Towards multilingual domain module acquisition

Máster y Doctorado en Sistemas Informáticos Avanzados, Informatika Fakultatea - Facultad de InformáticaDOM-Sortze is a framework for Semi-Automatic development of Domain Modules, i.e., the pedagogical representation of the domain to be learnt. DOM-Sortze generates Domain Modules for Technology Supported Learning Systems using Natural Language Processing Techniques, Ontologies and Heuristic Reasoning. The framework has been already used over textbooks in Basque language. This work presents the extension that adds English support to the framework, which is achieved with the modification of ErauzOnt. This is the tool that enables the acquisition of learning resources, definitions, examples, exercises, etc. used in the learning process. Moreover, some tests have been made to evaluate the performance of the tool with this new language. Principles of Object-Oriented Programming textbook for Object-Oriented Programming university subject is used for evaluation purposes. The results of this tests show that DOM-Sortze is not tight to a particular domain neither language

Contours of Inclusion: Inclusive Arts Teaching and Learning

The purpose of this publication is to share models and case examples of the process of inclusive arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and Universal Design for Learning). Data for the cases studies was collected from three urban sites (i.e. Los Angeles, San Francisco, and Boston) and included participant observations, student and teacher interviews, curriculum documentation, digital documentation of student learning, and transcripts from discussion forum and teleconference discussions from a professional learning community.The initial case studies by Glass and Barnum use the curricular frameworks to analyze and understand what inclusive practices look like in two case studies of arts-in-education programs that included students with disabilities. The second set of precedent case studies by Kronenberg and Blair, and Jenkins and Agois Hurel uses the frameworks to explain their process of including students by providing flexible arts learning options to support student learning of content standards. Both sets of case studies illuminate curricular design decisions and instructional strategies that supported the active engagement and learning of students with disabilities in educational settings shared with their peers. The second set of cases also illustrate the reflective process of using frameworks like Universal Design for Learning (UDL) to guide curricular design, responsive instructional differentiation, and the use of the arts as a rich, meaningful, and engaging option to support learning. Appended are curriculum design and evaluation tools. (Individual chapters contain references.

Active content for preparation of teaching materials

Teaching materials such as study guides have implicit structure that can be exploited to explicitly assist in the learning and teaching process. Document technologies specific to the teaching context generate visible structures and linkages in a consistent manner across multiple course materials. We describe techniques that: • Create, manage and validate links between the learning objectives, content related to each objective and corresponding assessment task. • Explicitly present relationships between concepts, as a concept map, related to unit content and external study resources. • Treat various study resources (study guide, presentation slides) as consistent views. • Facilitate the use of external media to support multiple modalities. The process creates teaching content as a single master document which is annotated to: identify learning outcomes associated with topics and exercises, relationships between concepts covered, references to external resources and media, as well as summary points and keywords. Different views of this master document produce the range of course documentation. Examples of documents include: a study guide with learning outcomes linked to content, concept maps providing a graphical view of key relationships, and presentation slides that generate visual mnemonics for important topics.While this structure simplifies formatting of learning materials it also offers additional benefits to the teacher. Reports are generated showing that all outcomes are covered and assessed.   Explicitly annotating and visualizing concepts allows the lecturer to ensure that all elements fall within a single scaffold. Simplified access to external media encourages alternative presentation modalities and produces presentations that are easily adapted to new themes

Enhancing Programming eTextbooks with ChatGPT Generated Counterfactual-Thinking-Inspired Questions

Digital textbooks have become an integral part of everyday learning tasks. In this work, we consider the use of digital textbooks for programming classes. Generally, students struggle with utilizing textbooks on programming to the maximum, with a possible reason being that the example programs provided as illustration of concepts in these textbooks don't offer sufficient interactivity for students, and thereby not sufficiently motivating to explore or understand these programming examples better. In our work, we explore the idea of enhancing the navigability of intelligent textbooks with the use of ``counterfactual'' questions, to make students think critically about these programs and enhance possible program comprehension. Inspired from previous works on nudging students on counter factual thinking, we present the possibility to enhance digital textbooks with questions generated using GPT.Comment: Paper Under Revie

Making mathematics phenomenal : Based on an Inaugural Professorial Lecture delivered at the Institute of Education, University of London, on 14 March 2012

Mathematics is often portrayed as an 'abstract' cerebral subject, beyond the reach of many. In response, research with digital technology has led to innovative design in which mathematics can be experienced to some extent like everyday phenomena. I examine how careful design can 'phenomenalise' mathematics - that is to say create mathematical artefacts that can be directly experienced to support not only engagement but also focus on key ideas. I argue that mathematical knowledge gained through interaction with suitably designed tools can prioritise powerful reasons for doing mathematics, imbuing it with a sort of utility and offering learners hooks on which they can gradually develop fluency and connected understanding. Illustrative examples are taken from conventional topics such as number, algebra, geometry and statistics but also from novel situations where mathematical methods are juxtaposed with social values. The suggestion that prioritising utility supports a more natural way of learning mathematics emerges directly from constructionist pedagogy and inferentialist philosophy

