PIAAC Bibliography - 2008-2019

In order to enhance the performance of rehabilitation robots, it is imperative to know both force and motion caused by the interaction between user and robot. However, common direct measurement of both signals through force and motion sensors not only increases the complexity of the system but also impedes affordability of the system. As an alternative of the direct measurement, in this work, we present new force and motion estimators for the proper control of the upper-limb rehabilitation Universal Haptic Pantograph (UHP) robot. The estimators are based on the kinematic and dynamic model of the UHP and the use of signals measured by means of common low-cost sensors. In order to demonstrate the effectiveness of the estimators, several experimental tests were carried out. The force and impedance control of the UHP was implemented first by directly measuring the interaction force using accurate extra sensors and the robot performance was compared to the case where the proposed estimators replace the direct measured values. The experimental results reveal that the controller based on the estimators has similar performance to that using direct measurement (less than 1 N difference in root mean square error between two cases), indicating that the proposed force and motion estimators can facilitate implementation of interactive controller for the UHP in robot-mediated rehabilitation trainings

International Perspectives on School Settings, Education Policy and Digital Strategies. A Transatlantic Discourse in Education Research

Since 2015, the Office for International Cooperation in Education at DIPF | Leibniz Institute for Research and Information in Education has organized international sessions on education research at the Annual Meetings of the American Educational Research Association, thus providing a floor for transatlantic exchange on current research topics. The volume gives an overview of the transatlantic activities in education research with regard to these sessions. (DIPF/Orig.

International Perspectives on School Settings, Education Policy and Digital Strategies

An exchange on education ideas has shaped the transatlantic discourse in education for a long time. Over the past two decades education science has increasingly become networked internationally. Since 2015, the Office for International Cooperation in Education at DIPF | Leibniz Institute for Research and Information in Education has organized international sessions on education research at the Annual Meetings of the American Educational Research Association, thus providing a floor for transatlantic exchange on current research topics. The volume gives an overview of the transatlantic activities in education research with regard to these sessions representing a collection of topics ranging from school development over the use of large scale assessment and digital data in education to questions related to migration and public education or the economization of education. At the same time the volume offers a reflection on the assets and obstacles of international exchange

Researches in Adult Learning and Education: the European Dimension

The book represents several contributions that guide the readers in the comprehension of the paradigmatic shift from adult/lifelong education, to adult/lifelong learning. At the same time it presents the contexts where adults learn: the organized contexts, such as the institutions and services, and the informal contexts. The book is one of a series dedicated to adult learning and education developed under the auspices of ESRALE (European Studies and Research in Adult Learning and Education) an EU supported project. Its companion books are Maria Slowey (ed.) Comparative Adult Education and Learning. Authors and Texts and Vanna Boffo, Paolo Federighi, Ekkehard Nuissl, Empirical Research Methodology in Adult Learning and Education. Authors and Texts

Educational Situation of Migrant Family in Serbia

Although known since ancient times, due to its complexity, migration does not cease to be an actual challenge for researchers of various scientific fields. The first generation of migrants who leave their country with their families often experiences themselves as a “victim” for the better lives of their children. Therefore, more than in any other situation, adult education can provide support to individuals and their families in the integration into a new environment. The complexity of the migrant situation requires the creation of variety of educational programs – from those that will enable them to learn the new language to the professional development program in order to better cope in the labor market. But, it is also important to keep in mind that it is not enough providing educational programs to migrants, but it is also necessary to work with the community in order for migrants Adult Education Research and Practice – Book of Abstracts | 81 to be accepted. Namely, research shows that even when migrants know the language of the country they came to, or have the appropriate knowledge / competencies to carry out a job, the society does not accept them, which is why it is necessary to simultaneously work with the migrant population, and with the local community. This paper presents the educational situation of a migrant family in Serbia, as the respondents see it. In addition to the analysis of education legislation related to migrants, at the international, regional and local level, this paper also includes an overview of the results of educational programs for children, adults and elderly migrants, and for the entire migrant family. The aim of the research is to investigate the educational situation of the migrant family. Due to the very nature of the research, and the attempts of the researcher to transfer the opinions and feelings of the migrants to the scientific world, a qualitative approach was used. Тhe main research approach – what is the educational situation of the migrant family in Serbia – has come up with a number of smaller research questions: what educational programs are being provided to migrants, that they use; what educational programs are provided to migrants, but they do not use them; what educational programs migrants use, but are not provided; what is the function and role of education in their own life and development and the development of other people. The method is a semi-structured interview. Тhe questions were answered by parents in their own name and on behalf of their children. The results of the research have shown the importance of a formal education system when it comes to children and young people, but also the need to enrich the content of an informal education system for both, young and older migrants. The ruling neoliberal system, due to its instability and dynamism, causes migrations in the underdeveloped and developed countries of the world. Since most migrants are adults, adult education is a very powerful tool that can be used to reduce the consequences of migration to an individual, but also to the whole family, which is the smallest unit of every society

