Devising New CLA Methodology in Teaching Programming Using Flipped Learning with Counterpart Learner Assistant - CLA

The focus of the research study is to devise a new CLA methodology in teaching programming using flipped learning using a counterpart learner assistant -CLA from the learner side. Investigated the benefits of the flipped learning pedagogy focusing on assessment of learners on their attitudes, motivation, and effectiveness when using flipped learning compared with traditional classroom learning has been realized. There is a difference between a Flipped Classroom and Flipped Learning. These terms are not interchangeable. Flipping a class can, but does not necessarily, lead to Flipped Learning. Four broad categories of instructional approaches for use in an flipped learning have been identified: (a) individual activities, (b) paired activities, (c) informal small groups, and (d) cooperative student projects. The research study is based on the theory of Bloom\u27s revised taxonomy of cognitive domain. This taxonomy provides six levels of learning discussed in the research methodology section. In order to analyse all this, a case study experiment was realized and insights as well as recommendations are presented. This work is licensed under a&nbsp;Creative Commons Attribution-NonCommercial 4.0 International License.</p

Design of Curriculum Matrix for Robotics Education Derived from Bloom's Taxonomy and Educational Curriculum of 2013

Even though robotics have gaining an attention from students of every educational level since elementary school up to higher education, their impact in student’s education itself is still relatively small. Most of the robotics competitions in Indonesia are still focus on the result but not in the process. This paper presents an educational matrix of curriculum based on robotics which focused on the process and learning outcomes of the education. The proposed Curriculum Matrix is derived from Bloom's Taxonomy which synchronized with the Educational Curriculum of 2013 from the Indonesian Ministry of Education and Culture. Hereafter, the activities of education are designed based the available robotics module together with the designed Curriculum Matrix. By using the Curriculum Matrix, the proportion of education activities can be evaluated to achieve the learning outcomes for the specified educational level more easil

Efficient Use of Teaching Technologies with Programming Education

Learning and teaching programming are challenging tasks that can be facilitated by using different teaching technologies. Visualization systems are software systems that can be used to help students in forming proper mental models of executed program code. They provide different visual and textual cues that help student in abstracting the meaning of a program code or an algorithm. Students also need to constantly practice the skill of programming by implementing programming assignments. These can be automatically assessed by other computer programs but parts of the evaluation need to be assessed manually by teachers or teaching assistants.There are a lot of existing tools that provide partial solutions to the practical problems of programming courses: visualizing program code, assessing student programming submissions automatically or rubrics that help keeping manual assessment consistent. Taking these tools into use is not straightforward. To succeed, the teacher needs to find the suitable tools and properly integrate them into the course infrastructure supporting the whole learning process. As many programming courses are mass courses, it is a constant struggle between providing sufficient personal guidance and feedback while retaining a reasonable workload for the teacher.This work answers to the question "How can the teaching of programming be effectively assisted using teaching technologies?" As a solution, different learning taxonomies are presented from Computer Science perspective and applied to visualization examples so the examples could be used to better support deeper knowledge and the whole learning process within a programming course. Then, different parts of the assessment process of programming assignments are studied to find the best practices in supporting the process, especially when multiple graders are being used, to maintain objectivity, consistency and reasonable workload in the grading.The results of the work show that teaching technologies can be a valuable aid for the teacher to support the learning process of the students and to help in the practical organization of the course without hindering the learning results or personalized feedback the students receive from their assignments. This thesis presents new visualization categories that allow deeper cognitive development and examples on how to integrate them efficiently into the course infrastructure. This thesis also presents a survey of computer-assisted assessment tools and assessable features for teachers to use in their programming assignments. Finally, the concept of rubric-based assessment tools is introduced to facilitate the manual assessment part of programming assignments

AN ANALYSIS ON READING TASK IN ENGLISH TEXTBOOK ENTITLED “BAHASA INGGRIS” FOR TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL

ABSTRACT Textbooks are used prominently in various language studies. Most of today's language training would be difficult to conduct through without the extensive usage of commercial textbooks. As a result, learning how to utilize and adapt textbooks is an essential ability for any educator. The objective of the study was to find out the types of cognitive domains of Bloom’s taxonomy of reading tasks and the most dominant cognitive levels of Bloom’s taxonomy presented on the reading tasks of the English textbook entitled “Bahasa Inggris” For Tenth Grade Students of Senior High School. This research used a descriptive qualitative approach. The instrument of this research was the researcher herself. The data collection technique process by finding the textbook reading the textbook, and listing the data. The data analysis stage is performed in three different processes data display, and conclusion drawing or verification. The result of this research was Knowledge C was the most prominent cognitive domain found in the book with a total of or a percentage of . %. Meanwhile, the second prominent cognitive domain is the C level – Comprehension, with the total of or a percentage of . %. Further, the C level – Application is the third prominent cognitive domain found in the book with a total of or . % followed by the C level – Analysis with a total of or . %. In addition, C level – Synthesis and C level – Evaluation was the least prominent cognitive domain found in the book with a total of and , percentage of . and . % respectively. Key words: Bloom’s taxonomy, Reading tasks, Textboo

Study requirements and higher-level performance in a PSI course

This experiment investigated the effects of differential study guide assignments and testing. requirements on higher-level performance in a PSI course. Twenty-six students who were enrolled in an elective psychology course in self-control at the University of the Pacific served as subjects. The taxonomy of educational processes developed by Bloom (1956) served as a guide to writing course materials corresponding to six levels of learning.Two levels of study guide assignments and testing requirements were varied across four groups of students in a multilevel design. The first level was the simplest, in which students were required to complete written . exercises in the study guide corresponding to the two ·lowest levels of Bloom\u27s taxonomy, and to pass a 10-item multiple-choice quiz. In the second level, students were required to complete all requirements for level one, and in addition, complete study guide exercises corresponding to the four higher levels of Bloom\u27s taxonomy. During the last four units of the course, a choice procedure was in effect. Students stated whether they wished to complete the second level of study guide assignments at the time that they received a study guide for each unit. Most students did not choose to complete the second level of assignments and requirements. Student performance on higher-level items on three major examinations indicated that the training procedure had some differential effect across the groups but the hypothesis was only partially supported by the results. This may have been due to the lack of consistency between requirements placed on students during training and criteria used to grade the essay questions on the examinations. Additionally, skills that may contribute to the students\u27 ability to respond to higher-level questions were not defined or taught in a systematic way. Measures of student performance in the PSI lab indicated that the course procedures were a practical way to teach higher-level skills in a PSI course

Clinical Reasoning Skills of Post Graduate Physical Therapists Enrolled in a Distributed Education Program

To determine if online learning enriches the clinical reasoning (CR) skills of advanced practice physical therapists (PTs). CR was measured in 26 PTs enrolled in a one year, course-based, masters program delivered using distributed learning including computer-based online courses (UWO). Outcomes were compared to IB PTs who sought the same credentials (FCAMPT) via a traditional face-to-face continuing education program. Bloom\u27s Taxonomy Scale (BTS) was developed and used to evaluate CR in UWO students during two online discussion forums (ODF). The highest BTS score was in a medium learning level (application) and few students exhibited higher levels of learning (analysis & synthesis). A change in BTS scores was not detected between 1st and 2ndterms; however UWO students had a significant improvement in critical thinking dispositions (CCTDI) by the end of the program. There was no significant difference in CCTDI scores or case history exam marks between students receiving training via UWO or traditional methods. Preliminary results obtained from this small sample supports the conclusion that students in the online masters program exhibited medium levels of learning, improved critical thinking dispositions, and equally good clinical reasoning skills as a group of students trained using a traditional face-to-face format

Online Learning vs. Offline Learning in an MIS Course: Learning Outcomes, Readiness, and Suggestions for the Post-COVID-19 World

This study aims to compare learning outcomes and technology readiness in online versus offline learning and to find suggestions from the viewpoint of learners. Besides, this study also compares differences in students’ perceptions among learning styles. The associations between several factors such as experience and gender, and learning preferences are also explored. A questionnaire was developed to gather data from students who enrolled in an MIS course during the middle of the COVID-19 pandemic. Around half of the students were assigned to study the topic ‘using MS Excel basics’ in offline sessions, whereas the rest were assigned to learn through recorded videos online. Responses from 44 students, together with their comments and suggestions, were used for data analysis. This study found that both online and offline delivery methods can improve students’ cognitive processes according to the Revised Bloom’s Taxonomy and their topic interest significantly. On-campus classes could significantly enhance students’ class attendance intention, but online classes could not. The cognitive process of RBT in terms of evaluating MS Excel content and class attendance intention of online students were significantly lower than offline students. Students also felt that place, equipment, and software on-campus were more ready than online environments. This work provides guidelines for both lecturers and universities in choosing teaching methods for using basic tools after the COVID-19 situation pass, selecting proper course types, designing course activities, and providing sufficient supports for better online learning outcomes. Research gaps suggested by past studies are filled up in this study

