ethanporcaro/eric-fulltext-meta huggingface dataset:
Value Added Teachers: The Legacy of Educational Technology Coaches
Author: Drennan, Gail
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Integration,Handheld Devices,Coaching (Performance),Educational Change,Collegiality,Technological Literacy

When helping teachers integrate iPads in their teaching, a grounded theory-based qualitative case study underpinned by the TPACK and SAMR models (Drennan, 2018), found educational technology coaches (ETC) followed an underlying principle of changing teachers' pedagogy. In implementing this principle, ETCs adopted one of four approaches through which teachers' pedagogy could change, depending on teachers' technological competence and confidence. They were: re-imagining change; slowly changing; radically changing; and co-operatively changing. Furthermore, the approaches adopted by the educational technology coaches demonstrated four concomitant behaviours, namely: meeting teachers' needs; knowledge of applications; collegiality; and modelling desired behaviour. The three hallmarks of the legacy of their success were all exhibited by teachers not educational technology coaches. These were posited as teachers' increased iPad integration vision; an escalation in collegial sharing of their improved technological confidence and competence; and a critical mass of &quot;uncoached&quot; teachers asking for help. A figurative model showing this is presented. In conclusion, there are distinct pedagogical advantages to having dedicated ETCs implement iPad integration. These must be balanced against the few disadvantages. Caution is sounded against generalizing these findings to include Android devices, especially with regard to possible non-compatible interfaces of a variety of devices in one classroom. [For the complete proceedings, see ED608557.]
Integrated Contextual Learning Environments with Sensor Network for Crop Cultivation Education: Concept and Design
Author: Taniguchi, Rin-Ichiro
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Agricultural Production,Foreign Countries,Teaching Methods,Agricultural Education,Lecture Method,Experiential Learning,Knowledge Level,Instructional Design,Integrated Learning Systems,Educational Technology,Electronic Publishing

This paper presents an outline of our project, in which we develop an observation framework for integrating lecture and contextual learning in the field of crop cultivation. Specifically, we will use multi sensing of learners' activities in classrooms, and contextual learning in fieldwork, farm planting, and farming environments. The motivation for our project is twofold: First, crop cultivation provides a powerful illustration of educational technology. It requires both explicit knowledge (from lectures) and implicit knowledge (from contextual learning outside of class). Second, from a practical viewpoint, the number of Japanese farmers is shrinking due to low income and to aging population. Thus, in order to maintain crop yields, farming skills must be transferred efficiently to novice farm workers. Herein, the major features of our framework will be described. [For the complete proceedings, see ED608557.]
K-TIPS: Knowledge Extension Based on Tailor-Made Information Provision System
Author: Nakayama, Keita
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Models,Information Dissemination,Internet,Educational Technology,Technology Uses in Education,Educational Improvement,Learning Analytics,Instructional Materials,Electronic Publishing,Lecture Method,Media Selection

Thanks to an increase in the amount of information on the Internet and the spread of ICT-supported educational environments, much attention has been paid to learning support based on &quot;smart&quot; recommendation technologies. In this study, we propose an education improvement model based on the recommender system using the human-in-the-loop design strategy. Our proposed model enhances not only learners via recommendation, but also teachers and the system itself through the interaction between teachers and the system. In this paper, we introduce the details of the proposed model and implementation strategy followed by a report of preliminary experimental results. [For the complete proceedings, see ED608557.]
Clustering of Learners Based on Knowledge Maps
Author: Onoue, Akira
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Concept Mapping,Learning Processes,Cluster Grouping,Graphs,College Freshmen,Models

This study aimed to cluster learners based on the structures of the knowledge maps they created. Learners drew their own knowledge maps to reflect their learning activities. Our system collected individual knowledge maps from many learners and clustered them to generate an integrated version of the knowledge maps of each cluster. We applied the graph analysis method to extract important keywords from the knowledge map. The results of the analysis showed that the utilization of the knowledge map helped to improve lectures and grasp the learners' level of understanding. We conducted surveys asking course managers to evaluate the effectiveness of the integrated knowledge maps of learners included in the cluster and received both positive and negative responses. [For the complete proceedings, see ED608557.]
Digitization of the Student Life Cycle to Promote Under-Represented Groups in STEM Subjects
Author: Schuhbauer, Heidi
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Disproportionate Representation,Minority Group Students,Immigrants,Females,One Parent Family,College Students,Foreign Countries,Gender Bias,Social Bias,Racial Bias,Educational Technology,Technology Uses in Education,At Risk Students,Dropout Prevention,Academic Persistence,Students with Disabilities,Low Income Students,Parent Background,Educational Attainment,Special Needs Students,Student Needs

