ethanporcaro/eric-fulltext-meta huggingface dataset:
PLATON: Developing a Graphical Lesson Planning System for Prospective Teachers
Author: Strickroth, Sven
Date: 2019-00-00
Type: Journal Articles
Subjects: Lesson Plans,Planning,Preservice Teachers,Teacher Education Programs,Preservice Teacher Education,Foreign Countries,Educational Technology,Technology Uses in Education,Visual Aids,Usability,Program Effectiveness

Lesson planning is both an important and demanding task--especially as part of teacher training. This paper presents the requirements for a lesson planning system and evaluates existing systems regarding these requirements. One major drawback of existing software tools is that most are limited to a text- or form-based representation of the lesson designs. In this article, a new approach with a graphical, time-based representation with (automatic) analyses methods is proposed and the system architecture and domain model are described in detail. The approach is implemented in an interactive, web-based prototype called PLATON, which additionally supports the management of lessons in units as well as the modelling of teacher and student-generated resources. The prototype was evaluated in a study with 61 prospective teachers (bachelor's and master's preservice teachers as well as teacher trainees in post-university teacher training) in Berlin, Germany, with a focus on usability. The results show that this approach proofed usable for lesson planning and offers positive effects for the perception of time and self-reflection.
Challenges for Teaching Wireless Communications Standards at the Graduate Level
Author: Pierucci, Laura
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Job Skills,Engineering Education,Masters Programs,Knowledge Level,Employment Qualifications,Standards,Experiential Learning,Internship Programs,School Business Relationship,Program Effectiveness,Teaching Methods

Telecom operators and companies ask for graduates with a specific education on the standards of the Institute of Electrical and Electronic Engineers (IEEE) or the 3rd Generation Partnership Project (3GPP), and the University curricula must consider these needs. The standards are written in a technical form, in a language understandable only by experts, and the technical details and algorithms are not often outlined. Therefore, a new educational methodology must be applied because the teachers have to bridge the gap between the basic knowledge (and the poor technical language) of students and the technical specifics of the standards. The paper presents a structured methodology to provide innovative teaching of the wireless standards for the Engineering Master's degree, according to the Conceive, Design, Implement, and Operate (CDIO) initiative and project based learning. The methodology is organized in three learning phases to understand the standardization process and improve students' skills to implement standard compliant communications systems. This challenge can be only won with laboratory activities to assist students in understanding wireless standards and with hands-on experiences during the internship period at telecom operators with the vision of a close cooperation between universities and telecom operators. Only in this way can the students achieve a solid background in designing and developing prototypes compliant with wireless communications standards and working skills for their future professional engineering careers. The effectiveness of the adopted educational methodology to provide innovative learning of wireless standards is evaluated by questionnaires filled in online by students and by the achieved skills implemented as confirmed by telecom operators. In this vision, the paper provides decision support to leaders in educational organizations to teach wireless standards effectively.
Take-Home Exams in Higher Education: A Systematic Review
Author: Bengtsson, Lars
Date: 2019-00-00
Type: Journal Articles
Subjects: Testing Problems,Cheating,Thinking Skills,Supervision,STEM Education,Taxonomy,Study Habits,Retention (Psychology),Tests,Higher Education,Ethics,Student Behavior,Test Items,Internet,Access to Information,Reflection,Time Factors (Learning)

This work describes a systematic review of the research on take-home exams in tertiary education. It was found that there is some disagreement in the community about the virtues of take-home exams but also a lot of agreement. It is concluded that take-home exams may be the preferred choice of assessment method on the higher taxonomy levels because they promote higher-order thinking skills and allow time for reflection. They are also more consonant with constructive alignment theories and turn the assessment into a learning activity. Due to the obvious risk of unethical student behavior, take-home exams are not recommended on the lowest taxonomy level. It is concluded that there is still a lot of research missing concerning take-home exams in higher education and some of this research may be urgent due to the emergence of massive online open courses (MOOCs) and online universities where non-proctored exams prevail.
Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception
Author: Gómez-Carrasco, Cosme-Jesús
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Games,Educational Technology,Technology Uses in Education,Homework,Video Technology,Teacher Education Programs,Student Motivation,Elementary School Teachers,Preservice Teachers,Program Effectiveness,Gender Differences,Student Attitudes,Teaching Methods

