A ESTRUTURA DAS QUESTÕES DE APRENDIZAGEM PARA FINS DE CRESCIMENTO DE META-COMPETÊNCIAS COGNITIVAS DOS ALUNOS

In the article, based on the meta -competence and institutional-culturological approaches developed in the school of general methodology of conceptual constructs of system-thought-activity modeling, the goal is to develop technological solutions for the formation of students ' cognitive meta -competences. In educational activities, a hierarchy of educational processes is defined: the main one is the creation of educational texts by students, the auxiliary one is work with literature, the service one is classroom activity. Based on the structure of educational processes, three roles of a teacher are defined: an assistant in mastering a professional language, a source of professional opinion, and a model of professional ethics. The role of classroom taking notes and asking the teacher of educational questions in the formation of cognitive meta-competences is shown. The differences between educational and non-educational questions and the structure of educational questions are given: for understanding, task, problematic, systemic and causal. The proposed technology of educational activity allows it to be applied in the formation of students' cognitive metacompetences, in the design and evaluation of educational literature, the creation of intelligent systems for the design of educational activities and the assessment of students' cognitive metacompetences.In the article, based on the meta -competence and institutional-culturological approaches developed in the school of general methodology of conceptual constructs of system-thought-activity modeling, the goal is to develop technological solutions for the formation of students ' cognitive meta -competences. In educational activities, a hierarchy of educational processes is defined: the main one is the creation of educational texts by students, the auxiliary one is work with literature, the service one is classroom activity. Based on the structure of educational processes, three roles of a teacher are defined: an assistant in mastering a professional language, a source of professional opinion, and a model of professional ethics. The role of classroom taking notes and asking the teacher of educational questions in the formation of cognitive meta-competences is shown. The differences between educational and non-educational questions and the structure of educational questions are given: for understanding, task, problematic, systemic and causal. The proposed technology of educational activity allows it to be applied in the formation of students' cognitive metacompetences, in the design and evaluation of educational literature, the creation of intelligent systems for the design of educational activities and the assessment of students' cognitive metacompetences

Improving future teachers’ digital competence using active methodologies

Contemporary society demands a university education based on active and participatory educational models that enable the development of competences, with digital competence being amongst the most demanded ones. This work presents the results of an educational innovation at the university level. It intends to analyse whether the implementation of an active methodology supported by technological tools in a virtual classroom contributes to students’ digital development. A quantitative methodology with a pre-experimental pretest-posttest design was used. The sample comprised 30 students studying the Curriculum Design module on the Biology and Geology Specialism of the Master’s in Teacher Training at the Universidad Internacional de la Rioja. The results show an improvement in the five areas of the digital competence specified by the Common Framework for Teachers’ Digital Competence (MCCDD) established by Spain’s National Institute of Educational Technologies and Teacher Training (INTEF), with a large effect size. It is concluded that the educational experiment implemented has enabled an increment in the level of digital competence of future teachers

Perceived Utility of Video Games in the Learning Process in Secondary Education—Case Studies

The incorporation of videogames into the training of students is a reality that becomes very important to the extent that they are becoming more relevant in their personal lives. Linking aspects of their informal to formal life implies taking into account how students perceive this link. The purpose of this work is to determine what the perceived utility values are among secondary school students towards the inclusion of video games in the curricular development of the contents of the said educational stage, paying attention to the educational approach of video games. The quantitative methodology used is based on explaining the relationship between variables through a multiple linear regression analysis, targeted at 223 secondary education students. It has been proven that this utility is linked to the attitude that the student has towards the following aspects: The culture of educational success, diversity, and inclusion, as well as coexistence. Therefore, we consider that the linkage development of content-video games is an element in value to be incorporated into the classroom methodology by the teacher

