9,832 research outputs found

    Bildung in der digitalen Transformation

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    Die Coronapandemie und der durch sie erzwungene zeitweise Übergang von Präsenz- zu Distanzlehre haben die Digitalisierung des Bildungswesens enorm vorangetrieben. Noch deutlicher als vorher traten dabei positive wie negative Aspekte dieser Entwicklung zum Vorschein. Während den Hochschulen der Wechsel mit vergleichsweise geringen Reibungsverlusten gelang, offenbarten sich diese an Schulen weitaus deutlicher. Trotz aller Widrigkeiten erscheint eines klar: Die zeitweisen Veränderungen werden Nachwirkungen zeigen. Eine völlige Rückkehr zum Status quo ante ist kaum noch vorstellbar. Zwei Fragen bestimmen vor diesem Hintergrund die Doppelgesichtigkeit des Themas der 29. Jahrestagung der Gesellschaft für Medien in der Wissenschaft (GMW). Erstens: Wie ‚funktioniert‘ Bildung in der sich derzeit ereignenden digitalen Transformation und welche Herausforderungen gibt es? Und zweitens: Befindet sich möglicherweise Bildung selbst in der Transformation? Beiträge zu diesen und weiteren Fragen vereint der vorliegende Tagungsband

    AI & Blockchain as sustainable teaching and learning tools to cope with the 4IR

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    The Fourth Industrial Revolution (4IR) is transforming the way we live and work, and education is no exception. To cope with the challenges of 4IR, there is a need for innovative and sustainable teaching and learning tools. AI and block chain technologies hold great promise in this regard, with potential benefits such as personalized learning, secure credentialing, and decentralized learning networks. This paper presents a review of existing research on AI and block chain in education, analyzing case studies and exploring the potential benefits and challenges of these technologies. The paper also suggests a unique model for integrating AI and block chain into sustainable teaching and learning practices. Future research directions are discussed, including the need for more empirical studies and the exploration of ethical and social implications. The key summary of this discussion is that, by enhancing accessibility, efficacy, and security in education, AI and blockchain have the potential to revolutionise the field. In order to ensure that students can benefit from these potentially game-changing technologies as technology develops, it will be crucial to find ways to harness its power while minimising hazards. Overall, this paper highlights the potential of AI and block chain as sustainable tools for teaching and learning in the 4IR era and their respective advantages, issues and future prospects have been discussed in this writing

    One Small Step for Generative AI, One Giant Leap for AGI: A Complete Survey on ChatGPT in AIGC Era

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    OpenAI has recently released GPT-4 (a.k.a. ChatGPT plus), which is demonstrated to be one small step for generative AI (GAI), but one giant leap for artificial general intelligence (AGI). Since its official release in November 2022, ChatGPT has quickly attracted numerous users with extensive media coverage. Such unprecedented attention has also motivated numerous researchers to investigate ChatGPT from various aspects. According to Google scholar, there are more than 500 articles with ChatGPT in their titles or mentioning it in their abstracts. Considering this, a review is urgently needed, and our work fills this gap. Overall, this work is the first to survey ChatGPT with a comprehensive review of its underlying technology, applications, and challenges. Moreover, we present an outlook on how ChatGPT might evolve to realize general-purpose AIGC (a.k.a. AI-generated content), which will be a significant milestone for the development of AGI.Comment: A Survey on ChatGPT and GPT-4, 29 pages. Feedback is appreciated ([email protected]

    Design of Flipped Lessons in the Classroom and Opinions of Teachers with Different Degrees of Experience

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    The flipped classroom approach has gained significant popularity recently due to its ability to facilitate active learning and leverage technology to enhance student's learning habits. Previous research has explored the benefits and drawbacks of this approach, highlighting its potential to improve student engagement, motivation, and achievement. However, despite the growing interest in flipped classroom approach, more is needed to know about teachers' perceptions of this model and how these perceptions may vary based on years of experience.The current study aims to address this gap in the literature by examining 73 Kindergarten through 12th-grade teachers' perceptions of flipped classroom approach and identifying differences in these perceptions based on years of experience. To this end, the study utilized a survey instrument developed by Gough et al. (2017) to gather data on teachers' attitudes toward flipped classroom approach across five domains, including instructional practices, student considerations, technology use, communication, and practice.By analyzing the survey data, the study identified significant differences in teachers' perceptions of flipped classroom approach based on years of experience. Specifically, teachers with 0-3, 3-5, and more than 5 years of teaching experience had different judgments in instructional practices and student considerations. These findings suggest that teachers' perceptions of flipped classroom approach may be influenced by their experience level and that targeted professional development and training may be necessary to support teachers in adopting this approach effectively.Overall, this study contributes to the literature on flipped classroom approach by shedding light on teachers' perceptions of this model and how these perceptions vary based on years of experience. The findings provide insights into the elements that could enhance the effectiveness of flipped classroom approach, such as differentiation, more videos for specific learners, communication with all parties, and practice. The practical implications of these findings for K12 settings are discussed in the subsequent sections of this article. Keywords: Flipped classroom, teacher perceptions, K12 classrooms, teaching experience DOI: 10.7176/JEP/14-9-05 Publication date:March 31st 202