We present the results of a training program with future Primary Education teachers on the impact on motivation and perception of learning achieved through strategies and techniques associated with gamma and flipped-classroom. The program was run in four classroom groups (n = 210) at the University of Murcia (Spain) and the aim was to analyze the effect that the gamification-based and flipped-classroom program has on motivation and learning. Information was collected through a perceptions questionnaire. Descriptive statistics are shown; mean tests (t of Student and ANOVA of a factor) and Pearson correlations between subscales. The data show a very positive impact on motivation, the learning achieved, and the strategies applied in the program. Some differences between group-class and gender are discussed, and some future improvements of the program are put forward.
People with Learning Disabilities and Smartphones: Testing the Usability of a Touch-Screen Interface
Author: Williams, Peter
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Usability,Technology Uses in Education,Educational Technology,Computer Oriented Programs,Barriers,Maps,Geographic Information Systems,Error Patterns,Foreign Countries,Adults,Mild Intellectual Disability

Mobile phone technology is becoming ubiquitous. However, a number of unique usability challenges are still unresolved, including small screen size, device orientation changes, and an array of interaction methods (tap, flick, pinch, etc.) These challenges may be particularly acute for people with learning disabilities. This study examined the usability of touchscreen interactions, the difficulties, and possible solutions. An app was developed in which (12) participants accessed Google Maps and manipulated it to find various London Underground station locations. Text input (a password), tap, swipe, and pinch were required, and their usage was analysed. Many participants were successful in finding the required information. However, many difficulties arose, including misunderstandings of the labelling (a live 'Welcome' button was not tapped, whereas a short list of instructions was erroneously seen as a menu and so erroneously tapped to access each step in the process) and an over-sensitive zoom feature. Three categories of error were formulated from the findings: affordance, user, and functionality. Recommendations are offered, such as using more appropriate 'signage' for link buttons (affordance); manipulating the zoom feature using + and - buttons rather than a 'pinch', which requires two fingered dexterity (functionality); and more formal training and familiarity (user).
Re-Thinking the &quot;Problem&quot; in Inquiry-Based Pedagogies through Exemplarity and World-Oriented
Author: Warren, Simon
Date: 2019-00-00
Type: Journal Articles
Subjects: Inquiry,Teaching Methods,Problem Based Learning,Student Projects,Active Learning,International Education,Justice,Climate,Foreign Countries,Universities,Educational Change,Higher Education,Educational Policy,Ethics

This paper conducts a theoretical exploration of the inquiry-problem in problem-oriented pedagogies. Specifically, the article draws on a critical reflection of the addition of a global and internationalisation dimension to the problem-oriented project learning (PPL) pedagogic model at Roskilde University in Denmark. While the tradition of PPL has always promised a world-oriented and transformative alternative to traditional higher education, the article argues that this new global dimension presents an opportunity to renew the transformative potential of PPL. In particular, it argues that it can facilitate new ways of conceptualising the inquiry-problem in relation to the pedagogic idea of exemplary problems. Furthermore, problem-oriented approaches can generally be articulated with a more values-based conception of internationalisation and global justice, in order to enhance the transformative potential of these pedagogies. The article proposes that this enhanced conceptualization of world-orientation is an appropriate answer to the call for pedagogic responses to the existential threat posed by the climate crisis.
Teacher Attrition: Differences in Stakeholder Perceptions of Teacher Work Conditions
Author: Harris, Scott P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Faculty Mobility,Teaching Conditions,Principals,Elementary School Teachers,Secondary School Teachers,Parents,Administrator Attitudes,Teacher Attitudes,Parent Attitudes,Participative Decision Making,Educational Resources,School Culture,Expectation,Assistant Principals,Faculty Development,Student Behavior,Teacher Salaries,Trust (Psychology)

The purpose of this study was to identify differences in perceptions between three stakeholder groups--principals, K-12 teachers, and parents--regarding the effect of workplace conditions on teacher attrition. All three groups agreed that workplace conditions are important, but they disagreed about (a) which workplace conditions are most problematic for teachers, (b) the magnitude of these problems, and (c) the degree to which these problems may contribute to teachers leaving. The greatest disagreements occurred in perceptions of (a) teachers' involvement in decision-making, (b) protection of teacher preparation time, (c) administration's management of student discipline, (d) adequacy of resource availability, (e) the degree to which a trusting and supportive school environment existed within the school, and (f) whether teachers' expectations were reasonable. Overall, principals believed that work conditions are relatively good for teachers, while many teachers disagreed with these perceptions.
Integrating Undergraduate Research into Social Science Curriculum: Benefits and Challenges of Two Models
Author: Crowe, Jessica
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Research,Learner Engagement,Research Projects,Seminars,Research Skills,Skill Development,Undergraduate Students,College Curriculum,Social Science Research,Service Learning,Local Issues,Data Collection,Community Surveys,Safety,Teaching Assistants,Communication Problems,Student Experience

