Enhancing Spatial Thinking Awareness of World-Scale Geography with Excel Dynamic Map Charts and Virtual Globes

Spatial thinking is a unique thinking skill that geographers use to reason. Every individual is believed to have this thinking skill, but not all are aware of it. This condition causes differences in the development of each person. A person’s spatial thinking can be improved by training. Geospatial technology is a representation tool that many people believe can be used to train spatial thinking skills. However, not many people encounter obstacles when using this technology. The complexity of the command to run is an obstacle that is often found. In line with the development of geospatial technology, many applications integrate this technology as part of visualization tools. This teaching and learning were conducted with Action Research Classroom (three cycles) in the form of Project-Based Learning with Science, Engineering, Technology, and Mathematic (STEM) approach. This article discusses the findings of the research on the use of Excel dynamic map chart and virtual globe to improve spatial thinking in research subjects with the case study of Indonesian Geography and World Regional Geography. With the Excel application project, for the context of upper-level education, the findings show an increase in spatial thinking skills and mastery of the use of mapping platforms without the need for prior experience of coding, software, or cartography, although it needs to be corroborated by other studies

My Video CV, or how to impress the hotel industry

This article discusses an information technology-inclusive teaching methodology used in English for Specific Purposes (ESP) courses, whose syllabi (in close articulation with the core subjects of the degree) contain topics related to the operational activities typical of the hotel industry. Furthermore, it reflects on how this methodology, first designed to address senior students’ concerns regarding vocabulary acquisition in the final semester of a Hotel Management degree (whose mastery they seem to consider the best indicator of language proficiency) evolved to encompass self-regulated learning skills. Although one would expect 3rd year students to have developed strategies which enable them to acquire the industry’s vocabulary in autonomous and self-regulated ways, experience shows us that they will still rely heavily on the lecturer to select, explain, translate or define “all the words” they deem relevant. In the attempt to counter such a trend and to address both the students’ concerns with vocabulary acquisition and an accompanying low feeling of self-efficacy, we have adopted a strategy with satisfying results as it has helped maintain high success rates - circa 90% - over the past seven years. This strategy is underpinned by more “traditional” learning activities (as proposed by a communicative approach to language teaching), such as noticing tasks, including work on realia, which are associated to the relevance of form and lexical development, with a task-based approach. The latter, which materialises in the form of an interdisciplinary project, called My Video CV, aims at developing the four macro-skills, while putting into practice technology skills learnt in ICT courses. The soundness of the My Video CV project, which is at the fulcrum of the action-research the authors have been conducting for seven years, is analysed using the criteria and indicators established by the Action Research journal. In the conclusion, and in line with action-research premises, the authors embrace their role as teachers researchers, their experience of the field and their value systems, as they believe, from the analysis of the My Video CV project, its results and the review of the existing literature, that the teaching methodology has, so far, effected a desirable change in students’ autonomy, in what concerns the development of research, organisational and self-assessment skills

Promoting Digital Skills for Austrian Employees through a MOOC: Results and Lessons Learned from Design and Implementation

Digital skills are now essential, not only in information and communications technology (ICT) jobs, but for employees across all sectors. The aim of this article is to detail how employees’ digital skills can be fostered through a Massive Open Online Course (MOOC), how such an offer is used and what the effects of such a measure are. Using an approach oriented at action research and design-based research activities, the authors describe the basics of their finding on existing European competence frameworks for digital skills and European projects that used MOOCs, the development and design of the MOOC, the evaluation on the basis of learning analytics insights and a questionnaire, as well as a reflection. The MOOC was offered as Open Educational Resources (OER) on the Austrian MOOC platform iMOOX.at from March to April 2021, with 2083 participants, of whom 381 fully completed the course (at end of June 2021) and 489 filled out the final questionnaire

Improving science teaching through the use of video reflection and a PCK-based teaching framework