A project to support underrepresented groups in STEM (Science, Technology, Engineering and Math) subjects is being carried out at the Department of Computer Science at the Technical University of Nuremberg Georg Simon Ohm (TH GSO). This project intends to counteract the shortage of specialists in the STEM occupations by supporting underrepresented student groups (i.e. students with a migration background, from non-academic households, female students, and single parents) before, during and after their studies. To this end, digitization measures in STEM studies should be evaluated and carried out at the TH GSO Nuremberg. The entire life cycle plays a decisive role in this, starting with the choice of the students' course of study, through their university or college studies, to entry into the labor market, and is included in this research project. Specific digital prototypes will be developed as supporting measures. The identification of underrepresented groups of students in STEM subjects is the starting point of this project. At the beginning of the student life cycle, the identified groups should be provided with information about STEM fields to support their choices of study subjects. For this purpose, some digital advisory tools will be developed. To prevent them from breaking-off their studies, influencing factors have to be identified. Knowing these factors, an early-warning system will be developed. This system should identify students who are at risk of failing and propose supporting measures to them at an early stage. At the end of their studies, they should be assisted in their choice of a suitable job and in applying for jobs with digital tools. [For the complete proceedings, see ED608557.]
Software Factory Project for Enhancement of Student Experiential Learning
Author: Ahmad, Muhammad Ovais
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Software,Experiential Learning,Cooperative Learning,Computer Science Education,Foreign Countries,Student Projects,Active Learning,Grouping (Instructional Purposes),Student Attitudes,College Students,Instructional Effectiveness

Providing opportunities for students to work on real-world software development projects for real customers is critical to prepare students for the IT industry. Such projects help students to understand what they will face in the industry and experience real customer interaction and challenges in collaborative work. To provide this opportunity in an academic environment and enhance the learning and multicultural teamwork experience, the University of Oulu, Finland offers the software factory (SWF) project. This paper presents the design of the SWF course and the learning environment and assessment techniques, and it discusses the importance of reflective learning diaries and serious games. Additionally, this paper examines factors in the SWF learning environment that affect student learning in the SWF course. Survey data were collected from the last six years of SWF projects. The results show that students consider the SWF to be a good collaborative learning environment that helps them achieve academic triumphs and enhances various professional skills. The learning diaries are effective for increasing students' learning experiences as well as providing an opportunity for teaching staff to monitor students' progress and offer better facilitation. These results are helpful for academic institutions and industry when developing such a learning environment. [For the complete proceedings, see ED608557.]
Do Children Represent Virtual Spatial-Temporal Qualities Different than Adults?
Author: Dündar-Coecke, Selma
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Adults,Preschool Children,Age Differences,Teaching Methods,Time Perspective,Spatial Ability,Foreign Countries,Animation,Visual Stimuli,Difficulty Level,Computer Simulation

Decades-old research has demonstrated the effects of virtual space on perception mostly with adult samples. Little is known about children's ability to utilize spatial-temporal qualities from computerized settings. Past research with primary school children suggested that the ability to utilize spatial-temporal information is crucial for inferring cause-effect relationships of natural phenomena. However, children's performance lagged behind when spatial-temporal qualities were presented on a computer screen. To investigate this matter further, 16 adults, 17 nursery, and 19 reception age children were tested individually (N=52) across three tasks--virtual, virtual with less intense, and actual spatial-temporal tasks. The results showed that: (1) young children performed poorly on virtual tasks. (2) Children's ability to process spatial-temporal information varied largely depending on the characteristics of the task. (3) Spatial-temporal analysis in a virtual space required extra support from widely distributed domains operating attention and memory. (4) The intensity of the information presentation at virtual displays influenced young children's performances, but not adults'. The results may explain why some children cannot perform well / benefit from teaching/learning activities via 2/3-dimensional settings: the ability to utilize the amount of spatial-temporal information varies widely across development, in particular when children cannot manipulate the intensity of the information they are exposed to. Missing the third dimension (e.g. depth) in virtual tasks is challenging for both young and older children in which the majority of them seem to fail to compensate. Evolutionarily our coping systems seem to be more advanced for extracting spatial-temporal information from real environments as opposed to virtual. This may challenge in particular the research measuring young children's performances from computerized displays. [For the complete proceedings, see ED608557.]
The Weight of Expectancy-Value and Achievement Goals on Scientific Career Interest and Math Achievement
Author: Scalas, Laura Francesca
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Expectation,Value Judgment,Achievement Need,Mathematics Achievement,Goal Orientation,Mastery Learning,Occupational Aspiration,Vocational Interests,Science Careers,Predictor Variables,High School Students,Foreign Countries,Student Motivation

