SUPPORTING LIFELONG LEARNING THROUGH DEVELOPMENT OF 21 ST CENTURY SKILLS

International audienceThe new technology developments that are emerging on the market at a growing speed demand young people to quickly recognize the importance of lifelong learning. Re-skilling and updating competencies will be required in the near future, thus enabling learners of all ages to adapt to new expectations in the 21 st century workplace and life. Therefore, education should prepare learners for lifelong learning through development of 21 st century skills such as digital literacy, communication, collaboration, critical thinking, problem solving, decision making and creativity. This paper explores some 21 st century skills frameworks that have analysed and identified important skills that would support lifelong learning. Various pedagogies such as Problem-Based Learning, Flipped Classroom, Serious Games, Self-Directed Learning, Computer Supported Collaborative Learning and Personalised Learning that contribute to the development and mastery of 21 st century competencies and skills are discussed and compared

Investigating the Learning Impact of Game-based Learning when Teaching Science to Children with Special Learning Needs

International audienceIn an attempt to find solutions to the current challenges faced by children with special needs, new teaching and learning methodologies that make us of various technologies such as 3D computer based games, Augmented Reality, Virtual Reality enhanced learning have been proposed to be used in the classroom. The technology can enhance the lives of children with learning disabilities and gives then options of intervening in their various educational and cognitive problems. The paper presents a research study on learner experience when a new interactive educational 3D video game called Final Frontier, was used in a secondary school from Romania by children with hearing impairment. Pre-and Post-tests results analysis has shown that the game helped the children to acquire knowledge on the Solar system. It was also noticed that an interactive game-based learning approach is more suitable for children with disabilities than an interactive exploratory based digital library method

A Case Study on 21 st Century Skills Development Through a Computer Based Maths Game

International audienceThe new technology developments that are emerging on the market demand re-skilling and updating competencies thus enabling people to adapt to new expectations in the 21st century workplace and life. Therefore, the education system should also prepare learners for lifelong learning through development of 21st century skills. Recent research on mathematics education also shows that for many students, math is not considered an easy subject and students are facing difficulties in developing logical thinking and problem solving skills. This paper introduces "Count With Me!", a novel educational computer based video game that teaches maths concepts. An investigation on how the game supports the development of learners' 21st century skills such as problem solving, self-directed learning, knowledge building and digital literacy is presented. The results of a case study in a 3rd level educational institution show that the large majority of students that took part in the case study acquired 21st century skills. 96.97% of students believed that the Count With Me! game helped them to develop their problem solving skills. 82.82% of students liked self-pacing themselves through the game based educational material. 78.78% of students agreed that the maths game has improved their knowledge and 81.81% of students were satisfied with their achievements in the game

The Need for Discipline-Based Education Research in Archaeology

Over the last few decades, scholars have recognized the importance of discipline-based education research (DBER). As outlined by the National Research Council of the National Academies, DBER aims to 1) understand how students learn discipline concepts, practices, and ways of thinking; 2) understand how students develop expertise; 3) identify and measure learning objectives and forms of instruction that advance students towards those objectives; 4) contribute knowledge that can transform instruction; and 5) identify approaches to make education broad and inclusive. Physicists, chemists, engineers, biologists, astronomers, and geoscientists have been among the first to adopt DBER. Given research that demonstrates the effectiveness of instructional strategies developed through DBER, I call for archaeologists to adopt this approach to archaeological education, while developing infrastructure that supports and advances such research and derived instruction practices

FLIPPED LEARNING ENABLER PLATFORM : FOR UNIVERSITI TEKNOLOGI PETRONAS (UTP) ENVIRONMENT

The Flipped Learning offers a great use of technology - especially if it can divert lecture out of the classrooms and into the hands and control of the learners in this projects’ context, the students of UTP. The Flipped Learning videos have a place in the models and cycles of learning proposed by educational psychologists and instructional designers. Providing educators with a full framework of how the Flipped Learning can be used in their educational settings will increase its validity for educators and their administrators. Hence, this project will look into the feasibility of developing a framework for implementing flipped learning in UTP and tackle the challenges associated with that. The subject-focussed of this project are the lecturers and course instructors of UTP who will be the executor of flipped learning in UTP. Aiming at providing a cost free solution with ease of access and straightforward user interface, this project looks into developing a platform with guidance in implementing constructed flipped learning for lecturers and instructors of UTP. This user-guiding platform will model and enable the flipped learning method into the education system of UTP. This project paper outlines the development of Flipped Learning enabler platform that guides lecturers and instructors in implementing flipped learning wholesomely in UTP

An analysis of flip classroom pedagogy in first year undergraduate mathematics for computing

Mathematics is a key subject for success in Computer Science and it continues to be a challenging subject. Use of technology has given rise to a new pedagogy called Flip-Classroom (FC). FC involves creating online multimedia content that is utilized out-of-class in conjunction with in-class learning activities such as individual and collaborative problem solving, group-work and class-discussion. An experiment was conducted to investigate the utility of FC pedagogy and its relationship with student learning. FC pedagogy was implemented in a first year "Introduction to Mathematics for Computing" module and was employed for a number of core topics. A traditional lecture approach was utilized for the remaining topics. In-class quiz based assessments, homework assignments and end of semester examinations have been performed in order to assess the learning performance of the students. The results show that on average students performed better in assessments on topics taught through FC pedagogy. For Continuous Assessment (CA) components this increase was 14% and for the terminal exam this increase was 21%. The results indicate that the FC pedagogy may improve learning. Furthermore the students have indicated their preference in favor of FC pedagogy. This study will be of interest to those considering integrating FC pedagogy into teaching Mathematics

An analysis of flip-classroom pedagogy in first year undergraduate mathematics for computing

Mathematics is a key subject for success in Computer Science and it continues to be a challenging subject. Use of technology has given rise to a new pedagogy called Flip-Classroom (FC). FC involves creating online multimedia content that is utilized out-of-class in conjunction with in-class learning activities such as individual and collaborative problem solving, group-work and class-discussion. An experiment was conducted to investigate the utility of FC pedagogy and its relationship with student learning. FC pedagogy was implemented in a first year "Introduction to Mathematics for Computing" module and was employed for a number of core topics. A traditional lecture approach was utilized for the remaining topics. In-class quiz based assessments, homework assignments and end of semester examinations have been performed in order to assess the learning performance of the students. The results show that on average students performed better in assessments on topics taught through FC pedagogy. For Continuous Assessment (CA) components this increase was 14% and for the terminal exam this increase was 21%. The results indicate that the FC pedagogy may improve learning. Furthermore the students have indicated their preference in favor of FC pedagogy. This study will be of interest to those considering integrating FC pedagogy into teaching Mathematics

Estudios de lingüística aplicada IV

Como en los volumenes anteriores, este se divide en dos partes, el analisis del discurso y la enseñanza y aprendizaje de lenguas, principales ejes vertebradores de la linguistica aplicada. Recoge nueve capitulos que atañen a diferentes ambitos como el discurso de los comics, la mineria de datos, la variacion linguistica, las metodologias activas, la integracion de las tecnologias digitales, la traduccion, el aprendizaje asistido por ordenador, entre otros.Olmo Cazevieille, FT.; Carrió Pastor, ML.; Romero Forteza, F.; Periñán Pascual, JC. (2020). Estudios de lingüística aplicada IV. Editorial Universitat Politècnica de València. http://hdl.handle.net/10251/154365EDITORIA