Effective teaching and teachers are vital for improved outcomes in Science, Technology, Engineering and Mathematics (STEM) education and scientific literacy. Supporting the goals of contemporary science education calls for constructivist learning approaches, with an emphasis on inquiry-based, student-centred learning, which demands that teachers develop a wider repertoire and more innovative pedagogical skills. Pedagogical Content Knowledge (PCK) research was used to prepare a conceptual framework of effective teaching skills and knowledge areas which was used in a teacher professional development (PD) initiative. This qualitative study employed a case study methodology with a small group of experienced, secondary Science teachers. An ethnographic, participatory action research (PAR) approach supported the use of self-tracking video in the classroom for the purpose of individual teacher reflection. The teachers then collaborated in a video club professional learning community (PLC) to collectively reflect on effective teaching skills and knowledge. The study concluded that experienced Science teachers found the use of video-supported reflection and participation in a supportive PLC positive and beneficial. It aided their self-reflection and goal-setting and was perceived as enhancing other PD programs that the teachers were engaged in. Participants also felt that the shared experience consolidated collegial relationships and discussion and led to positive feelings. The study provided further insights about elements of effective teaching building on earlier PCK research

Integrating formal and informal learning through a FLOSS-based innovative approach

It is said that due to the peculiar dynamics of FLOSS communities and their projects, effective participation in them is a privileged way to acquire the relevant skills and expertise in FLOSS development. Such is probably the reason for a number of higher education institutions to include in their curricula in Software Engineering some form of contact with the FLOSS reality. This paper explores such a perspective through an on-going case study on university students collaboration in FLOSS projects. The aim of this research is to 1) identify what should be learnt about software development through regular participation in a FLOSS project/community, and 2) assess the didactic potential of this kind of non-standard learning experiences. To this aim we resorted to a participatory research action approach and qualitative methods, namely case studies combining direct observation and interviews.This work is supported by Macao Science and Technology Development Fund (MSTDF), File No. 019 / 2011 / A1, as well as the ERDF - European Regional Development Fund through the COMPETE Programme (operational programme for competitiveness), by National Funds through FCT - the Portuguese Foundation for Science and Technology, within project FCOMP-01-0124-FEDER-010047

A successful learning environment for biology teachers in higher education: Needs assessment

Teachers must enhance their teaching skills in accordance with institutional policies at higher education institutions. This research aims to determine effective professional development techniques   for biology teachers in higher education. The modified OZON form (cro. obrazac za opažanje nastave, teaching observation form) facilitated self-reflection and assessed the impact of reflection-based actions on the learning environment. Teachers participated in workshops, experiencing both student and curriculum-designer roles. Proficiency in creating an engaging learning environment and using technology was well developed. However, teachers should improve their understanding of curricular aspects, constructive alignment, outcome-driven selection of activities and  formative and summative evaluation. Our research suggests modifying professional learning strategies to align with biology teachers' needs in higher education. Combining extended learning time, implementation in teaching practice, ongoing expert support, and action research fosters positive changes in a constructively aligned classroom. The results indicate that biology teachers in higher education need the continuous support of experts in the didactic design of the lesson plan to improve the creation of a learning environment through positive alignment. This approach promotes active professional development management in a concise format

Acting up: An approach to the study of cognitive development

International audienceDespite decades of research, we lack a comprehensive framework to study and explain cognitive development. The emerging " paradigm " of action-based cognition implies that cognitive development is an active rather than a passive, automatic, and self-paced maturational process. Importantly, " active " refers to both sensorimotor activity (in the narrow sense) as well as to autonomous exploration (e.g., as found in active perception or active learning). How does this emphasis on action affect our understanding of cog-nitive development? Can an action-based approach provide a much-needed integrative theory of cognitive development? This chapter reviews key factors that infl uence development (including sensorimo-tor skills as well as genetic, social, and cultural factors) and their associated brain mechanisms. Discussion focuses on how these factors can be incorporated into a comprehensive action-based framework. Challenges are highlighted for future research (e.g., problems associated with explaining higher-level cognitive abilities and devising novel experimental methodologies). Although still in its infancy, an action-based approach to cognitive development holds promise to improve scientifi c understanding of cognitive development and to impact education and technology

Exploring the Impact of Learning Technologies in Teaching Interaction Design: A Case Study at First Technical University, Nigeria

