14 research outputs found
Detecting Treasures in Museums with Artificial Intelligence
Museums around the world possess hundreds of thousands of priceless objects, which have stories to tell about human history. While students and scholars study them, even the general public is interested in these stories. If there is a way to automate the information delivery system about these objects it will be of immense value, e.g. it will support students to study these objects and speed up research. Adaptive blended learning options are conceivable, which can perfectly merge digital analysis and onsite viewing. Thus, the preparation and post-processing of studied objects is just as conceivable as the adequate acquisition of information for on-site studies. Examples of such solutions would be mobile apps and computer software that can be used for history and archaeology education as well. However, it is important to identify these objects correctly in order to build such solutions. Computer vision technologies in artificial intelligence (AI) can be used for this. Therefore, this paper will show how AI-algorithms can be used for digital humanities in novel ways, such as for detecting museum treasures
Flipped, inverted, umgedreht: Hochschullehre neu denken, Seminarkonzepte weiterentwickeln
Im Artikel wird ein Seminarkonzept vorgestellt, das nach dem als flipped, inverted oder umgedreht bezeichneten Lehr-Lern-Format konzipiert und im Sommersemester 2017 an der Universität Leipzig durchgeführt wurde. Anhand des zugrunde liegenden Prinzips wird skizziert, wie aktuellen Forderungen an die Hochschullehre entsprochen werden kann, und aufgezeigt, wie sich das Prinzip auf akademische Seminare übertragen lässt
Assessing the effects of flipped classroom at the Tunisian university
At the beginning of 2020, e-learning was not yet valued in the culture of Tunisian university. However, the COVID-19 Pandemic was the cause of the accelerated deployment of e-learning-related devices. Moreover, it seems that the context of health crisis experienced in the world and particularly in Tunisia represents a factor pushing Tunisian university to reduce, or even eliminate, face-to-face courses for precautionary measures. This is likely to allow students to improve their knowledge, especially for those who require great concentration and time for reflection. The paper shows a very different approach with an analysis of the students’ difficulties by focusing on the mistakes made in solving the problems in the case study. The study makes an original contribution to knowledge. It breaks new intellectual ground. Indeed, flipped learning in particular seems to affect students on a psychological level, making them more engaged, more motivated, and better able to self-regulate. This is the intuition of many flipped learning instructors, but intuition is just a hypothesis. Nevertheless, the results indicate that there is a gap as regards the flipped classroom approach
La enseñanza de los procesos de formación de palabras mediante la clase invertida: una propuesta para el aula universitaria
In recent years, thanks to the advent of the Internet technology, flipped learning, in which instruction is accessed
at home in advance of class, has received considerable attention as an alternative to traditional lecture-based
classroom practices, as it leaves class time for developing higher-order competencies such as applying, analyzing
and evaluating by offering students more opportunities for problem-solving, discussion and collaborative learning.
The purpose of this article is to present a proposal for teaching English word-formation processes, namely
compounding, conversion, blending and clipping, in higher education through flipped learning, understood here
as a form of blended learning that incorporates elements from traditional face-to-face teaching, online instruction
and cooperative group work. This teaching proposal, which combines the so-called “discussion-oriented” and
“group-based” flipped classroom models, includes contents, objectives, competencies, activities and assessment.
