Using Ozobots to Learn Character Traits

Technology is utilized in everyday life. As such, teachers can employ educational robots and technology to assist in growing skills in collaboration, communication, computational thinking, and problem-solving. Educational robots also appear to increase engagement and motivation in students to participate in lessons. This study employed design-based research (DBR) to explore the use of Ozobots in teaching character traits in a fourth-grade classroom. Together with fourth-grade teachers, a set of lessons was created that employed Ozobots to engage students in learning character traits. Two technology integration frameworks, technological pedagogical and content knowledge (TPACK) and Substitution, Augmentation, Modification, and Redefinition (SAMR), were incorporated to ensure that the technology integration lessons were developed with structure and intent. Through the DBR study, findings showed that educators could utilize Ozobots to support teaching character traits through instructional lessons. The lessons can be modified for additional grade levels depending on student needs. Implications for future studies include more research on how Ozobots and other educational robots may be suitable to help with reading and writing skills

A cross curricular comparison of professional capabilities in engineering education

In this paper we studied the student’s perception of the acquisition of professional capabilities in Challenge based learning environments with a strong reflective component. The results show students feel the relevance of personnel development from the very moment the enter their master studies. However, they only truly acquire all the relevant professional capabilities when working in interdisciplinary teams on real life problems in interaction with stakeholders

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

APERFEIÇOANDO AS HABILIDADES DE RESOLUÇÃO DE PROBLEMAS E PROGRAMAÇÃO EM CRIANÇAS POR MEIO DA APRENDIZAGEM BASEADA EM PROJETOS

This research aims to explore the effectiveness of adaptive learning systems in dynamically modifying content to align with the abilities and knowledge levels of individual learners. By employing data analytics and machine learning algorithms, the study examines how content difficulty adjustment, pacing, content selection, and adaptive feedback contribute to a personalized learning experience. This study embarked on an exploration of the efficacy and implications of adaptive learning systems across diverse educational settings: K-12 classrooms, higher educational institutions, and corporate training environments. Through a multi-modal approach, incorporating both quantitative and qualitative analyses, the study evaluated the potential benefits and transformative impact of these personalized learning tools. Quantitatively, results indicated marked improvements post-intervention: notably, a rise in completion rates, significant enhancement in test scores, and increased engagement durations. Machine learning analyses further revealed patterns among learners, signifying segments that benefited immensely from the intervention. Qualitative feedback, obtained through semi-structured interviews, painted a compelling narrative of learner experiences. Common themes emphasized the system's adeptness at adjusting difficulty, facilitating personalized pacing, and providing nuanced, constructive feedback. Adaptive learning systems emerge as a potent tool in modern educational strategies, blending technology and pedagogy to deliver a tailored, responsive learning experience. However, while the immediate implications are promising, the broader applicability and long-term outcomes warrant further research. This study serves as a foundational exploration, signaling the transformative potential of adaptive learning in reshaping educational landscapes.Esta pesquisa tem como objetivo explorar a eficácia dos sistemas de aprendizagem adaptativa na modificação dinâmica do conteúdo para se alinhar com as habilidades e níveis de conhecimento de aprendizes individuais. Por meio da emprego de analítica de dados e algoritmos de aprendizagem de máquina, o estudo examina como o ajuste de dificuldade do conteúdo, o ritmo, a seleção de conteúdo e o feedback adaptativo contribuem para uma experiência de aprendizagem personalizada. Este estudo embarcou em uma exploração da eficácia e implicações dos sistemas de aprendizagem adaptativa em diversos ambientes educacionais: salas de aula do ensino fundamental e médio, instituições de ensino superior e ambientes de treinamento corporativo. Por meio de uma abordagem multi-modal, incorporando análises quantitativas e qualitativas, o estudo avaliou os benefícios potenciais e o impacto transformativo destas ferramentas de aprendizagem personalizadas. Quantitativamente, os resultados indicaram melhorias marcadas pós-intervenção: notadamente, um aumento nas taxas de conclusão, um aumento significativo nas notas de avaliação e um aumento na duração do envolvimento. As análises de aprendizagem de máquina revelaram ainda padrões entre os aprendizes, sinalizando segmentos que se beneficiaram imensamente da intervenção. O feedback qualitativo, obtido por meio de entrevistas semi-estruturadas, pintou uma narrativa envolvente das experiências dos aprendizes. Temas comuns destacaram a aptidão do sistema em ajustar a dificuldade, facilitar o ritmo personalizado e fornecer feedback nuançado e construtivo. Os sistemas de aprendizagem adaptativa emergem como uma ferramenta potente nas estratégias educacionais modernas, combinando tecnologia e pedagogia para oferecer uma experiência de aprendizagem sob medida e responsiva. No entanto, embora as implicações imediatas sejam promissoras, a aplicabilidade mais ampla e os resultados a longo prazo exigem mais pesquisas. Este estudo serve como uma exploração fundamental, sinalizando o potencial transformativo da aprendizagem adaptativa na reconfiguração do cenário educaciona