Teaching interaction design poses unique challenges as it requires discussing design principles for interactive products. Conventional methods like static slides and lectures often fail to effectively engage learners, leading to reduced satisfaction and limited active participation. To address this issue, an action research study was conducted at First Technical University, Nigeria, to investigate the impact of incorporating learning technologies in teaching interaction design. The study involved 21 purposively selected 200 level students from the Computer Science and Software Engineering departments who willingly participated to compare their previous instruction in interaction design.The study aimed to adapt the current learning approach by emphasizing technology-enhanced methods such as flipped classrooms and online teaching. By integrating technology-equipped pedagogy, the research aimed to enhance learners' engagement and interest in the subject.The findings reveal that the integration of learning technologies in teaching interaction design has a significant impact on student engagement and understanding. The gradual inclusion of various technologies transformed students from passive learners to active participants who freely expressed their ideas, engaged in critical discussions, and applied design principles in practical contexts. The results also highlight the importance of aligning pedagogy with learners' needs and cultural context. By creating a less formal learning environment that encourages open expression of ideas and active participation in discussions, the use of learning technologies not only enhances the application of design principles but also fosters the development of students' personalities and soft skills. Notably, communication skills, leadership abilities, teamwork, and project management skills exhibited significant improvement throughout the study cycles. Keywords: Interaction design, Learning technologies, Pedagogy, Engagement, Design principles DOI: 10.7176/JEP/14-21-05 Publication date:July 31st 202

The impact of a professional upskilling training programme on developing teachers\u27 digital competence

Background: The emergence of remote teaching during the Coronavirus (COVID-19) pandemic caused several gaps due to teachers being unprepared to teach online. Teachers did not achieve many digital competencies, resulting in an inability to facilitate the students\u27 learning by using technology creatively to overcome challenges. Accordingly, developing teachers\u27 digital competencies to facilitate the teaching and learning process will: positively impact students\u27 innovative use of digital technology in completing their tasks; consequently, develop their digital competencies; prepare them for jobs that do not yet exist; and support them for unexpected challenges they might face. Objectives: This study investigates the impact of the upskilling training programme on developing teachers\u27 digital competence, where the aim is to investigate if the teachers\u27 digital competence has improved from the expected intermediate level stated by the World Bank Report in 2021, where strategies for the Digital Skills Action Plan were mentioned. For instance, strategy 2 “Reform of Digital Skills programmes” stated that students must acquire at least intermediate level of general digital skills. Strategy 3 “Enhance use of technologies in teaching and learning” aims to advance teachers\u27 digital competencies to be above the intermediate level. Accordingly, the above average level was used in the hypothesis as a benchmark of the teachers\u27 levels after attending the upskilling training programme. The upskilling training programme of this study is a 10-week training session using blended learning approach with instructor leading. The training\u27s long-term goals aim to construct a higher level of competency in a set of skills, attitudes as well as knowledge, which include digital citizenship; communication and collaboration; critical thinking, problem-solving, and decision-making; creativity and innovation; using technology as a tool. Methods: A sequential mixed-method approach using quantitative and qualitative data was used. An online survey with closed-ended items was adopted to collect quantitative data from teachers. The qualitative data was collected through teachers\u27 focus group discussions using the Zoom conference meetings platform. The participants are K-12 teachers from a group of national charity schools in the United Arab Emirates (UAE). Results and Conclusions: The study results revealed that the upskilling training programme efficiently developed teachers\u27 digital competence where they construct knowledge and skills. Teachers exhibit a positive attitude towards using technology that supports collaboration, learning, and productivity, consequently developing their digital competence. As a result, this will also lead to the development of the students\u27 digital competencies, where they will be able to overcome challenges they might face in this changing world, especially after the pandemic of Covid-19, where there is reliance on the use of technology. Takeaways: These findings aid in understanding the impact of the upskilling training programme on the development of the teachers\u27 digital competence. Educators need to provide teachers with suitable online and face-to-face training that meets the teachers\u27 needs. However, understanding the difference between upskilling and reskilling training programmes is vital to delivering training that develops the teachers\u27 capabilities