Agent-Based Overlapping Generations Modeling for Educational Policy Analysis

Educational systems are complex adaptive systems (CAS). The macroeffects of an educational policy emerge from and depend on individual students\u27 reactions to the policy. However, educational policymakers traditionally rely on equation-based models, which are deficient in reflecting the work of microbehaviors. Using inappropriate tools to make policies may be a reason why there were many unintended educational consequences in history. A proper methodology to design and analyze policies for complex educational systems is agent-based modeling (ABM). Grounded in the theories of CAS and computational irreducibility, ABM is capable of connecting microbehaviors with macropatterns. The purpose of this study was to contribute to the application of ABM in educational policy analysis by constructing an agent-based overlapping generations model with hypothesized inputs to qualitatively represent the environment of the Taipei School District. Four research questions explored the effects of Taipei\u27s 2016 student-assignment mechanism and its free tuition policy on educational opportunity and school quality under different assumptions of students\u27 school-choice strategies. The simulated outputs were analyzed using descriptive statistics and paired samples t tests. The findings, which could hardly be revealed by traditional models, showed that the effects were complex and depended on students\u27 strategies along with the number of choices students were allowed to make; the assignment outcomes for elite students were robust to the mechanism, and the free tuition policy worsened school quality. Although exploratory, these findings can serve as hypotheses and a guide for Taipei\u27s policymakers to collect empirical data in evaluating their 2016 mechanism and tuition policy

MEDIA PEMBELAJARAN INTERAKTIF BERBASIS EDUTAINMENT

This educational entertainment-based interactive learning media aims to maximize the teaching and learning process to make it easier and more enjoyable so that it can increase students' interest in learning, especially financial literacy, 3D animation material. Apart from that, teachers can also create questions for students to work on without having to correct them manually because of this system. equipped with an automatic error correction feature based on answers made by the teacher and an educational entertainment system on this website. It is also equipped with mini flash games so that the site content becomes more diverse, and the material is equipped with animation. Content updates can be done dynamically via the admin panel.   This educational entertainment-based interactive learning media was developed using the Prototype system development methodology and system development tools using UML (Unifield Modeling Language). In developing this educational entertainment website, the programming languages PHP, HTML, JavaScript, JQuery MySQL Database, and Sublime Text were used as editors. text and Adobe Flash Professional CS6 as image editor.   From the results of this research, an edutainment website was created which contains learning material features in the form of animated images, video tutorials about 3D animation, photos of teaching and learning activities for students majoring in multimedia engineering, educational games, discussion forums and multiple choice questions

Entrepreneurship and pedagogical innovation in the classroom through a Scrum-based educational methodology: a practical learning experience in an undergraduate course in Spain

[EN] Entrepreneurship at school represents a major challenge of today¿s education at different educational levels. Seemingly more conceived for studies at older ages, several contributions have identified its benefits not only in later grades, but also as early as primary school. However, turn this specific objective into reality is not an easy task, as motivating students and making them learn in this field require appropriate tools and methodologies. The literature on entrepreneurship promotion in education has provided a wealth of tools that have brought this knowledge to the youngest students. However, much work remains to be done as student engagement is often difficult to achieve and labour market requirements are constantly evolving. This work attempts to contribute to this topic by explaining the practical learning experience achieved in the subject ¿Fundamentals of Business Administration¿ in the bachelor¿s degree in Informatics Engineering at Universitat Politècnica de València in Spain through the application a SCRUM based educational methodology. SCRUM is a well-known Agile framework, traditionally used in managing software development. It is designed for teams who break their work into actions that can be completed within fixed duration cycles called ¿sprints¿. Each sprint has a main topic and a challenge attached to it. Nevertheless, in this practical experiment, the SCRUM basic fundamentals, initially conceived for the area of software development, are used for its application in the different stages of the product/business design process. More concretely, we apply an educational framework called SCRUM Educational Experience (SEE, 2022), to a group of 57 students of the aforementioned course with the aim of managing the whole process that leads them from scratch to develop a business idea and put it into practice in the market. After the application of the methodology, the results obtained have been very positive as the students have felt motivated throughout the course, the final results of the product/company have been more suitable for the market and the final grades have improved compared to previous courses.Tomas Miquel, JV.; Fota, A.; Rodriguez-Máñez, P.; Gajownik, A. (2022). Entrepreneurship and pedagogical innovation in the classroom through a Scrum-based educational methodology: a practical learning experience in an undergraduate course in Spain. ICERI Proceedings. 2446-2454. https://doi.org/10.21125/iceri.2022.06152446245

Student acceptance of virtual laboratory and practical work: An extension of the technology acceptance model