The Process Approach as Writing Instruction in EFL (English as a Foreign Language) Classrooms

Firstly, this paper will provide a brief historical account of the process approach to writing and follow with a working definition of process approach to be utilized throughout this Independent Professional Project. At present, much evidence points to the benefits to using the process approach as writing instruction, but the reality is that more studies are still needed. Therefore, it is imperative that teachers participate in generating ideas and fortify the cache of available knowledge. The author has experimented with the process approach as writing instruction in two greatly varying contexts and has found the process approach effective on several levels. This paper chronicles the author’s experiences in these contexts, providing a detailed narrative with summarizing tables and illustrations. Lastly, the author presents a concept course: an illustration of the process approach in the form of practical applications that should appeal to educators interested in the process approach as writing instruction

The ‘responsibility’ factor in imagining the future of education in China

Design and creativity have been a considerable force for improving life conditions. A lot of effort has been invested in explaining the design process and creativity mainly through the design thinking methodology, but design accountability and responsible actions in the design process are, yet, to be fully explored. The concept of design ethics is now increasingly scrutinized on both the level of business organization and of the individual designer. A 4-day design workshop that involved creativity techniques provided the base to explore responsibility in the fuzzy front end of the design process. The future of education in 2030 was defined as the workshop's theme and fifty-six students from China were asked to create detailed alternative scenarios. A number of imagination exercises, implementation of technological innovations and macro-environment evolutions employed in the workshop are discussed. The aim was to incite moral and responsible actions among students less familiar with creative educational contexts of student-led discovery and collaborative learning. This paper reflects on the use of creativity methods to stimulate anticipation in (non)design students

STUDENTS’ ACTIVITIES IN INTEGRATED THEMATIC TEXTBOOKS FOR PRIMARY SCHOOL TO MEET 21st CENTURY SKILLS

Abstrak: Penelitian ini bertujuan untuk mengetahui apa saja aktivitas keterampilan siswa pada buku teks tematik terpadu jenjang SD yang dibutuhkan pada abad 21 saat ini. Buku teks tematik terpadu yang diteliti berjudul Bumiku dan Menjelajah Angkasa Luar untuk kelas enam yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan RI tahun 2018 sesuai dengan Kurikulum 2013. Metode penelitian ini adalah deskriptif dengan pendekatan kualitatif. Kriteria yang digunakan dalam menganalisis aktivitas keterampilan siswa pada buku ini mengadaptasi kriteria Partnership for 21st century skills yaitu critical thinking and problem solving skills, communication skill, collaboration skill, dan creativity and innovation skills. Hasil analisis menunjukkan bahwa aktivitas keterampilan siswa yang dominan muncul pada kedua buku ini berdasarkan kriteria tersebut adalah memunculkan ide dan membuat kesimpulan untuk mendorong siswa memiliki critical thinking and problem solving skills, saling berdiskusi untuk mendorong siswa memiliki communication skill, bekerjasama dalam kelompok untuk mendorong siswa memiliki collaboration skill, serta membuat hasil karya sendiri secara kreatif untuk mendorong siswa memiliki creativity and innovation skills. Berdasarkan hasil analisis ini, buku teks tematik terpadu untuk jenjang SD diharapkan dapat memberikan variasi aktivitas keterampilan abad 21 lebih banyak sebagai bekal mempersiapkan  siswa dari jenjang dasar untuk bersaing di era globalisasi pada masa yang akan datang.Abstract:  The aim of this research was to know what kind of skills in the today’s 21st century were promoted by integrated thematic textbooks for primary school. Two integrated thematic textbooks have been investigated. They were Bumiku and Menjelajah Angkasa Luar for the sixth grade of primary school published by the Indonesia Ministry of Education and Culture following 2013 Curriculum. The research was descriptive with a qualitative approach. The criteria for century skills used to analyze the content of those textbooks were adapted from the Partnership for 21st century skills. They were critical thinking and problem solving skills, communication skill, collaboration skill, as well as creativity and innovation skills. The result of the analysis showed that the dominant student activities occuring in these textbooks were generating idea and making inference activities to promote critical thinking and problem solving skills, discussing activity to promote communication skill, working in group to promote collaboration skill, and creating product creatively to promote students’ creativity and innovation skills. It was expected that the activities on integrated thematic textbooks would further enhance the skills of primary school students in the 21st century as the first step at the level of education preparing them along with future globalization