The study explored a taxonomy of alternative latent models to understand the weight of expectancy-value and approach-related goal orientations in predicting students' achievement behaviors (scientific career interest and math achievement). A full model where all the factors contribute to explaining the total variance of outcomes and two models in which the contribution of expectancy-value and achievement goals factors was evaluated separately within a structural equation modeling framework. Results, among a sample of 812 Italian high school students (486 males and 326 females, &quot;M&quot;age= 18.3), showed that expectancy-value variables explain a substantial portion of math achievement and career interest variance after controlling for the achievement goals. Moreover, when all path coefficients were allowed (full model), global value and its dimensions of opportunity and emotional cost influenced positively student's career aspirations, expectancy resulted the main predictor of math competence, and mastery and performance goals did not show significant effects on the outcomes. [For the complete proceedings, see ED608557.]
Going beyond Technological Affordances -- Assessing Organizational and Socio-Interactional Affordances
Author: Lainema, Kirsi
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Educational Technology,Technology Uses in Education,Student Needs,Program Effectiveness,Technology Integration,Value Judgment,Educational Environment,Interaction,Interpersonal Communication,Business Administration Education,Foreign Countries,Undergraduate Students,Computer Simulation,Participative Decision Making,Teamwork,Computer Mediated Communication,Social Influences,Information Dissemination

Analysis of the applicability of a learning technology requires evaluating how the affordances of the technology respond to the users' needs. We examine affordances of a digital learning environment. We concentrate on organizational and socio-interactional affordances, which are based on technological affordances. The analysis shows how organizational and socio-interactional affordances emerge from the use of technological affordances. We offer an analytical understanding of the dynamics of various kinds of affordances and how they can be assessed to help educators to better understand how the learning process and the use of affordances can be facilitated and supported. [For the complete proceedings, see ED608557.]
A Unipolar Concentration of English and the Multilingual-Semilingual Paradox
Author: Katada, Fusa
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Multilingualism,Language of Instruction,Teaching Methods,Learning Processes,Thinking Skills,Linguistic Competence,Second Language Learning,English (Second Language),Political Influences,Sustainable Development,Concept Formation,Human Resources,Official Languages,Case Studies,Foreign Countries

'We have the right to talk and think in our own language.' This self-evident slogan is ever challenged in the digital age of the 21st century. 'Talking and thinking' is most effectively trained and achieved by formal education carried out in one's own language. However, multilingual children growing up in multilingual societies would have to adjust their own language to a language of education in schooling. This paper clarifies scientific grounds that in such situations the main root of learning and thinking through language is discontinuous. It is claimed that the students may face semilingualism, defined as 'linguistic competence insufficiently developed for complex conceptual thinking'. Multilingualism and semilingualism are two sides of one coin, and semilingualism is affecting many parts of the world. This is due to the established eminence of English as a global lingua franca (ELF), which serves as their language of education. This paper is qualitative in nature, pointing out discrepancies between the politically empowered unipolar concentration of English and cognitively suited languages for sustainable development of conceptual thinking. It is intended to serve as a reference point for educators and professionals who are responsible for raising human resources in the digitalized global age. [For the complete proceedings, see ED608557.]
Chess Training Effect on Meta-Cognitive Processes and Academic Performance
Author: Meloni, Carla
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Metacognition,Academic Achievement,Problem Solving,Recall (Psychology),Elementary School Students,Study Habits,Comparative Analysis,Reading Comprehension,Mathematics Skills,Games,Teaching Methods,Transfer of Training,Foreign Countries

