Designing wireframes as assessment in the study of adolescent mental health

Applications (apps) have become commonplace in the treatment of adolescent mental health problems. This study set out to explore whether it is possible to prepare undergraduate counselling students to use these professional tools, as part of an assessment regime. Using the software “Pencil Project” students enrolled in an undergraduate counselling degree were required to design wireframes for an app to support adolescent mental wellbeing. Evaluation methodology employing a concurrent quan-qual mixed method was used. Marks earned for student presentations of their wireframes, along with marker comments were analysed followed by a thematic analysis of student reflections of their learning experience. Students reported that this authentic learning approach to counselling constructs was innovative and positive. This positive engagement was reflected in student grades where all students earned a ‘pass’ or better and their reflections revealed the experience to be transformative. By sharing lessons learned this paper contributes to the literature in innovations in technology enhanced learning. While further iterations are required, it is hoped that this study provides the groundwork for those interested in pursuing the design of wireframes as a method to measure students’ application of knowledge

Transforming pedagogy using mobile Web 2.0

Blogs, wikis, podcasting, and a host of free, easy to use Web 2.0 social software provide opportunities for creating social constructivist learning environments focusing on student-centred learning and end-user content creation and sharing. Building on this foundation, mobile Web 2.0 has emerged as a viable teaching and learning tool, facilitating engaging learning environments that bridge multiple contexts. Today’s dual 3G and wifi-enabled smartphones provide a ubiquitous connection to mobile Web 2.0 social software and the ability to view, create, edit, upload, and share user generated Web 2.0 content. This article outlines how a Product Design course has moved from a traditional face-to-face, studio-based learning environment to one using mobile Web 2.0 technologies to enhance and engage students in a social constructivist learning paradigm. Keywords: m-learning; Web 2.0; pedagogy 2.0; social constructivism; product desig

The “E3D+VET” Erasmus+ project: Interdisciplinary teaching and learning in VET centres through 3D printing

The "E3D+VET" (Erasmus+ for the immersion in 3D printing of VET centres) is an Erasmus+ KA2 project aimed at developing educational resources for the VET system, providing new competences to both teachers and students and serving as important means of innovation and acquisition of effective knowledge on interdisciplinary STEAM topics. The project started on October 2017 and it will last up to the end of March 2020. In this work, we present the main outcomes from the project activities carried out so far. In particular, after a description of the general objectives of the project, we introduce the methodology developed for making 3D-printing a valuable resource for supporting physics teaching in a highly motivating learning environment and three didactical exercises as examples of 3D-printing based tools that can support teachers in their physics class. As a part of the project plan, here we finally present the preliminary training program specifically designed for the teacher professional development about the knowledge of 3D-printing potential for an effective teaching of physics contents and, at the same time, for improving student transversal abilities

Transition UGent: a bottom-up initiative towards a more sustainable university

The vibrant think-tank ‘Transition UGent’ engaged over 250 academics, students and people from the university management in suggesting objectives and actions for the Sustainability Policy of Ghent University (Belgium). Founded in 2012, this bottom-up initiative succeeded to place sustainability high on the policy agenda of our university. Through discussions within 9 working groups and using the transition management method, Transition UGent developed system analyses, sustainability visions and transition paths on 9 fields of Ghent University: mobility, energy, food, waste, nature and green, water, art, education and research. At the moment, many visions and ideas find their way into concrete actions and policies. In our presentation we focused on the broad participative process, on the most remarkable structural results (e.g. a formal and ambitious Sustainability Vision and a student-led Sustainability Office) and on recent actions and experiments (e.g. a sustainability assessment on food supply in student restaurants, artistic COP21 activities, ambitious mobility plans, food leftovers projects, an education network on sustainability controversies, a transdisciplinary platform on Sustainable Cities). We concluded with some recommendations and reflections on this transition approach, on the important role of ‘policy entrepreneurs’ and student involvement, on lock-ins and bottlenecks, and on convincing skeptical leaders

HCI Support Card: Creating and Using a Support Card for Education in Human-Computer Interaction