Editorial

We are presenting you this issue of ABAC ODI JOURNAL Vision . Action. Outcome with ten articles on topics  on managing innovation in teaching on various levels and disciplines such as the arts, language,  and film ;  as well as research articles on organization development interventions that generated change on organizations . Hui Tan and  Laura Brahmakasikara’s  article “ A Blended Learning Design to Improve Non-Music Students’ Knowledge of Chinese Traditional Music in Hunan Agriculture University” is a quasi-experiment research that  determined how blended Chinese Traditional Music Appreciation Course using Superstar Learning Application  improves the Chinese traditional music knowledge of non-music majors. The article “Factors Influencing the Use of Ubiquitous Learning in Higher Education in Sichuan, China in the Aftermath of Covid-19 Pandemic” by  Meizi Huang  utilized confirmation factor analysis and structural equation modeling on data  analysis . Results showed that intention to use has the strongest effect on actual system use;  effort expectancy, facilitating conditions, and social influence except performance expectancy has positive affect the intention to use u-learning. Zhao Lina and  Laura Brahmakasikara’s  article “ Adopting a Blended Learning Approach for Teaching  Chinese Classical Dance” explored the effectiveness of the blended Chinese classical dance course in improving the dance performance of dance students at the College of Art and Design at Guangdong University of Petrochemical Technology, China. “An Application of Video Recording Technology   to Enhance the Key Leader Engagement Performance  at SWCS” written by Timothy Guy Burgess involved the introduction of video recording technology into a classroom of military students to enhance Key Leader Engagement (KLE) performance. The research determined the effectiveness of using video recording technology in improving the students' level of performance in the Special Forces Warrant Officer Technical and Tactical Certification at the U.S. Army Special Warfare Center and School. Jianjun Xue and Watana Vinitwatanakhun’s article “ Improving Students’ English Proficiency by Enhancing the Motivation through Organization Development Intervention— An Action Research Study of a Local University in China”  discusses how  organization development interventions enhance students’ language learning motivation .  Results show that  language learning motivation has significant impacts on students’ language proficiency. The article “ Reflective Coaching for the Development of Pedagogical Content Knowledge of   Biology Teachers in Thailand” by Nunnapat Thilaworrakan and  Ladapa Ladachart is qualitative research that explored  the effects of reflective coaching on developing pedagogical content knowledge (PCK) of biology teachers regarding cell biology.  The article authored by Thida Tin and  Papitchaya Wisankosol on “Enhancing Supportive Leadership, Affective Organizational Commitment,   and Work Engagement: A Participatory Action Research Approach”  reports how work engagement and affective commitment were enhanced through  organizational development interventions (ODI) at the Gold Power Company Limited (GPCL).   The results indicate that the use of  ODI improved supportive leadership . affective organizational commitment, and work engagement . The article  of Mohammad Shazzad Hossain and  Chompu Nuangjamnong on the  “Development of E-Readiness Scale in Blended Learning in Filmmaking Program for a Private University in Bangladesh – Initial Stage”  develop a unified scale to assess the higher education institute's e-readiness  that will identify their strengths and weaknesses and formulate a plan for creating an e-learning environment. The results indicated that the compiled instruments are good to excellent and that the  institutional e-readiness scale could assess the e-readiness of other universities in Bangladesh. The  research  “ Improving EFL Students’ Critical Thinking Skills through Organization Development Intervention Strategies  at Zhejiang Yuexiu University in China” by  Chen Yang and  Joanne C.  Preston  is a  quasi-experimental design that  determined the effectiveness of Organization Development Intervention(ODI) in developing second-year EFL students’ CT skills in a private university in China.  The findings reveal that collaborative learning is useful in  developing the  students’ CT skills,  while  instructors need to utilize  various techniques to foster team members’ collaboration skills. The 10th article  by Thein Than Toe and  Somchai Tantasanee on “The  Impact of Organizational Learning and Organizational Innovation on Organizational Performance: A Case of an Internet Service Provider in Myanmar “  is a mixed method research  that showed that organizational innovation has greater impact on organizational performance than organizational learning; organizational learning impacts organizational innovation . The  qualitative findings implied that the organization chosen for the research must take on initiatives to   promote organizational learning and innovation . The contributions of our authors to this issue  are valuable for  knowledge sharing of their research on various disciplines and  methodologies.   We hope that their research will be beneficial to our readers and as support in furthering future related research