Retrieval-, Distributed-, and Interleaved Practice in the Classroom:A Systematic Review

Three of the most effective learning strategies identified are retrieval practice, distributed practice, and interleaved practice, also referred to as desirable difficulties. However, it is yet unknown to what extent these three practices foster learning in primary and secondary education classrooms (as opposed to the laboratory and/or tertiary education classrooms, where most research is conducted) and whether these strategies affect different students differently. To address these gaps, we conducted a systematic review. Initial and detailed screening of 869 documents found in a threefold search resulted in a pool of 29 journal articles published from 2006 through June 2020. Seventy-five effect sizes nested in 47 experiments nested in 29 documents were included in the review. Retrieval- and interleaved practice appeared to benefit students’ learning outcomes quite consistently; distributed practice less so. Furthermore, only cognitive Student*Task characteristics (i.e., features of the student’s cognition regarding the task, such as initial success) appeared to be significant moderators. We conclude that future research further conceptualising and operationalising initial effort is required, as is a differentiated approach to implementing desirable difficulties

Educational support to a family with a member suffering from Alzheimer's disease

With the development of neoliberal capitalism, all services have been put on the market and became commodified, and the main ideal became the ideal of the greatest possible profit. Such changes influenced adult education, which became market-oriented. The privatization and comodification of services, as well as the change of the paradigm from care for the community to care for the individual, affects social categories that require socially organized help to meet their basic needs. Social services have became less and less accessible to them. In the neoliberal system, the old are marginalized, and dysfunctional olds get extra archeons. This is the case with old people who suffer from Alzheimer’s disease, which is one of the most common causes of dementia syndrome and it gradually makes person dependent on someone else’s care and help. This disease affects the functioning of the entire family of a diseased member, it puts family in a state of social need and can generate a non-developmental family crisis. Due to the multiple negative effects caused by this crisis, various services and support programs for families with a demented member are developing. One type of these support programs is adult education. However, these educational programs are very rare, since they are not attractive to the market. Considering the global trend of increasing number of people suffering from Alzheimer’s disease, we recognize the need to make adult education more accessible to families of diseased. Such need arises from the perspective of human rights and community care, but it can also be explained in economic terms. It is, therefore, necessary that such programs are systematically available to families of demented, and we decided to investigate what should be the content of these educational programs. Our research question is: what are the educational contents that are useful for Alzheimer’s family members in this crisis situation? In the search for an answer, we used a qualitative paradigm and a descriptive, non-experimental method. Given that we are starting from the assumption that the process of creating educational content should be participatory, that all actors involved in the life of a diseased member’s family should be included in it, research participants are members of demented person’s family, social care specialists and caregivers. We conducted a deep, semi-structured interview with them, and we searched for the similarities and differences in their opinions, in order to reach what is common. Our goal was to reach a compromise in the participants’ thinking, to reach the “compromising content” of educational programs for the family of the demented. The research results show that the opinions of the research participants are very similar, they have more in common in their opinions than differences. Everyone agrees that members of the family of demented need both the content about the illness itself, as well as the content related to family functioning and community services. This suggests that relatives of the demented need a comprehensive education that will support them in various aspects of their lives