Although originally designed for Spanish students of English morphology, the proposal is easily adaptable to
related courses and provides a basis for teaching a range of linguistic subjects through the inverted classroom
approach.En los últimos años, gracias a la llegada de Internet, el método de la clase invertida, en la que el estudiante accede
a los contenidos fuera del aula, antes de la sesión, y se deja el tiempo de clase para tareas que requieren activar
competencias de orden superior como resolución de problemas, debates y participación en tareas de tipo
colaborativo, ha merecido la atención de los docentes como alternativa a la clase tradicional. En este artículo se
presenta una propuesta para la enseñanza de los procesos de formación de palabras en inglés, concretamente
compounding, conversion, blending y clipping, en educación superior a través de la modalidad de la clase
invertida, entendida como una metodología híbrida que combina elementos de la enseñanza tradicional, de la
docencia online y del trabajo cooperativo. Esta propuesta, que combina dos modelos de enseñanza invertida, los
llamados “orientados al debate” y “basados en el trabajo en grupo”, incluye contenidos, objetivos, competencias,
actividades y evaluación. Aunque en principio diseñada para estudiantes españoles de morfología inglesa, la
propuesta es fácilmente adaptable a asignaturas afines y ofrece una base para la enseñanza de diferentes contenidos
de lingüística inglesa a través del enfoque de la clase invertida
Aula invertida: Uma mudança nos paradigmas no ensino superior
O método da sala de aula invertida está começando a redefinir o paradigma da sala de aula. Ele combina o paradigma indutivo com o dedutivo; como tal, é uma metodologia híbrida indutiva/dedutiva emergente. As vantagens da utilização desta metodologia incluem facilidades para a aplicação de um processo cognitivo superior no qual os alunos assumem a responsabilidade pela sua aprendizagem, entre outros. O objetivo deste artigo é caracterizar a sala de aula invertida como um método educacional inovador, buscando compreender sua natureza, benefícios, limitações e abrangência no ensino superior e sua contribuição
para a quebra de paradigmas tradicionais. Ele examina os desafios enfrentados por educadores que ensinam as novas gerações
que usam a tecnologia intensamente para se comunicarem diariamente, bem como os desafios para os alunos. Com o objetivo
de explorar as mudanças em relação à educação tradicional e linear diante de alternativas educacionais mais eficientes, este
estudo envolveu uma revisão da literatura a fim de estabelecer o estado da arte do fenômeno em estudo. Entre as descobertas, é importante notar que os alunos em salas de aula invertidas tendem a obter resultados de aprendizagem significativamente melhores do que os alunos em salas de aula tradicionais e a se sentir igualmente satisfeitos com o ambiente de aprendizagem.The flipped classroom method is beginning to redefine the classroom paradigm. It combines the deductive and the inductive paradigms and, as such, it is an emerging hybrid inductive/ deductive methodology. The advantages of using such methodology include facilities for the application of a higher cognitive process in which students take up greater responsibility for their learning, among others. The goal of this paper is to characterize the flipped classroom as an innovative educational method and to understand its nature, benefits, limitations and reach in higher education, and its contribution to the breakup of traditional paradigms. It examines the challenges faced by educators who teach the new generations that make intensive use of technology to communicate daily, as well as those faced by the students. It explores the paradigm shift in relation to traditional and linear education, seeking more efficient education alternatives. The study involved a review of the literature, aiming to establish the state of the art of the phenomenon under study. Among the findings, it is important to highlight that students in flipped classrooms tend to achieve learning results that are significantly better than those of students in traditional classrooms, and to feel equally satisfied with the learning environment
Acercamiento a las metodologías activas de aprendizaje: fases para su implementación a través de TIC’s.
The present article has the objective to show the results of a literature systematic review about three learning, active methodologies, based on the PRISMA declaration, forty articles were selected to analyze the categories, as the first moment the review results are shown, as a second moment a proposal for its integration is presented.El presente artículo tiene como obtenido mostrar los resultados de una revisión sistemática de la literatura sobre tres metodologías activas de aprendizaje, con base en la declaración PRISMA, fueron seleccionados cuarenta artículos para analizar las categorías, como primer momento se muestran los resultados de la revisión, como se segundo momento, se presenta una propuesta de su integración
Generic Teaching Competences in Education Degree Programs:
