15 research outputs found

    How to design and teach a blended course for hard-to-reach adult learners

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    In recent years, with easy access to ever-faster and integrated Internet technologies, blended courses have been a safe wager for adult education. Blended courses combine the best of faceto-face classes, such as affective relationships, with all the advantages of online environments, such as interactivity and the flexibility of learning anytime or anywhere. These transformations also allow the use of pedagogical strategies that promote students' development respecting their different ways and rhythms of learning according to their competences and personal interests. Regardless, it is challenging to design and teach a blended course that might be a meaningful learning experience for hard-to-reach adult learners. It requires specific knowledge to each situation and environment. Blended courses are not only those in which face-to-face classes are complemented by online learning but also uses a pedagogy that settles the primary responsibility for learning on the student. They are student-centred courses. The role of the course designer is to create opportunities that promote personalised and collaborative learning. Starting with data from a questionnaire applied to women refugees regarding their educational needs, this article explains how to develop or adapt the curriculum, design learning sequences, manage the online session and facilitate the learners' learning experience. This study’s primary focus was writing an accessible manuscript to all teachers and trainers.This work is funded by CIEd – Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT.Erasmus+ project ‘RESAPHING LIFE IN A GENEROUS COUNTRY’ - Strategic Partnerships for Adult Education Cooperation for Innovation and The Exchange of Good Practices 2017-1- TRO1-KA204-046155

    Game-Based learning and gamification – case study "covering all the information the partnership gained from the project"

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    Game-based learning and Gamification are innovative pedagogical approaches used for educational purposes, but which require a strategic procedure both in terms of curriculum planning and in terms of the resources used. The aim of the article is to highlight the perceptions of adult education trainers about game-based learning and gamification at European level. The study was carried out by experts from four countries and highlighted the need to develop results available for other trainers who want to learn more about innovative pedagogical scenarios based on game and Gamification. As a result of the needs analysis, the intellectual outputs of the project were developed, which are also presented in this article.The research leading to these results has received co-funding from the European Community's ERASMUS+ PROGRAMME under grant agreement no. 2018-1-TR01-KA204-059315 «Gaming in Action - engaging adult learners with games and gamification». This work is funded by CIEd - Centro de Investigação em Educação, Instituto de Educação, Universidade do Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds from FCT/MCTES-PT

    State of the art of adult education trainers on gaming and gamification

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    Nowadays, gaming and gamification are significant teaching tools in digital learning environments. The concepts Game-Based Learning and Gamification, their approaches at European level, and the differences between them are described in this paper. The aim of the article is to identify the perceptions of EU adult education trainers about Game-Based Learning and Gamification and to find out what these trainers know about Game-Based Learning and Gamification and their use as scenarios of pedagogical innovation. To achieve these objectives, a survey was distributed to 128 instructors of adult education in Portugal (30), Turkey (30), Greece (32) and Romania (36). The paper presents the analysis of the results for the study conducted in the four countries.The research leading to these results has received co-funding from the European Community's ERASMUS+ PROGRAMME under grant agreement no. 2018-1-TR01-KA204-059315 «Gaming in Action - engaging adult learners with games and gamification»

    Book with apps and pedagogical practices using Game-based learning and gamification in innovative pedagogical scenarios

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    The book builds on the aim to highlighting the need for quality pedagogical training on a new technologically digital Era where education has less to do with reproducing information passively and has more to do with the development of creativity, critical thinking, problem-solving and decision- making. Regarding adult education these considerations are even more evident. Many times, adult education is seen as a less important training for unmotivated learners and with high dropout rates. Most of the times trainees of disadvantaged cultural, economic, and family backgrounds tend to reveal more academic difficulties, and those are accentuated over the years. The goal goal of this output is to help improving adult training with new pedagogical scenarios combined with technology to enrich the training process and simultaneously to ensure greater learning commitment and high retention rates. We want develop an innovative pedagogical scenario that allows our trainers to experience new training strategies while building their knowledge, producing a self-reflection that is fundamental for the process of teaching. We believe that the innovative pedagogical scenario that underlies the Game-based learning and Gamification is what it takes to face the challenges of training in this new Era and also involve adult learners in order to answer their needs. This eBook is a guide that contains apps and lesson plans in which the game-based learning and gamification approaches are integrated as innovative pedagogical scenarios. This guide presents different apps that may be used in training to support the use of games and gamification. Our goal was to encourage trainers to integrate them in their training practice by facilitating the design of engaging learning scenarios