    Identifying Student Profiles Within Online Judge Systems Using Explainable Artificial Intelligence

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    Online Judge (OJ) systems are typically considered within programming-related courses as they yield fast and objective assessments of the code developed by the students. Such an evaluation generally provides a single decision based on a rubric, most commonly whether the submission successfully accomplished the assignment. Nevertheless, since in an educational context such information may be deemed insufficient, it would be beneficial for both the student and the instructor to receive additional feedback about the overall development of the task. This work aims to tackle this limitation by considering the further exploitation of the information gathered by the OJ and automatically inferring feedback for both the student and the instructor. More precisely, we consider the use of learning-based schemes—particularly, Multi-Instance Learning and classical Machine Learning formulations—to model student behaviour. Besides, Explainable Artificial Intelligence is contemplated to provide human-understandable feedback. The proposal has been evaluated considering a case of study comprising 2,500 submissions from roughly 90 different students from a programming-related course in a Computer Science degree. The results obtained validate the proposal: the model is capable of significantly predicting the user outcome (either passing or failing the assignment) solely based on the behavioural pattern inferred by the submissions provided to the OJ. Moreover, the proposal is able to identify prone-to-fail student groups and profiles as well as other relevant information, which eventually serves as feedback to both the student and the instructor.This work has been partially funded by the “Programa Redes-I3CE de investigacion en docencia universitaria del Instituto de Ciencias de la Educacion (REDES-I3CE-2020-5069)” of the University of Alicante. The third author is supported by grant APOSTD/2020/256 from “Programa I+D+I de la Generalitat Valenciana”

    Educating Sub-Saharan Africa:Assessing Mobile Application Use in a Higher Learning Engineering Programme

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    In the institution where I teach, insufficient laboratory equipment for engineering education pushed students to learn via mobile phones or devices. Using mobile technologies to learn and practice is not the issue, but the more important question lies in finding out where and how they use mobile tools for learning. Through the lens of Kearney et al.’s (2012) pedagogical model, using authenticity, personalisation, and collaboration as constructs, this case study adopts a mixed-method approach to investigate the mobile learning activities of students and find out their experiences of what works and what does not work. Four questions are borne out of the over-arching research question, ‘How do students studying at a University in Nigeria perceive mobile learning in electrical and electronic engineering education?’ The first three questions are answered from qualitative, interview data analysed using thematic analysis. The fourth question investigates their collaborations on two mobile social networks using social network and message analysis. The study found how students’ mobile learning relates to the real-world practice of engineering and explained ways of adapting and overcoming the mobile tools’ limitations, and the nature of the collaborations that the students adopted, naturally, when they learn in mobile social networks. It found that mobile engineering learning can be possibly located in an offline mobile zone. It also demonstrates that investigating the effectiveness of mobile learning in the mobile social environment is possible by examining users’ interactions. The study shows how mobile learning personalisation that leads to impactful engineering learning can be achieved. The study shows how to manage most interface and technical challenges associated with mobile engineering learning and provides a new guide for educators on where and how mobile learning can be harnessed. And it revealed how engineering education can be successfully implemented through mobile tools

    Espacios Educativos Innovadores y Sostenibles. Avanzando hacia los ODS.

