osana jokapäiväistä opetustyötä tai yleisesti ympäristöstä. Esimerkiksi teknologian rooli tulevaisuuskuvissa on kiistanalainen. Osissa tulevaisuus-kuvissa teknologia esiintyy mahdollistajana, toisissa ilkeänä diktaattorina. Nopeisiin teknologisiin muutoksiin liittyy epävarmuus niiden vaikutuksesta. Molemmat ryhmät loivat myös vision ryhmälleen haluamansa tulevaisuuskuvan pe-rusteella. Nämä visiot edustavat paikallista visioinnin tasoa, ja niitä verrattiin sekä kan-sallisen tason (Älykäs ja Aktiivinen Viro 2035-visio) että globaalin tason (OECD: n visio koulutuksen tulevaisuudesta vuoteen 2030) visioihin yhtäläisyyksistä ja eroista. Työpajan tulosten analyysi paljasti joitain piilotettuja oletuksia, joita näillä opettajilla oli Viron koulun tulevaisuuteen liittyen. Tulevaisuuskuvat puolestaan paljastivat myös, että ne muodostuvat usein jokaisen yksilön omien ominaisuuksien sekä heidän ympäristöstään saatujen tietojen ja sosiaalisten kokemusten perusteella, jolloin tuloksena on tulevaisuuskuvat, jotka koostuvat mediasta, tutkimuspapereista ja muista tiedoista peräisin olevista tietoista ja omista kokemuksista. Tulevaisuuskuvat heijastavat myös Viron nykyaikaisen koulujärjestelmän huolestuttavia puolia (opettajien väestön harmaantuminen, resurssien ja tuen puute). Tämän tutkimuksen tarkoituksena oli korostaa opettajaväestön tulevaisuuslukutaidon merkitystä tietoisena keinona pohtia ja valmistautua vaihtoehtoisiin tulevaisuuksiin

Eighth-Grade Students with Low Academic Performance in Middle School Science

The problem of low achievement and failure of 8th-grade students to attain state proficiency level in science in a local school district was addressed in this case study. Data from 2012-2016 revealed that 93% of 8th-grade students in 2 suburban middle schools in the targeted state failed to meet science proficiency standards on the science Criterion-Referenced Competency Tests and the state\u27s Milestone Assessments. The purpose of conducting this qualitative case study was to develop an understanding of teachers\u27 perceptions regarding high failure rate of 8th-grade students to meet state mandated standards in science. Piaget\u27s constructs of developmental and operational learning were used as the conceptual framework. Guiding questions were used to explore teacher perceptions of the challenges middle school students experience in learning science, as well as developmental and operational learning characteristics affecting science achievement. Data were collected from interviews with 12 middle school science teachers at the two schools. Data were analyzed using open coding and thematic analysis and were checked for accuracy through member checking. Common themes were behavioral issues, lack of concept application, lack of intellectual development, the need for relatable instructional strategies, and the need for teachers\u27 professional development. A professional development program for teachers was constructed as a project to address each of these themes. The study may affect positive social change by providing teachers and stakeholders with a deeper understanding of student needs in science learning and improved instructional strategies for teachers to enhance students\u27 science achievement

Female Under-Representation in Computing Education and Industry - A Survey of Issues and Interventions

This survey paper examines the issue of female under-representation in computing education and industry, which has been shown from empirical studies to be a problem for over two decades. While various measures and intervention strategies have been implemented to increase the interest of girls in computing education and industry, the level of success has been discouraging. The primary contribution of this paper is to provide an analysis of the extensive research work in this area. It outlines the progressive decline in female representation in computing education. It also presents the key arguments that attempt to explain the decline and intervention strategies. We conclude that there is a need to further explore strategies that will encourage young female learners to interact more with computer educational games

Proceedings of the ANR ​#CreaMaker​ workshop: co-creativity, robotics and maker education.

International audienc