MODEL ICM (INDEX CARD MATCH) UNTUK MENGEMBANGKAN KREATIVITAS DAN MENINGKATKAN HASIL BELAJAR IPS SISWA SEKOLAH DASAR

Social studies lesson content is a lesson that requires memorizing the material. Memorizing material is a challenge in itself for students, especially class II children at SDN Ngemplak 1. ICM learning media is a critical aspect in increasing the effectiveness of learning social studies subjects, especially in class II. This research aims to analyze the role of ICM learning media as a support in increasing students' understanding and involvement in social studies learning in elementary schools. The use of ICM learning media can increase students' interest and motivation towards social studies subjects. The use of ICM media in collaboration with games provides variation in the delivery of material, so that students are more actively involved in the learning process. Apart from that, ICM learning media is able to visualize abstract concepts into concrete ones, this helps students to understand the material better. Teacher-centered learning, especially social studies subjects, where teachers still mostly use the lecture method, by using ICM learning media, learning can be changed to student-centered learning. After implementing social studies learning using the ICM model, the author found that the social studies learning process and outcomes of class II students on document material and collections of valuable objects increased. Better than previous learning. The author concludes this successful ICM learning practice as a best practice (good practice) for HOTS-oriented learning with the ICM model.   Keywords: Learning outcomes, Index Card Matc (ICM), Social Sciences, Creativit

MODEL ICM (INDEX CARD MATCH) UNTUK MENGEMBANGKAN KREATIVITAS DAN MENINGKATKAN HASIL BELAJAR IPS SISWA SEKOLAH DASAR

Social studies lesson content is a lesson that requires memorizing the material. Memorizing material is a challenge in itself for students, especially class II children at SDN Ngemplak 1. ICM learning media is a critical aspect in increasing the effectiveness of learning social studies subjects, especially in class II. This research aims to analyze the role of ICM learning media as a support in increasing students' understanding and involvement in social studies learning in elementary schools. The use of ICM learning media can increase students' interest and motivation towards social studies subjects. The use of ICM media in collaboration with games provides variation in the delivery of material, so that students are more actively involved in the learning process. Apart from that, ICM learning media is able to visualize abstract concepts into concrete ones, this helps students to understand the material better. Teacher-centered learning, especially social studies subjects, where teachers still mostly use the lecture method, by using ICM learning media, learning can be changed to student-centered learning. After implementing social studies learning using the ICM model, the author found that the social studies learning process and outcomes of class II students on document material and collections of valuable objects increased. Better than previous learning. The author concludes this successful ICM learning practice as a best practice (good practice) for HOTS-oriented learning with the ICM model.   Keywords: Learning outcomes, Index Card Matc (ICM), Social Sciences, Creativit

Looking Beyond a Clever Narrative: Visual Context and Attention are Primary Drivers of Affect in Video Advertisements

Emotion evoked by an advertisement plays a key role in influencing brand recall and eventual consumer choices. Automatic ad affect recognition has several useful applications. However, the use of content-based feature representations does not give insights into how affect is modulated by aspects such as the ad scene setting, salient object attributes and their interactions. Neither do such approaches inform us on how humans prioritize visual information for ad understanding. Our work addresses these lacunae by decomposing video content into detected objects, coarse scene structure, object statistics and actively attended objects identified via eye-gaze. We measure the importance of each of these information channels by systematically incorporating related information into ad affect prediction models. Contrary to the popular notion that ad affect hinges on the narrative and the clever use of linguistic and social cues, we find that actively attended objects and the coarse scene structure better encode affective information as compared to individual scene objects or conspicuous background elements.Comment: Accepted for publication in the Proceedings of 20th ACM International Conference on Multimodal Interaction, Boulder, CO, US

Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.

Law Learning in Action: An Action Learning Project to Evaluate Processes and Outcomes of using Law E-learning Objects in Social Work Education

This document reports on a research project funded by the Social Care Institute for Excellence to evaluate the processes and outcomes (for social work students and educators) of using a suite of e-learning objects within law teaching on social work degree programmes. The e-learning objects in question were published by SCIE in 2007, and those involved in their development were keen to explore how they were being used, and what their impact might be. The research, which started in 2008 and reached completion in 2010, has tracked a group of educators in 6 universities as they have engaged in a process of collaborative capacity building, through participation in a learning set designed to support their own engagement with e-learning and to develop skills in evaluating their outcomes for students. A full list of the SCIE law e-learning objects and their associated learning outcomes is given at Appendix 1

Key competency development and students use of digital learning objects

The inclusion of key competencies in the New Zealand Curriculum (2007) has presented challenges for teachers in their efforts to gather evidence and detail student progress for reporting purposes. Research identifies the need to adopt different evaluation processes and systems, as outcomes and progression in key competencies is fundamentally different from those associated with more conventional learning. It also suggests the use of digital tools may assist in this process, but offers few suggestions as to how this might take place. This article introduces and describes a current research project utilising a thinking skills framework and screen-recording software to map students’ interaction with digital learning objects, and explore the extent to which they provide opportunities to develop thinking and relating to others competencies. It suggests the approach offers potential to make explicit for reporting purposes the nature and quality of students’ thinking, and how their interaction with others in groups, influences their ability to solve problems presented by the objects. However, it also suggests the approach may suffer from manageability challenges, and that student-led administration systems need to be developed to ensure its viability in whole class context