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    La tesis doctoral “Espacios educativos innovadores y sostenibles”, defendida, por compendio de artículos, en la Universidad Miguel Hernández de Elche, España, corrobora que el diseño y distribución de los espacios educativos facilita la transformación hacia metodologías innovadoras, está relacionado con la salud y bienestar de los usuarios y puede disminuir los gastos de arrastre de los edificios, promoviendo una educación económica responsable. Este es un estudio multidisciplinar que aúna geografía, arquitectura, educación y neurociencias bajo el prisma del medio ambiente. Se trata de marcar el camino hacia una educación integral e innovadora, comprometida con la Agenda 2030 y las necesidades de la sociedad del siglo XXI. Esta investigación contribuye al logro de metas de numerosos ODS, por ejemplo, relacionados con salud y bienestar -ODS 3-, con una educación de calidad -ODS 4-, sensibilizando a la administración educativa sobre la importancia de que los edificios eduquen al alumnado en eficiencia energética y no contaminante y promuevan una educación económica responsable -ODS 7, 9, 11, 12, 13; empleando metodologías de Aprendizaje y Servicio que aumentan las posibilidades de empleabilidad y ayudan a reducir desigualdades -ODS 8 y 10-; con ideas sobre innovación en infraestructuras y tecnologías de la información y comunicación -ODS 9- necesarias en todo momento pero muy especialmente después de la COVID 19; Finalmente, para la puesta en marcha de nuevos diseños y estrategias constructivas y de distribución de espacios educativos, se hace necesario generar alianzas y promover la participación entre centros, administraciones, educadores y destinatarios del proceso -ODS17-. En el estudio se ha empleado una metodología de Investigación Acción Participativa que ha permitido detectar necesidades reales de los usuarios de Institutos de Educación Secundaria Públicos en la Comunidad Valenciana. Poniendo de manifiesto la importancia de divulgar las conclusiones con el fin de sensibilizar a diseñadores y planificadores (estudios de arquitectura y Administración Educativa) de centros educativos. Si bien se van incorporando mejoras, todavía se detecta una brecha entre las recomendaciones de guías e incluso normativa y la realidad de los espacios construidos. En muchas ocasiones estas disonancias no son debidas a falta de inversión financiera, sino a escasa comunicación e insuficiente conocimiento de los programas educativos y actividades que tendrán lugar en los espacios, con la corresponsabilidad de la propia Administración Educativa. Los espacios educativos deberían ser modelo de prácticas sostenibles. El estudio propone espacios sostenibles, fáciles de entender bajo el acrónimo “TICMOTECAS”, que pretende hacer referencia a lugares bien dotados de connectividad (TIC), con MObiliario móvil (flexible y versátil), espacio en el que se cuida y facilita la TEmperatura, los Colores y la Acústica. Estas características, unidas a la luz, ventilación y vistas a naturaleza posibilitan una fusión que nos permite calificar los espacios como SOSTENIBLES, insistiendo en la versión actual de “sostenible” como algo que cubre un triple objetivo, es decir, que aúna los intereses de lo social (participación, empatía, educación), lo económico (gastos de mantenimiento, diseño vanguardista) y lo medioambiental (salud física y psicológica, neuroarquitectura, neuroeducación). Es necesaria una evaluación y seguimiento de los nuevos espacios, tanto si se ajusta a las cada vez más frecuentes, aulas creativas, aulas innovadoras, aulas TECH, aulas LAB o Future Classroom Labs, como si se trata de la ampliación o construcción de un IES Nuevo desde su la fase de proyecto base. Se concluye que sin duda las metodologías y los espacios se complementan, pero la investigación va más allá del ámbito de pedagogías emergentes y llama a estudios de arquitectura y laboratorios de neurocientíficos a co-crear junto con los educadores. Este equipo de investigación multidisciplinar entiende que la educación no es responsabilidad única de proyectos educativos

    Toward a Student-Ready Cybersecurity Program: Findings from a Survey of STEM-Students

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    As the number of available cybersecurity jobs continues to grow, colleges strive to offer to their cybersecurity students an environment which will make them sufficiently prepared to enter the workforce after graduation. This paper explores the academic and professional needs of STEM-students in various higher education institutions across Virginia and how cybersecurity programs can cater to these needs. It also seeks to propose an evidence-based approach for improving the existing cybersecurity programs so that they can become more inclusive and student-ready. A survey of 251 college students in four higher-education institutions in Virginia showed that while there are common patterns observed across gender and race, there are still areas in which more should be done regarding some of these groups. In particular, some discrepancies are observed across gender when it comes to students’ preparation with business fundamentals, the overall satisfaction of the received STEM education, and across race and ethnicity, when it comes to college advising, peer-mentoring, tutoring and faculty mentoring. The results from this study inform specific recommendations that will bring higher-education institutions and their cybersecurity program to a more student-ready level. Cover Page Footnote This research is supported in part by the National Science Foundation under grant DGE1914613 and the Commonwealth Cyber Initiative
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