ORGANIZATIONAL CULTURE AND ORGANIZATIONAL CITIZENSHIP BEHAVIOR: THE MEDIATING ROLE OF LEARNING ORGANIZATIONS AND ORGANIZATIONAL COMMITMENT

This study aims to find out how the Organizational Citizenship Behavior Model Based on Organizational Culture is mediated by Learning Organizations and Organizational Commitment. The sample size in this study was tailored to the analytical model used, namely Structural Equation Modeling utilizing the Maximum Likelihood Estimate (MLE) estimation model requires 100-200 samples. As a result, the sample size for this study was 200 permanent lecturers at Private Universities in North Sumatra. The data analysis method used Structural Equation Modeling. The results showed that Organizational Culture, Learning Organization, and Organizational Commitment had a significant positive effect on Organizational Citizenship Behavior. Organizational Culture and Learning Organization had a significant positive effect on Organizational Commitment. Learning organizations mediated positively the effect of Organizational Culture on Organizational Citizenship Behavior and Organizational Commitment mediate the effect of Organizational Culture on Organizational Citizenship Behavior

Designing curation for student engagement

In this article we discuss the ways students currently engage with, and navigate through, their learning resources. Working from the argument that students now read and research in ways that privilege assembly, visualisation and interconnection, we propose that questions of student engagement can be opened up profitably by concentrating on a particular trope of learning and assembly. That trope is ‘curation’ and we explore how this approach and activity might be used to enhance student learning, creativity and ownership. In our discussion we explore particular theories of curation, ‘bricolage’ and collaborative assembly, and explain ways in which these are directly relevant to today’s patterns and habits of student scholarship. After offering case-studies of curation pedagogy at the scales of module, programme, project and institution, we conclude by visualising and explaining our ‘curation learning cycle’. In this way, we tie theory, case-studies and taxonomy together to propose a curriculum design approach that heightens student learning and engagement

Diogene-CT: tools and methodologies for teaching and learning coding

Computational thinking is the capacity of undertaking a problem-solving process in various disciplines (including STEM, i.e. science, technology, engineering and mathematics) using distinctive techniques that are typical of computer science. It is nowadays considered a fundamental skill for students and citizens, that has the potential to affect future generations. At the roots of computational-thinking abilities stands the knowledge of computer programming, i.e. coding. With the goal of fostering computational thinking in young students, we address the challenging and open problem of using methods, tools and techniques to support teaching and learning of computer-programming skills in school curricula of the secondary grade and university courses. This problem is made complex by several factors. In fact, coding requires abstraction capabilities and complex cognitive skills such as procedural and conditional reasoning, planning, and analogical reasoning. In this paper, we introduce a new paradigm called ACME (“Code Animation by Evolved Metaphors”) that stands at the foundation of the Diogene-CT code visualization environment and methodology. We develop consistent visual metaphors for both procedural and object-oriented programming. Based on the metaphors, we introduce a playground architecture to support teaching and learning of the principles of coding. To the best of our knowledge, this is the first scalable code visualization tool using consistent metaphors in the field of the Computing Education Research (CER). It might be considered as a new kind of tools named as code visualization environments

Diogene-CT: tools and methodologies for teaching and learning coding

AbstractComputational thinking is the capacity of undertaking a problem-solving process in various disciplines (including STEM, i.e. science, technology, engineering and mathematics) using distinctive techniques that are typical of computer science. It is nowadays considered a fundamental skill for students and citizens, that has the potential to affect future generations. At the roots of computational-thinking abilities stands the knowledge of computer programming, i.e. coding. With the goal of fostering computational thinking in young students, we address the challenging and open problem of using methods, tools and techniques to support teaching and learning of computer-programming skills in school curricula of the secondary grade and university courses. This problem is made complex by several factors. In fact, coding requires abstraction capabilities and complex cognitive skills such as procedural and conditional reasoning, planning, and analogical reasoning. In this paper, we introduce a new paradigm called ACME ("Code Animation by Evolved Metaphors") that stands at the foundation of the Diogene-CT code visualization environment and methodology. We develop consistent visual metaphors for both procedural and object-oriented programming. Based on the metaphors, we introduce a playground architecture to support teaching and learning of the principles of coding. To the best of our knowledge, this is the first scalable code visualization tool using consistent metaphors in the field of the Computing Education Research (CER). It might be considered as a new kind of tools named as code visualization environments

Using the instructional computing design process to introduce and incorporate the Boys Town social skills