RESUMEN. El enfoque competencial en Educación Superior, promovido a partir del proceso de convergencia europea, ha adquirido una gran importancia y relevancia en los procesos formativos actuales. Este trabajo trata de identificar las competencias genéricas que se están implementando en las aulas universitarias y su grado de desarrollo, analizando las diferencias existentes en función de las características de los docentes. Para dar respuesta al objetivo planteado, 351 docentes universitarios españoles han cumplimentado un cuestionario como técnica cuantitativa para la recogida de datos. Los principales resultados de la investigación reflejan que se promueve el desarrollo de la mayor parte de las competencias genéricas en las aulas, siendo la relacionada con la gestión y los vínculos con el contexto social las menos desarrolladas. Cabe destacar la formación permanente del profesorado como factor determinante en la promoción de dichas competencias.ABSTRACT. The competence approach in higher education, promoted through the process of European convergence, has acquired great importance and relevance in current teacher training processes. This work aims to identify the generic teaching competences that are being implemented in university classrooms and their degree of development, analyzing the existing differences according to the characteristics of university professors. To achieve the proposed objective, 351 Spanish university professors were given a questionnaire as a quantitative technique for collecting data. The main results of the study reveal that the development of most generic teaching competences was being promoted in the classroom. However, those competences related to management and the social context were the least developed. It is worth highlighting the continuing education of university professors was a determining factor in the promotion of said competences.Programa Estatal de Investigación, Desarrollo e Innovación Orientada a los Retos de la Sociedad (I+D+i), en el marco del Plan Estatal de Investigación Científica y Técnica y de Innovación 2013-2016. Referencia: EDU 2013-42024-R
Generic Teaching Competences in Education Degree Programs: The Vision of the University Faculty
El enfoque competencial en Educación Superior, promovido a partir del proceso de convergencia europea, ha adquirido una gran importancia y relevancia en los procesos formativos actuales. Este trabajo trata de identificar las competencias genéricas que se están implementando en las aulas universitarias y su grado de desarrollo, analizando las diferencias existentes en función de las características de los docentes. Para dar respuesta al objetivo planteado, 351 docentes universitarios españoles han cumplimentado un cuestionario como técnica cuantitativa para la recogida de datos. Los principales resultados de la investigación reflejan que se promueve el desarrollo de la mayor parte de las competencias genéricas en las aulas, siendo la relacionada con la gestión y los vínculos con el contexto social las menos desarrolladas. Cabe destacar la formación permanente del profesorado como factor determinante en la promoción de dichas competencias.The competence approach in higher education, promoted through the process of European convergence, has acquired great importance and relevance in current teacher training processes. This work aims to identify the generic teaching competences that are being implemented in university classrooms and their degree of development, analyzing the existing differences according to the characteristics of university professors. To achieve the proposed objective, 351 Spanish university professors were given a questionnaire as a quantitative technique for collecting data. The main results of the study reveal that the development of most generic teaching competences was being promoted in the classroom. However, those competences related to management and the social context were the least developed. It is worth highlighting the continuing education of university professors was a determining factor in the promotion of said competences
HDS.Journal: Perspektiven guter Lehre
Unter dem Titel Hochschullehre: international, studierendenorientiert, nachhaltig?! ging das HDS.Forum 2016 an der HTW Dresden anhand der Themenfelder Internationalisierung, Entwicklung von Curricula und kooperative Lehr-Lern-Formate der Frage nach, wie eine an zukünftigen (globalen) Herausforderungen orientierte Lehre gestaltet sein muss, um Studierende optimal auf das Berufsleben und eine verantwortungsvolle Rolle in der Gesellschaft vorzubereiten
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The impact of emotions on student participation in an assessed, online, collaborative activity
There is growing recognition of the importance of emotions in academic online learning contexts. However, there is still little known about the role of emotions in social and collaborative online learning settings, especially the relationship between emotions and student participation. To explore this relationship, this study used a prospective longitudinal research design to follow 46 distance learning students throughout a 3-week assessed, online, collaborative activity. This approach allowed the fluctuating and dynamic aspects of emotions to be explored as well as the relationship between emotions and student participation in the collaborative activity. Self-report data were gathered using a semistructured online diary at five time points throughout the task (once at the start of the collaborative activity, three times during the activity, and the final entry after the activity had finished). Findings revealed that learners generally perceived pleasant emotions (such as relief, satisfaction and enjoyment) to have positive impacts, or no impact, on participation, whereas unpleasant emotions (such as anxiety, frustration, and disappointment) were generally perceived to have negative impacts, or no impact, on participation. Interestingly, however, anxiety, and to a smaller extent frustration, were perceived by a number of students to have positive impacts during the activity. To conclude this paper, implications for educators are highlighted