The Development of Digital Forensics Workforce Competency on the Example of Estonian Defence League

03.07.2014 kehtestati Vabariigi Valitsuse määrus nr. 108, mis reguleerib Kaitseliidu kaasamise tingimusi ja korda küberjulgeoleku tagamisel. Seega võivad Kaitseliidu küberkaitse üksuse (KL KKÜ edaspidi KKÜ) kutsuda olukorda toetama erinevad asutused: näiteks Riigi Infosüsteemide amet (RIA), infosüsteemi järelevalveasutus või kaitseministeerium või selle valitsemisala ametiasutused oma ülesannete raames. KKÜ-d saab kaasata info- ja sidetehnoloogia infrastruktuuri järjepidevuse tagamisel, turvaintsidentide kontrollimisel ja lahendamisel, rakendades nii aktiivseid kui passiivseid meetmeid. KKÜ ülesannete kaardistamisel täheldati, et KKÜ partnerasutused / organisatsioonid ei ole kaardistanud oma spetsialistide olemasolevaid pädevusi ja sellele lisaks puudub ülevaade digitaalse ekspertiisi kogukonnas vajaolevatest pädevustest. Leitut arvesse võttes seati ülesandeks vajadustest ja piirangutest (võttes arvesse digitaalse ekspertiisi kogukonda kujundavaid standardeid) ülevaatliku pildi loomine, et töötada välja digitaalse ekspertiisi kompetentsipõhine raamistik, mis toetab KKÜ spetsialistide arendamist palkamisest pensionini. Selleks uurisime KKÜ ja nende olemasolevate koolitusprogrammide hetkeolukorda ning otsustasime milliseid omadusi peab edasise arengu tarbeks uurima ja kaaluma. Võrreldavate tulemuste saa-miseks ja eesmärgi täitmiseks pidi koostatav mudel olema suuteline lahendama 5-t järgnevat ülesannet: 1. Oskuste kaardistamine, 2. Eesmärkide seadmine ja ümberhindamine, 3. Koolituskava planeerimine, 4. Värbamisprotsessi kiirendamine ning 5. Spetsialistide kestva arengu soodustamine. Raamistiku väljatöötamiseks võeti aluseks National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework (NICE Framework) pädevusraamistik mida parendati digitaalse ekspertiisi spetsialistide, ja käesoleval juhul ka KKÜ, vajadusi silmas pidades. Täiendusi lisati nii tasemete, spetsialiseerumise kui ka ülesannete kirjelduste kujul. Parenduste lisamisel võeti arvesse töös tutvustatud digitaalse ekspertiisi piiranguid ja standardeid, mille lõpptulemusena esitati KKÜ-le Digitaalse Ekspertiisi Pädevuse ontoloogia, KKÜ struktuuri muudatuse ettepanek, soovitatavad õpetamisstrateegiad digitaalse ekspertiisi kasutamiseks (muudetud Bloomi taksonoomia tasemetega), uus digitaalse ekspertiisi standardi alajaotus – Mehitamata Süsteemide ekspertiis ja Digitaalse Ekspertiisi Pädevuse Mudeli Raamistik. Ülesannete ja oskuste loetelu koostati rahvusvaheliselt tunnustatud sertifitseerimis-organisatsioonide ja erialast pädevust pakkuvate õppekavade abil. Kavandatava mudeli hindamiseks kasutati mini-Delphi ehk Estimate-Talk-Estimate (ETE) tehnikat. Esialgne prognoos vajaduste ja prioriteetidega anti KKÜ partnerasutustele saamaks tehtud töö kohta ekspertarvamusi. Kogu tagasisidet silmas pidades tehti mudelisse korrektuurid ja KKÜ-le sai vormistatud ettepanek ühes edasise tööplaaniga. Üldiselt kirjeldab väljapakutud pädevusraamistik KKÜ spetsialistilt ooda-tavat pädevuse ulatust KKÜ-s, et suurendada nende rolli kiirreageerimisrühmana. Raamistik aitab määratleda digitaalse ekspertiisi eeldatavaid pädevusi ja võimekusi praktikas ning juhendab eksperte spetsialiseerumise valikul. Kavandatud mudeli juures on arvestatud pikaajalise mõjuga (palkamisest pensionini). Tulenevalt mudeli komplekssusest, on raamistikul pikk rakendusfaas – organisatsiooni arengule maksimaalse mõju saavutamiseks on prognoositud ajakava maksimaalselt 5 aastat. Antud ettepanekud on käesolevaks hetkeks KKÜ poolt heaks kiidetud ning planeeritud kava rakendati esmakordselt 2019 aasta aprillikuus.In 03.07.2014 Regulation No. 108 was introduced which regulates the conditions and pro-cedure of the involvement of the Estonian Defence League (EDL) Cyber Defence Unit (CDU) in ensuring cyber security. This means that EDL can be brought in by the Information System Authority, Ministry of Defence or the authorities of its area of government within the scope of either of their tasks e.g. ensuring the continuity of information and communication technology