The aim of this study is to examine, in an educational context, the influence of chess training on academic performance (written text comprehension and recall and mathematical problem-solving ability) and on meta-cognitive skills (approach to studying and study strategies availability). A sample of 85 children attending primary school participated in the study: 48 children in the experimental group and 37 in the control group. The experimental group took part to a chess training (a 30-hour chess program) during school hours; the control group carried out a sport program. The results show that after the chess training, the two groups did not differ in their approach to studying, in their use of more or less functional study strategies, and in their written text recall and comprehension ability; instead, a significant difference emerged between the two groups in mathematical problem solving: The experimental group children showed a greater ability to represent a math problem and to categorize it than the control children. The results will be discussed in light of the debate about the transfer of specific domain skills to general domain skills. [For the complete proceedings, see ED608557.]
Embedding Virtual Reality into Competence Recognition
Author: Drake, Merja
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Lifelong Learning,Computer Simulation,Simulated Environment,Immigrants,Foreign Countries,Competence,Expertise,Job Training,Language Skills

Nearly every third present occupation will disappear by the year 2030. While today's workplaces play a significant role in competence recognition, a degree is only one part of developing skills and competences (Ministry of Education and Culture 2019). Therefore, we need to shape the politics of lifelong learning's core, which is expertise instead of degrees. Virtual reality (VR) can offer both educators and businesses an exciting possibility for optimising competences and learning processes (Melo, Bentley, McAllister &amp; Cortez 2019). The use of VR has been studied to some extent, but mainly in school and university contexts. Its use has been limited in terms of employment training and competence recognition (Huang, Rauch &amp; Liaw 2010); therefore, this area requires further study. The aim of this research is to develop and test the use of VR in identifying needed competences in working life and in supporting employment training so that language skills are a minimum constraint. The main target group is immigrants in Finland. This ongoing research will be conducted in a Living Lab. [For the complete proceedings, see ED608557.]
Learning Engagement, Learning Outcomes and Learning Gains: Lessons from LA
Author: Tempelaar, Dirk
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Learner Engagement,Outcomes of Education,Learning Processes,Learning Analytics,Performance Factors,Predictor Variables,College Mathematics,College Freshmen,Electronic Learning,Tutoring,Mastery Learning,Problem Solving,Prior Learning,Foreign Countries

Learning analytic models are built upon traces students leave in technology-enhanced learning platforms as the digital footprints of their learning processes. Learning analytics uses these traces of learning engagement to predict performance and provide learning feedback to students and teachers when these predictions signal the risk of failing a course, or even dropping-out. But not all of these trace variables act as stable and reliable predictors of course performance. In previous research, the authors concluded that trace variables of product type, such as mastery, do a better job than trace variables of process type, such as clicks or time-on-task, in predicting performance. In this study, we extend this analysis by focusing on learning gains rather than learning outcomes as the most important performance dimension. Distinguishing two different levels of initial proficiency, our empirical analysis into the learning of mathematics by first-year university students indicates that the lack of stability of the engagement types of process type is mainly explained by learning pattern found in students of high initial proficiency. For these students, high levels of engagement lead to lower, rather than higher, predicted learning outcomes. Amongst students with lower initial proficiency, higher levels of engagement play a different role. [For the complete proceedings, see ED608557.]
Visual Modeling for Exploratory Problem Solving on Computer Science Lessons
Author: Kostousov, Sergei A.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Visual Aids,Models,Problem Solving,Computer Science Education,Programming,Computer Software,High School Students,Outcomes of Education,Problem Based Learning

The purpose of the article is to identify conditions for the effective use of visual modeling tools that can help reduce the difficulty level of solving problems during the teaching high school students programming. Visual modeling tools are a type of software that allows you to create visual abstractions that reproduce concepts and objects of the real world with their relationships, which can help in solving the problem. In this paper, we focused on preformal models based on intellect- and concept-maps. The article gives a classification and describes techniques for using various visual modeling tools to solve problem tasks. Formed skills of working with such tools will allow students to produce, represent and express independently their knowledge. In addition, these tools allow structuring the process of solving the problem, optimizing the time for solving each stage of solving a problem task. The article presents the results of comparing the learning outcomes of the control and experimental groups, which show that the proposed visual modeling tools can help in solving the programming problem tasks. [For the complete proceedings, see ED608557.]