The following paper takes an inside look on how to use the Instructional Computing Design process to create instructional software that focuses on the Boys Town Social Skills. Within the planning, designing, and development of this multimedia project, the paper will also concentrate on the projects standards, management of the project, and an ongoing evaluation of the project. A great amount of discussion in the paper focuses on how to develop software that is used to instruct and guide learners using the Boys Town Social Skills. Each step of the ICD process will be described to reveal how the Boys Town Social Skills Model was implemented into the curriculum effectively and efficiently as a software program. The project will then be described by taking a tour within the program, and finish off with insights gained from the ICD process and the description of possible future projects

Enseñanza-aprendizaje del concepto de herencia en estudiantes de básica secundaria rural

En este trabajo se presenta un tipo de investigación mixta con el objetivo de diseñar una unidad didáctica con actividades metacognitivas y de lenguaje para mejorar el proceso de enseñanza aprendizaje del concepto de herencia en estudiantes del área rural, para lo cual se realizó la reconstrucción histórico – epistemológica para la caracterización de los modelos explicativos acerca de la herencia; se diseño e implemento un instrumento de ideas previas y se realizó un análisis cualitativo de las respuestas de los estudiantes en el software Atlas Ti 6.0, que permitió la caracterización de las ideas previas, la identificación de los modelos explicativos de los estudiantes de grado octavo y la determinación de los obstáculos de aprendizaje acerca del concepto de herencia. El análisis indicó que el modelo explicativo con mayor frecuencia de respuestas fue el cotidiano y los obstáculos más representativos son los epistemológicos. En cuanto al análisis cuantitativo llevado a cabo entre la frecuencias de las respuestas de los estudiantes del área urbana y rural, no se observaron diferencias significativas para los modelos y obstáculos identificadosAbstract : In this paper the design of a teaching unit with metacognitive and language activities is presented to improve the process of learning inheritance concept in rural students, the historical-epistemological reconstruction was perform for characterizing explanatory models about inheritance; an instrument of previous ideas was designed and implemented, a qualitative analysis about students answers was develop in Atlas Ti 6.0 software, it allowed previous ideas characterization, the identification of explanatory models in eighth grade students answers and learning obstacles about the concept of inheritance was develop. The analysis indicated that the explanatory model answers more often was the day to day and the most representative are the epistemological obstacles . No significant differences between models and obstacles identified in urban and rural areas students were observed in the quantitative analysis..Maestrí

A process for mining science & technology documents databases, illustrated for the case of "knowledge discovery and data mining"

This paper presents a process of mining research & development abstract databases to profile current status and to project potential developments for target technologies, The process is called “technology opportunities analysis.” This article steps through the process using a sample data set of abstracts from the INSPEC database on the topic o “knowledge discovery and data mining.” The paper offers a set of specific indicators suitable for mining such databases to understand innovation prospects. In illustrating the uses of such indicators, it offers some insights into the status of knowledge discovery research

Academic Motivation and Multidimensional Constructs of Student Engagement and their Relationships to Performance in Professional Education Board Courses of Filipino Pre-Service Teachers

The interconnected elements of academic motivation, student engagement, and performance make up the central goal of a school-wide improvement effort of improving quality education.   This study was conducted to 266 fourth year pre-service teacher-respondents who were enrolled during the 2nd semester of school year 2016-2017 in the Practice Teaching course of the Bachelor in Secondary Education (BSEd) program. The main objective of the study was to determine the relationship of academic motivation and the multidimensional constructs of student engagement to the performance of BSEd pre-service teacher-respondents in selected State Universities and Colleges in the National Capital Region. The research methodology used was the descriptive correlational method and the statistical treatment of data used in the study includes frequency, percentage, weighted mean, and the Pearson Product Moment. The findings indicated that there is a significant relationship between performances in the selected professional education board courses namely Child and Adolescent Development, The Teaching Profession, Principles of Teaching, Assessment of Student Learning, Educational Technology, and the factors of academic motivation specifically in extrinsic motivation namely, Authority Expectation, Peer Acceptance, Power Motivations, and Fear of Failure. Likewise, there is a significant relationship between performances in the selected professional education board courses and the multidimensional constructs of student engagement namely, Collaborative Learning, Student-Faculty Interaction, and Effective Teaching Practice. It is recommended that teacher educators must continue to foster student motivation through the use of intrinsic and extrinsic factors; teacher educators must, also, create teaching-learning environment in which engagement is the norm instead of the exception through the use of multidimensional constructs with emphasis on collaborative learning, effective teaching practices, and student-faculty interaction which were found to be significant to students’ performance.