Full packaged learning solutions for studying mathematics at school

© 2018 by the authors. The speed of modern changes in the system of teaching reflects an unprecedented accelerated renewal of means, forms and methods of teaching. Today, it is very important to test new learning solutions that reduce teachers' time on organization of students' educational activities. The idea of solving this problem is to combine the theory and practice of taking managerial actions and pedagogy in order to identify the type of learning solutions that reduce teachers' time, in particular teachers of mathematics, to prepare for classes. Thus, the purpose of the article is to justify full packaged learning solutions as an effective means of reducing the time spent on organizing the educational activities of schoolchildren. The authors of the article have determined the full packaged product as a package of program-methodical and subject-developing support that can be used by consumers of educational services (children, parents, teachers, administrators, employers) for independent use (a turn-key project). The leading methods of research are monitoring the organizational activities of teachers during math lessons, talking to teachers, analyzing methodical work and teachers' profiles, modeling and statistical processing of research results. As a result of the 2016-2017 experiment, where 21 teachers of mathematics took part, the authors of the article have defined types of learning solutions for mathematics teachers (adjustable, integrated and packaged); have described the stages of development and phases of creating a full packaged learning solution. Evaluation of the effectiveness of using full packaged product allowed to make a conclusion about an average decrease of time costs by 22% while preparing for classes. The theoretical significance of the article is due to the contribution to the development of scientific ideas about the means of methodical support for teachers of mathematics. The practical use of the proposed methods allows to organize a step-by-step transition from the development of adjustable solutions to full packaged learning solutions for studying school mathematics that contribute to reducing teachers' time spent on the organization of educational activities of students. The value of the full packaged product is justified with the help of a "project triangle", which connects key parameters for assessing the effectiveness of providing methodical support to mathematics teachers: the amount of work, time and costs. Changing the value of one parameter leads to changes of the values of others. Full packaged product allows to balance these parameters and achieve the planned educational result

GETTING INTO FLOW!? ENHANCE FLOW-LIKE EXPERIENCES AND LEARNING PERFORMANCE THROUGH PERSONALIZED LEARNING ACTIVITIES

Although intelligent learning systems provide new opportunities for personalizing learning activities, important design questions remain. To unleash the full impact of such systems, it is vital to examine how the use of Bayesian knowledge tracing can provide learners personalized learning activities and shape their flow experience, performance, and continuity intention. Further, this study explores the moderating role of a growth mindset on the relation between learning task adaptation and flow experience. I rely on electroencephalography to increase the internal validity of flow measurements. The study builds on Flow Theory and aims to empirically unveil the influence of an intelligent personalization of learning processes. The next step will be an experiment with 80 participants following the developed experimental design to evaluate flow experiences in intelligent learning systems. The results of this experiment aim to guide educational designers with prescriptive knowledge on how to design flow-like learning experiences in intelligent learning systems

Transforming vocational schools - digitalisation in school development

The increasing impact of digitalisation on everyday life and the workplace requires new digital competencies to facilitate the socio-economic participation of citizens. One major avenue to support young people in the changing world is through education. This thesis therefore examines the development of vocational schools in the context of digitalisation. Theoretical considerations about school quality and models of school development form the basis for a multi-perspective research approach, including the five main stakeholder groups in Germany’s dual system of vocational training, namely students, teachers, school leaders, parents and training companies. The thesis focuses on the development of schools as organisational units which operate in a larger educational context. In the third chapter, curricular standards are investigated as external influence factors using a text-mining approach. The chapter examines in which ways these standards correspond to national requirements and how they can provide guidance for stakeholders at the school level. The fourth chapter focuses on the situation of teachers when school leaders decide to introduce digital practices into a school’s routines. The fifth and sixth chapters combine the interpretation of quantitative and qualitative data in a mixed-method approach to emphasise the relationships between stakeholders and different areas of school development, especially during a phase of distance learning. Practical implications of digitalisation for the development of vocational schools are derived from the research work in chapter seven. These include the significance of a shared vision, clear cooperation strategies and a manageable number of educational tools. Furthermore, the need to review the established models of school development in the context of digitalisation and the characteristics of vocational schools is discussed. This thesis claims that it is insufficient to view digitalisation merely as an influencing factor on the different fields of school development. Through new modes of exchange, digitalisation fundamentally transforms the relationship between the stakeholders of development at vocational schools. The way education, organisation, personnel, cooperation and technology interact is transforming at the qualitative, quantitative, spatial and temporal level

Personalized Adaptive Teacher Education to Increase Self-Efficacy: Toward a Framework for Teacher Education

This study investigated personalized adaptive learning, teacher education, and self-efficacy to determine if personalized adaptive teacher education can increase self-efficacy. It is suggested that teachers with higher self-efficacy tend to stay in the teaching profession longer. Chapters 2 and 3 are literature reviews on personalizing adaptive learning to determine what common components are used in personalized adaptive learning systems to get a clear understanding of what previous literature suggests building this study on it. Chapter 4 investigates the data collected from 385 teachers to understand better what teachers report on factors that increase their self-efficacy. As a result, it was found that teachers' self-efficacy increases with more training, support, and resources. In chapter 5, a framework was developed based on previous findings, with components of personalized adaptive learning to provide support/help at the right time for teachers to increase their self-efficacy. An empirical study was conducted to validate this framework, where the framework was used as a guide to personalize and adapt summer teacher preservice training and survey teachers on their self-efficacy before and after the training to see its impact on teachers' self-efficacy. However, since summer preservice training was virtual, the framework could not be implemented fully, as we were not able to observe teachers' behaviors and monitor their learning to provide them help and support, as needed and being in the post-COVID-19 year as educators dealing with about two-year learning loss systemwide, seems decreased teachers' self-efficacy. The findings of this study can guide preservice teacher education institutions and decision-makers of teacher education to assess inservice teachers' needs and self-efficacy to help and support them with a more personalized adaptive education to improve their self-efficacy