The development of Internet technologies and new ways of sharing information has facilitated the emergence of a variety of elearning scenarios. However, in technological areas such as engineering, where students must carry out hands-on exercises and laboratory work essential for their learning, it is not so easy to design online environments for practicals. The aim of this experimental study was to examine students' acceptance of technology and the process of adopting an online learning environment incorporating web-based resources, such as virtual laboratories, interactive activities, and educational videos, and a game-based learning methodology. To this end, their responses to an online questionnaire (n?=?223) were analyzed using structural equation modeling. The study was based on the technology acceptance model (TAM), but included and assessed other factors such as perceived efficiency, playfulness, and satisfaction, which are not explained by the TAM. Our results confirm that this extension of the TAM provides a useful theoretical model to help understand and explain users' acceptance of an online learning environment incorporating virtual laboratory and practical work. Our results also indicate that efficiency, playfulness, and students' degree of satisfaction are factors that positively influence the original TAM variables and students' acceptance of this technology. Here, we also discuss the significant theoretical and spractical implications for educational use of these web-based resources

Challenges with Complex Situations in the Teaching and Learning of Social Sciences in Initial Teacher Education

This article not only presents a paradigm shift as a methodological model for teaching heritage and social sciences (SSCC), but also offers a methodological foundation for the challenge-based learning (CBL) methodology. We present various educational innovations in social science teaching and cultural heritage education based on the use of CBL during initial teacher training at the University of Andorra. These methodological proposals take into account the TPACK model (Technological Pedagogical Content Knowledge) based on the interrelation of three types of knowledge: pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK). This set of best practices requires students to respond to a complex social challenge by designing and creating specific educational proposals for tackling content and learning through gamification. Students work on the various dimensions of the SSCC, thereby developing spatial competency, teaching competency, and competency in democratic citizenship. ICTs are included throughout in order to develop students’ digital competency. As a result, students feel empowered through having acquired the different competencies and developed an awareness of the value of cultural heritage as a cornerstone of democratic citizenship.This research was supported by the GRIE (Interdisciplinary Group on Education). University of Andorra

Land-based Learning Journey

Indigenous faculty and staff saw the need to prioritize Indigenous ways of learning within our university setting that brings us outside of classroom settings and on to the land. The creation of a regionally accurate land-based learning structure within our educational institution provides Indigenous pedagogy with students and holds space and place for the post-secondary education community to see and experience.  The vision of this structure was provided by Art Petahtegoose from Atikameksheng Anishnawbek whose ancestral land is where the current educational institution is situated. Together we (faculty, staff, students, and Atikameksheng Anishnawbek) built a wiigwam which is culturally accurate within this region.    Through Wabie's (2017; 2019) sweetgrass story weaving methodology (Body, Mind, Spirit), staff and Indigenous Social Work students' voices were honored as they shared perspectives on the building of the wiigwam, the effect it has had on them (including counselling skills for students), and what they would like to see for it in the future. In the end, an Indigenous pedagogical structure for students, staff, and faculty was created surpassing a mainstream educational learning environment; we have, in spirit, created a living being. 

Managing personal learning environments: the voice of the students

The main purpose of this paper is to contribute to a better understanding of the kind of educational work to be done with higher education students (undergraduate) in order to encourage them to create and use personal learning environments (PLEs) as a strategy for learning (Attwell, 2007). Based on our current classroom work with students of the 2nd year of a degree in Education and mainly using the functionalities of the Ning system (Copyright © 2010 Ning, Inc.), as well as other tools available on the Internet, we tried to implement a strategy based not only on the presentation of content by the teacher, but also on the recognition of the importance of student’s leadership in the organisation and management of their own learning. Therefore, in addition to face-to-face lectures, we tried to extend the discussion outside the classroom walls using the different services offered by Ning, proposing to integrate the work done by students in their individual evaluation (50% of the final classification). At the end of the semester we observed evidence of a general difficulty felt by the students, particularly in terms of self-regulation and personal organisation. So we decided to try to understand the problem observed in depth. For the purpose of understanding the nature and the extent of these difficulties, we used a methodology focused on analysis of a questionnaire applied to the students about their perception of the difficulties in managing the learning process and about the strategies used for dealing with those difficulties. Although the students acknowledge that the development of the individual online portfolio in a PLE requires that, for the most part, largely they themselves have to get organised and manage of their own learning (Barrett, 2000; Attwell, 2007), one can see that they do not feel prepared for this, experiencing difficulties in personal organisation, time management and regular participation in the proposed activities. In strategic terms, they value the appraisals and/or suggestions given by the teachers, but do not adopt an attitude of reflection or interaction and sharing with others, as catered for by the platform and its functionalities