Teachers as designers of GBL scenarios: Fostering creativity in the educational settings

This paper presents a research started in 2010 with the aim of fostering the creativity of teachers through the design of Game-Based Learning scenarios. The research has been carried out involving teachers and trainers in the co-design and implementation of digital games as educational resources. Based on the results grained from the research, this paper highlights successful factors of GBL, as well as constraints and boundaries that the introduction of innovative teaching and learning practices faces within educational settings

Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

The European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research

How can I use video to improve teacher engagement with my school’s abundant ICT equipment?

This paper examines how video can be used to enhance teacher engagement with ICT as a teaching tool. The Connect School Project, South Dublin County Council’s ubiquitous computing initiative, equipped St. Aidan’s with a vast amount of information and communication technologies (ICT). A review of appropriate literature indicated that the use of such technologies in class could lead to effective teaching and learning environments, increase student self-esteem and could bridge the ‘digital-divide’ that might exist between students in disadvantaged areas and those in more affluent communities. Through two cycles of enquiry, I planned and produced a video which modelled how the laptops and associated hard and software could be used effectively in class. The video aimed to represent all stakeholders in the school: management, teachers and students. In this way a top-down endorsement of the use of ICT as a teaching and learning tool was communicated. I feel that if teachers are to embrace the use of technology in class, pedagogical as well as technical support must be provided. Using video to model effective practice could be an ideal way to provide such support

Utilizing Computer-Assisted Vocabulary Learning Tools in English Language Teaching: Examining In-Service Teachers' Perceptions of the Usability of Digital Flashcards

This study explores five in-service teachers' perceptions with regards to the technical and pedagogical usability of digital flashcards in English language teaching. All the teachers were enrolled in a one-year Masters of Art in English Language Teaching program at Coventry University and had previous teaching experience ranging from elementary to university level. The study adopted a quan?QUAL mixed-method research design, combining elements of surveys and case studies, to examine the factors that affected the teachers' perceptions in addition to how they view three specific websites: Cram, Quizlet, and StudyStack. Participants explored these websites and created sets of flashcards in a computer lab, then completed a survey and participated in a focus group interview. Findings suggest that although the teachers were willing to integrate digital flashcards in their future teaching, it is dependent on several factors, including: learners' age, the quality of graphics in the websites, and the teachers' prior experience as students on their MA program. Nonetheless, the “wow” factor seemed to influence their perceptions of the usability of these websites, which can either be extreme positive or negative initial reactions as a result of the websites' presentational scheme.</jats:p

Expectations eclipsed in foreign language education: learners and educators on an ongoing journey / edited by Hülya Görür-Atabaş, Sharon Turner.

Between June 2-4, 2011 Sabancı University School of Languages welcomed colleagues from 21 different countries to a collaborative exploration of the challenging and inspiring journey of learners and educators in the field of language education.\ud \ud The conference provided an opportunity for all stakeholders to share their views on language education. Colleagues met with world-renowned experts and authors in the fields of education and psychology, faculty and administrators from various universities and institutions, teachers from secondary educational backgrounds and higher education, as well as learners whose voices are often not directly shared but usually reported.\ud \ud The conference name, Eclipsing Expectations, was inspired by two natural phenomena, a solar eclipse directly before the conference, and a lunar eclipse, immediately after. Learners and educators were hereby invited to join a journey to observe, learn and exchange ideas in orde

Accommodating student's learning experience through personalized learning style adaptation in computer programming course at Centre for Foundation Studies, IIUM

Teaching and learning computer programming can be difficult, especially for beginners. Since they are not exposed to any computer programming experience, they may face difficulties if the teaching approaches do not match with their learning styles. Computer programming requires the students to understand logical reasoning and syntax and be able to apply them practically for solving programming problems in nearly all disciplines. Mitra [1] claims that most students feel computer programming is a challenging intellectual exercise. At Centre for Foundation Studies, foundation students encounter difficulties in learning and applying computer programming concepts. Some of them perform better in other science subjects, but find difficulties in grasping the computer programming concepts. In this research, we have used Felder-Solomon Learning Style Inventory to identify C Programming’s students for their preferred learning styles. The result of the survey shows that the Engineering/Computer Science students came from mixed learning styles. Therefore, we have adapted Felder-Solomon’s learning style model, and come out with a model of three hybrid categories. This paper will provide detail suggestions for an online learning system based on a selected topic in C Programming. The system will accommodate the students’ learning style in accordance to the modified Felder-Solomon’s learning style model. As a significant contribution to programming educations, our suggestions may further be adopted for designing personalized learning for other disciplines

English Language Learner Teachers’ Perceptions Of Digital Games On Student Learning

This body of work contains three articles that examine the intersectionality between English Language Learner (ELL) teachers and digital games. The purpose of the study is to qualitatively explore the perception of ELL teachers’ use of digital games as educational tools and whether they realize the potential to promote language learning for ELLs. This study aims to understand the lived experiences of ELL teachers to identify their viewpoint of language learning through gaming. The work focuses particularly on the teacher in an effort to contribute empirical work that supports the need for a more holistic approach to digital games in teacher education programs. This dissertation sought to answer four main questions: 1) What is the perception and lived experiences of ELL teachers use of digital games as educational tools?; 2) What are the perceived challenges facing ELL teachers in incorporating digital games?; 3) How does ELL teacher’s perception of digital games influence their use and incorporation?; 4) How do ELL teachers define best practices for digital games in order to promote language learning? I employed qualitative case study methods with a phenomenological lens to analyze the data. I interviewed six ELL teachers in the upper Midwest of the United States. The outcome of this study has the potential to enable teachers to use digital games effectively and to ultimately improve teaching and learning. Today, almost every aspect of society requires the use of technology. Therefore, the incorporation of technology into lesson plans is aligned with the needs of society in the 21st century. By adding digital games into classroom learning, educators may be able to better prepare students for their future careers. This preparation can be achieved because digital games have the potential to increase students’ problem-solving skills, as well as spatial and logical reasoning. The upward mobility and learning opportunities in digital games for ELLs are multiplied in fun and engaging ways