Support cards summarise a set of core information about a subject. The periodic table of chemical elements and the mathematical tables are well-known examples of support cards for didactic purposes. Technology professionals also use support cards for recalling information such as syntactic details of programming languages or harmonic colour palettes for designing user interfaces. While support cards have proved useful in many contexts, little is known about its didactic use in the Human-Computer Interaction (HCI) field. To fill this gap, this study proposes and evaluates a process for creating and using an HCI support card. The process considers the interdisciplinary nature of the field, covering the syllabus, curriculum, textbooks, and students' perception about HCI topics. The evaluation is based on case studies of creating and using a card during a semester in two undergraduate courses: Software Engineering and Information Systems. Results show that a support card can help students in following the lessons, remembering and integrating the different topics studied in the classroom. The card guides the students in building their cognitive maps, mind maps, and concept maps to study human-computer interaction. It fosters students' curiosity and permanent engagement with the HCI topics. The card usefulness goes beyond the HCI classroom, being also used by students in their professional activities and other academic disciplines, fostering an interdisciplinary application of HCI topics.Comment: Workshop on HCI Education (WEIHC '19

International Conference on Education

UBT Annual International Conference is the 11th international interdisciplinary peer reviewed conference which publishes works of the scientists as well as practitioners in the area where UBT is active in Education, Research and Development. The UBT aims to implement an integrated strategy to establish itself as an internationally competitive, research-intensive university, committed to the transfer of knowledge and the provision of a world-class education to the most talented students from all background. The main perspective of the conference is to connect the scientists and practitioners from different disciplines in the same place and make them be aware of the recent advancements in different research fields, and provide them with a unique forum to share their experiences. It is also the place to support the new academic staff for doing research and publish their work in international standard level. This conference consists of sub conferences in different fields like: Art and Digital Media Agriculture, Food Science and Technology Architecture and Spatial Planning Civil Engineering, Infrastructure and Environment Computer Science and Communication Engineering Dental Sciences Education and Development Energy Efficiency Engineering Integrated Design Information Systems and Security Journalism, Media and Communication Law Language and Culture Management, Business and Economics Modern Music, Digital Production and Management Medicine and Nursing Mechatronics, System Engineering and Robotics Pharmaceutical and Natural Sciences Political Science Psychology Sport, Health and Society Security Studies This conference is the major scientific event of the UBT. It is organizing annually and always in cooperation with the partner universities from the region and Europe. We have to thank all Authors, partners, sponsors and also the conference organizing team making this event a real international scientific event. Edmond Hajrizi, President of UBT UBT – Higher Education Institutio

Innovating Pedagogy 2017: Exploring new forms of teaching, learning and assessment, to guide educators and policy makers. Open University Innovation Report 6

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This sixth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). Themes: • Big-data inquiry: thinking with data • Learners making science • Navigating post-truth societies • Immersive learning • Learning with internal values • Student-led analytics • Intergroup empathy • Humanistic knowledge-building communities • Open Textbooks • Spaced Learnin

Wearables at work:preferences from an employee’s perspective

This exploratory study aims to obtain a first impression of the wishes and needs of employees on the use of wearables at work for health promotion. 76 employ-ees with a mean age of 40 years old (SD ±11.7) filled in a survey after trying out a wearable. Most employees see the potential of using wearable devices for workplace health promotion. However, according to employees, some negative aspects should be overcome before wearables can effectively contribute to health promotion. The most mentioned negative aspects were poor visualization and un-pleasantness of wearing. Specifically for the workplace, employees were con-cerned about the privacy of data collection

Exploring Links between Conversational Agent Design Challenges and Interdisciplinary Collaboration

Recent years have seen a steady rise in the popularity and use of Conversational Agents (CA) for different applications, well before the more immediate impact of large language models. This rise has been accompanied by an extensive exploration and documentation of the challenges of designing and creating conversational agents. Focusing on a recent scoping review of the socio-technical challenges of CA creation, this opinion paper calls for an examination of the extent to which interdisciplinary collaboration (IDC) challenges might contribute towards socio-technical CA design challenges. The paper proposes a taxonomy of CA design challenges using IDC as a lens, and proposes practical strategies to overcome them which complement existing design principles. The paper invites future work to empirically verify suggested conceptual links and apply the proposed strategies within the space of CA design to evaluate their effectiveness