    Introducing blended learning and course design to adult learners hard-to-reach

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    Adult trainers often find themselves redesigning curriculum, exploring new pedagogical approaches, and seeking stimulating changes to their courses, especially when working with hard-to-reach groups. This paper introduces blended learning and course design to adult learners hard-to-reach. The article also highlights data on best practices when looking for training with heterogeneous audiences with difficulties in the basic knowledge of a foreign language. We begin with actual questionnaire data for refugee women regarding their educational needs and learning materials to propose the design and the teaching approach of a blended learning course. We succinctly explain online approaches, compares pedagogy styles and learning theories with a focus on women's knowledge, and compare traditional education to blend instruction. From this article, trainers can expect to learn: (i) the concept of blended learning; (ii) ideas for designing blended teaching experiences; and (iii) data-driven justification for blend teaching in an adult course.The research leading to these results has received funding from Erasmus+ project ‘RESAPHING LIFE IN A GENEROUS COUNTRY’ - Strategic Partnerships for Adult Education Cooperation for Innovation and The Exchange of Good Practices 2017-1-TRO1-KA204-046155. We sincerely thank all the refugees who responded to the survey and especially the support of the Portuguese Council for Refugees (CPR – Centro Português para os Refugiados)

    Competence-oriented course design and monitoring: The approach of Erasmus Plus project “better e-learning for all”

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    Erasmus Plus Project Better e-Learning for All aims at contributing to the reduction of the gap between the potential value of E-learning and the quality of design of online courses. Departing from research findings in dropout, motivation and retention factors, a conceptual approach to course design was developed and applied to the Better-e MOODLE environment. Better-e platform is designed to support teachers and trainers to overcome uncertainties about pedagogical choices, providing a Competence- oriented decision support environment and a selection of platform features customized to provide easiness of use, to support self-regulation, and to reduce the risks of incurring in common errors of course design that could have a negative impact on retention.The research leading to these results has received funding from the European Community's ERASMUS+ PROGRAMME under grant agreement no. 2015-1-TR01-KA204-021954 “Better e-Learning for All”.info:eu-repo/semantics/acceptedVersio

    The role beliefs on second language lerarnıng

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    TEZ3105Tez (Yüksek Lisans) -- Çukurova Üniversitesi, Adana, 1998.Kaynakça (s.79-82) var.110 s. ; 30 cm.

    A model for effective supervision from the supervisor and the student - techers' perspective :_a social constructivist approch

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    TEZ4844Tez (Doktora) -- Çukurova Üniversitesi, Adana, 2003.Kaynakça var.xxvii, 395 s. ; 30 cm.

    A brief surf on the net for gamification research

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    With the improvements in technology, for quite a while instructional approaches having been going through changes and we encounter a variety of forms in education. Some of the means that come to our minds at the outset can be counted as online or distance education programmes, face-to-face or blended courses, flipped classes, education via television broadcasts, live videos, podcasts, web-based or mobile-learning systems, among many others. Each form of education can be said to be designed taking into consideration numerous variables according to the convenience of the target population. Instructional designers put the learners in the centre of the teaching/learning context and utilise various strategies in order to attract the interest and enhance motivation of the course takers. Gamifying the learning environment is one of them.Erasmus Plus Gaming in Action Project number: 2018-1-TR01-KA204-05931

    Öğretmen Adaylarının Bakış Açısından Başarılı Danışmanlık: Danışmanlık Konuşması Çözümlemesi

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    ÖZET: Bu çalışma, öğretmen adaylarının etkin öğretme konusundaki düşüncelerinde değişikliğe yol açan başarılı danışmanlık konuşmalarının niteliklerini belirlemek için yapılmıştır. Bu amaçla, dört ayrı danışmanın, öğretmenlik uygulamasından sonraki dönüt verme toplantıları konuşmaları kaydedilmiş, çözümlenmiş ve bu konuşmalardaki dilsel ve iletişimsel özellikler belirlenmiştir. Bu sonuçlar, değerlendirme formları ve görüşme yoluyla elde edilen öğretmen adaylarının bu konuşmalar hakkındaki yorumlarıyla desteklenmiştir. Araştırma, dilsel ve iletişimsel özelliklerin yanında, dönüt verme toplantılarını etkili kılan danışman davranışlarını da ortaya çıkarmıştır.ABSTRACT: This study aims at analyzing supervisory talk and student- teachers' interpretations of it in order to find out the qualities that characterize successful supervision which leads to a change in student- teachers' beliefs. To achieve this, supervisory feedback sessions with four supervisors were recorded, transcribed and then analyzed for linguistic and interactional features that appeared in conversations in these sessions. To have a deeper understanding of how the student- teachers perceive the feedback sessions, they were asked to fill in a feedback form after each session. The student-teachers were also interviewed regarding the effectiveness of their feedback sessions with their supervisors. By triangulating the data gathered from the analysis of transcriptions with student-teachers' interpretations compiled from feedback forms and interviews, key conversational features with specific reference to speech acts associated with successful supervision were identified. In addition, supervisor behaviors that student-teachers view as most contributing to the success of the supervisory feedback sessions were also discussed
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