infrastructure and in handling and solving cyber security incidents while applying both active and passive measures. In January 2018 EDL CDU’s Digi-tal Evidence Handling Group had to be re-organized and, thus, presented a proposal for internal curriculum in order to further instruct Digital Evidence specialists. While describing the CDU's tasks, it was noted that the CDU's partner institutions / organizations have not mapped out their specialists’ current competencies. With this in mind, we set out to create a comprehensive list of needs and constraints (taking into account the community standards of DF) to develop a DF-based competence framework that supports the devel-opment of CDU professionals. Hence, we studied the current situation of CDU, their existing training program, and contemplated which features we need to consider and ex-plore for further development. In order to assemble comparable results and to achieve the goal the model had to be able to solve the 5 following tasks: 1. Competency mapping, 2. Goal setting and reassessment, 3. Scheduling the training plan, 4. Accelerating the recruitment process, and 5. Promoting the continuous development of professionals. The frame-work was developed on the basis of the National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework (NICE Framework), which was revised to meet the needs of DF specialists, including EDL CDU. Additions were supplemented in terms of levels, specialization, and job descriptions. The proposals included the DF limitations and standards introduced in the work, which ultimately resulted in a proposal for a Digital Forensics Competency ontology, EDL CDU structure change, Suggested Instruc-tional Strategies for Digital Forensics Use With Each Level of revised Bloom's Taxonomy, a new DF standard subdivision – Unmanned Systems Forensics, and Digital Forensic Competency Model Framework. The list of tasks and skills were compiled from international certification distribution organizations and curricula, and their focus on DF Special-ist Competencies. Mini-Delphi or Estimate-Talk-Estimate (ETE) techniques were applied to evaluate the proposed model. An initial estimation of competencies and priorities were given to the EDL CDU partner institutions for expert advice and evaluation. Considering the feedback, improvements were made to the model and a proposal was put forward to the CDU with a future work plan. In general, the proposed competence framework describes the expected scope of competence of an DF specialist in the EDL CDU to enhance their role as a rapid response team. The framework helps in defining the expected compe-tencies and capabilities of digital forensics in practice and offers guidance to the experts in the choice of specialization. The proposed model takes into account the long-term effect (hire-to-retire). Due to the complexity of the model, the framework has a long implementation phase — the maximum time frame for achieving the full effect for the organization is expected to be 5 years. These proposals were approved by EDL CDU and the proposed plan was first launched in April 2019

Challenging the Academically Adrift: A New Decision-Making Tool to Help Improve Student Commitment to Academic Preparation

This paper describes research in progress concerning the development and use of a newly created tool, the Decision-Making Grid, which was designed to teach undergraduate management students to develop and use metacognitive regulation skills to improve decision-making by requiring students to construct improved decision-making models in a boundedly rational manner. When students are required to use the metacognitive skills of planning, monitoring and evaluating focused on important and relevant decision-criteria, students are better positioned to commit to appropriate academic preparation. The null hypothesis proposing that there would be no variance in means in the measure of commitment to academic preparation was rejected using data from three academic years of data. Qualitative analyses provide evidence that the Grid can help students commit to academic preparation