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Examining the Effects of Selected Computer-Based Scaffolds on Preservice Teachers\u27 Levels of Reflection as Evidenced in their Online Journal Writing

This study used explanatory mixed methods to examine the effects of two computer-based reflection writing scaffolds, question prompts and writing process display, on preservice teachers’ levels of reflection in their online reflective journal writing. The scaffolds were embedded in a system simulating the Professional Accountability Support System Using a Portal Approach (PASS-PORT). The outcome measure was the level of reflection achieved in participants’ writing. The researcher collected data at the College of Education of a major southern university in the United States. Participants were undergraduate students enrolled in a technology integration course in fall 2007. Sixty-five preservice teachers participated in quantitative phase of the study; sixteen out of the 65 preservice teachers were purposefully selected to participate in qualitative phase of the study. The majority of the preservice teachers were white females between the ages of 20-29 in their junior year. During the quantitative phase of the study, participants in control group and two treatment groups were randomly and evenly assigned to one of three different Web pages associated with their treatment conditions. The participants reflected on a critical incident that happened during their practical teaching. Two raters, blind to the participants’ treatment conditions, coded the highest level of reflection achieved in their writing samples using the reflection rubric developed by Ward and McCotter (2004). The researcher employed ANOVA to assess the group differences in the highest level of reflection reached and in the length of the reflective writing in the number of words. The alpha level was set at .05 for all analyses. During the qualitative phase, the researcher conducted open-ended interviews with the participants as a follow-up to their reflection writing. The participants’ reflection writings and interviews served as data sources. Miles and Huberman\u27s (1994) data analysis procedures guided the qualitative data analysis. The quantitative results indicated that computer-based scaffolds significantly enhanced preservice teachers’ levels of reflection in their online journal writing. Preservice teachers who used the scaffolds wrote longer reflection than those in the control group. Correlation analysis revealed that there was a positive relationship between the level of reflection and the length of journal writing. Three overarching factors emerged from the qualitative data analysis that explained how and why the computer-based scaffolds enhanced their reflective journal writing. The factors included (a) the specific requirements conveyed in the scaffolds; (b) the structure of the scaffolds; and (c) the use of the critical incidents to anchor reflective journal writing. How to improve preservice teachers’ critical reflection capability and skills remains an actively debated topic. Recent years have witnessed an emergence of research and development in Web-based educational systems to help prepare highly qualified teacher candidates. However, the articulative/reflective attribute of meaningful learning does not seem to be evident in most of these systems. Although there is considerable research on the potential for embedding scaffolds in technology-enhanced learning environments, mechanisms intended to facilitate reflective practice in such environments also seems to be lacking. In order to help fill this gap, it is hoped that the analyses and results of the current study can be used as a building block for research on how to leverage the affordances of computer-based scaffolds to enhance preservice teachers’ reflective practice in technology-enhanced educational systems

The Potential of a First LEGO League Robotics Program in Teaching 21st Century Skills: An Exploratory Study

Business and political leaders in the US call for schools to teach 21st century skills. In the meantime, researchers call for more research to develop curriculum that teach 21st century skills. In this study, the authors examine the experience of a First LEGO League (FLL) robotics team to explore the potential of FLL for teaching 21stcentury skills. We found that the program provided opportunities for learning many 21st century skills such as systems thinking, decision making, problem solving, teamwork, conflict resolution, flexibility, perseverance, and selfmanagement. We also found that instructional strategies such as modeling, coaching, scaffolding, examples and case studies were important in providing successful experience to children. For children to retain and transfer these 21stcentury skills, articulation and reflection are critical

Design-activity-sequence: A case study and polyphonic analysis of learning in a digital design thinking workshop

In this case study, we report on the outcomes of a one-day workshop on design thinking attended by participants from the Computer-Supported Collaborative Learning conference in Philadelphia in 2017. We highlight the interactions between the workshop design, structured as a design thinking process around the design of a digital environment for design thinking, and the diverse backgrounds and interests of its participants. Data from in-workshop reflections and post-workshop interviews were analyzed using a novel set of analytical approaches, a combination the facilitators made by possible by welcoming participants as coresearchers

Toward future 'mixed reality' learning spaces for STEAM education

Digital technology is becoming more integrated and part of modern society. As this begins to happen, technologies including augmented reality, virtual reality, 3d printing and user supplied mobile devices (collectively referred to as mixed reality) are often being touted as likely to become more a part of the classroom and learning environment. In the discipline areas of STEAM education, experts are expected to be at the forefront of technology and how it might fit into their classroom. This is especially important because increasingly, educators are finding themselves surrounded by new learners that expect to be engaged with participatory, interactive, sensory-rich, experimental activities with greater opportunities for student input and creativity. This paper will explore learner and academic perspectives on mixed reality case studies in 3d spatial design (multimedia and architecture), paramedic science and information technology, through the use of existing data as well as additional one-on-one interviews around the use of mixed reality in the classroom. Results show that mixed reality can provide engagement, critical thinking and problem solving benefits for students in line with this new generation of learners, but also demonstrates that more work needs to be done to refine mixed reality solutions for the classroom