Metafora: A Web-based Platform for Learning to Learn Together in Science and Mathematics

This paper presents Metafora, both a platform for integrated tools as well as an emerging pedagogy for supporting Learning to Learn Together in science and mathematics education. Our goal is to design technology that brings education to a higher level; a level where students not only learn a subject matter, but also gain a set of critical skills needed to engage in and self-regulate collaborative learning experiences in science and math education. We first discuss the core skills we hope students will gain as they learn to learn together. We then present our design and implementation that can achieve this goal; a platform and pedagogy we have developed to support the learning of these skills. Finally, we present an example use of our system based on results from pilot studies that demonstrates interaction with the platform, and potential benefits and limitations of the tools in promoting the associated skills

ICT (WEB.DESIGN)AND JAVANESE LANGUAGE LEARNING IN INDONESIA: REVITALIZATION INDIGENOUS LANGUGES

In this paper, I would like to focus on Javanese language as indigenous language in Indonesia that needs to preserve and develop especially Javanese letters and naturalness conversation. This paper also describes important areas in which technology plays a role in language and culture revitalization and explores efforts made by Indigenous communities to preserve, maintain and revitalize their Indigenous language with the help of computer technology. Why Javanese language?, The Javanese language is becoming endangered, even though it is one of the compulsory subjects taught at Javanese schools. Students become unmotivated when they learn the language at school because of boring and irrelevant teaching and learning materials. Furthermore, their closest mentors such as teachers, parents and relatives cannot provide motivating conditions to learn the Javanese language. In order to preserve the Javanese language through education at schools, ICT-Web Design is an approach proposed for Javanese language learning. The students can learn the usage of Javanese language at a proper Javanese letters, level of politeness through a natural dialogue with ICT. An approach that is not new, but which has been under-utilized and has yet to be proven useful in Indigenous communities is the integration of technology to supplement efforts in Indigenous language education, revitalization and maintenance programs. Many Indigenous communities have embraced technologies, such as audio, video, multimedia, Internet and etc as a means to revitalize their language. However, the language revitalization employs the following categories: Indigenous language preservation; documentation and material development; and building communicative community can be applied to other Indigenous languages as well

Characterizing and unpacking learning to learn together skills in a wiki project in primary education

This is the author accepted manuscript.The final version is available from Elsevier via the DOI in this record.Learning to learn together (L2L2) skills are widely acknowledged as some of the most important 21 st century skills that enable learners to participate in a digital and global society. This paper examines how L2L2 skills emerged in a small-group wiki-based collaborative project and in the context of face-to-face real-classroom practice, in order to conceptualise L2L2 and identify the key features of the skills involved. To this end, our paper reports on an empirical study with primary school students who worked in two different modes of interaction, namely face-to-face in-pair discussion and on-line wiki-based between-pair discussion. The study identified and defined key features of four L2L2 skills, namely distributed leadership, mutual engagement, group reflection and group assessment, all of which emerged to a similar extent during the wiki project. It was found that a few distinctive features of L2L2 skills are related to different stages of task resolution, wiki affordances and different modes of collaboration. Therefore, this empirical study argues that technology and pedagogy are equally important and required to promote L2L2 skills in primary school classrooms and also it discusses some educational implications for the design of more effective technology-enhanced pedagogy.This research was funded by the Ministerio de Economía y Competitividad of the Spanish Government (projects number: EDU2012-32415 and EDU2016-80258-R)

Design and evaluation of teacher assistance tools for exploratory learning environments

We present our approach to designing and evaluating tools that can assist teachers in classroom settings where students are using Exploratory Learning Environments (ELEs), using as our case study the MiGen system, which targets 11-14 year old students' learning of algebra. We discuss the challenging role of teachers in exploratory learning settings and motivate the need for visualisation and notification tools that can assist teachers in focusing their attention across the whole class and inform their interventions. We present the design and evaluation approach followed during the development of MiGen's Teacher Assistance tools, drawing parallels with the recently proposed LATUX workflow but also discussing how we go beyond this to include a large number of teacher participants in our evaluation activities, so as to gain the benefit of different view points. We discuss the results of the evaluations, which show that participants appreciated the capabilities of the tools and were mostly able to use them quickly and accurately

Supporting STEM knowledge and skills in engineering education – PELARS project

In this paper we present our proposal for improving education with hands-on, project-based and experimental scenarios for engineering students with the use of learning analytics. We accomplish this through teacher and learner engagement, user studies and evaluated trials, performed at UCV (University of Craiova, Romania) and DTU (Technical University of Denmark). The PELARS project (Practice-based Experiential Learning Analytics Research And Support) provides technological tools and ICT-based methods for collecting activity data (moving image-based and embedded sensing) for learning analytics (data-mining and reasoning) of practice-based and experiential STEM. This data is used to create analytics support tools for teachers, learners and administrators, providing frameworks for evidence-based curriculum design and learning systems. The PELARS project creates behavioral recording inputs, proving a new learning analytic that is scalable in application, and bridge qualitative and quantitative methods through reasoning and feedback from input data. The project serves to better understand learners' knowledge in physical activities in laboratory and workshop environments, as well as informal learning scenarios. PELARS traces and helps assess learner progress through technology enhancement, in novel ways building upon current research. The project results in learning analytics tools for practice-based STEM learning that are appropriate for real-world learning environments

Value Engagement of TikTok: A Review of TikTok as Learning Media for Language Learners in Pronunciation Skill

This study describes the use of TikTok as a medium for Language Learners in learning pronunciation. This study uses a descriptive qualitative. The research uses Exolyt as an analytical tool to determine engagement values including clicks, comments, and shares. The researcher uses five popular content creators, namely @englishwithgeet, @english.with.luccy, @englishwithcarla, @englishwithnab, and @andreaholmenglish. The analysis shows that the pronunciation category has the highest engagement because pronunciation is one of the important elements in English speaking and short video duration is very suitable for this category. It shows clear sound, images, filters, and material in the delivery of material, attractive images (right light), and the influence of the creator and material presented is more specific and clear. These videos from @english.with.lucyy and @englishwithnab consist of phonetic symbols. The use of the phonetic symbol is important in learning pronunciation to make it easier for viewers or English learners in pronouncing English words correctly. Besides pronunciation, the learners also can learn grammar, vocabulary, and common mistakes in English. TikTok application, together with the proper use and method can be used as an interesting, interactive, and innovative learning medium in learning even teaching English