Evidence shows that undergraduate research is beneficial to students during their college years and beyond. This study evaluates two models for integrating undergraduate research into the college curriculum: (1) integrating a community-based research project into a social science course and (2) designing a senior seminar course as an undergraduate research experience. Findings show that students benefit from a hands-on research experience that deepens their understanding of both survey methods and social issues. While, students who participated in the community-based research project enjoyed interacting with community members and learning about community concerns, students in the senior seminar research experience ranked all aspects of the research project more favorably than students participating in the community-based research project. We discuss the benefits and challenges of both models as well as the implications of these findings and the steps instructors can take to improve the learning experience of undergraduates in the social sciences.
Exploring Conditions for Enhancing Critical Thinking in Networked Learning: Findings from a Secondary School Learning Analytics Environment
Author: Koh, Elizabeth
Date: 2019-00-00
Type: Journal Articles
Subjects: Critical Thinking,Secondary School Students,Intervention,Social Networks,Thinking Skills,Skill Development,Interpersonal Communication,Computer Mediated Communication,Second Language Instruction,English (Second Language),Educational Technology,Technology Uses in Education,Foreign Countries,Grade 9,Data Collection,Data Analysis,Teaching Methods,Cooperative Learning,Multiple Literacies,Student Evaluation,Dialogs (Language)

Networked learning provides opportunities for learners to develop their critical thinking, an important 21st century competency, through dialogue with fellow learners to consider other perspectives and negotiate and critique ideas and arguments. However, much extant literature has not examined networked learning environments among younger learners nor the optimal conditions for enhancing critical thinking. Therefore, a study was carried out to investigate these conditions. A learning analytics networked learning environment was designed and 264 secondary three students participated in the 10-week long intervention as part of their English curriculum. Individual and collective social network metrics, critical reading scores, and self-reported survey data were used to quantitatively evaluate students' critical reading performance in relation to their participation in networked learning. Results highlight several optimal conditions, notably that it is not just participation of the learner that enhances critical thinking but the learners' reciprocity in replying and the distance of those posts in the network. Discussions and implications of the findings follow to provide insightful understanding of how the rich and complex settings of networked learning can enhance critical thinking capacities in secondary schooling.
Nonscientific University Students Training in General Science Using an Active-Learning Merged Pedagogy: Gamification in a Flipped Classroom
Author: Zamora-Polo, Francisco
Date: 2019-00-00
Type: Journal Articles
Subjects: Active Learning,Teaching Methods,Computer Games,Student Motivation,Blended Learning,Science Instruction,Technology Education,Instructional Design,Video Technology,Student Attitudes,Correlation,Difficulty Level,College Students

Innovative teaching strategies are designing a new and promising landscape in education. They fill lessons with creativity and imagination for either the students or teachers. This article addresses an attempt to make the approach to science easier in a nonscientific environment: primary education at university level. Gamification methodologies were combined with a flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semistructured interviews. The results clearly showed a rise in the students' motivational levels, an acknowledgment of good teaching practices, and an evident enhancement of felt positive emotions toward science teaching and scientific issues.
If a Tree Falls: Business Students Learning Active Citizenship from Environmentalists
Author: Kopnina, Helen
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Business Administration Education,Citizenship Education,Environmental Education,Ethics,Activism,Sustainability,Student Attitudes,Films,Documentaries,Democracy,World Views,Foreign Countries

This article presents and discusses student assignments reflecting on the documentary film If a Tree Falls, written as part of the Business Ethics and Sustainability course at The Hague University of Applied Sciences. This article follows two lines of inquiry. First, it challenges mainstream environmental education, supporting critical pedagogy and ecopedagogy. These pedagogies, which advocate pedagogy for radical change, offer a distinct and valuable contribution to sustainability education, enabling students to critically examine normative assumptions, and learn about ethical relativity, and citizenship engagement from environmentalists. The discussion of &quot;lessons of radical environmentalism&quot; is pertinent to the question of what types of actions are likely to achieve the widely acceptable long-term societal change. While this article focuses on student reflection on a film about radical environmentalism, this article also discusses many forms of activism and raises the question of what can be considered effective activism and active citizenship in the context of the philosophy of (environmental or sustainability) education in connection didactics and curriculum studies. Second, this article argues for the need for reformed democracy and inclusive pluralism that recognizes the needs of nonhuman species, ecocentrism, and deep ecology. The connection between these two purposes is expressed in the design of the student assignment: It is described as a case study, which employs critical pedagogy and ecopedagogy.
To Be or Not to Be: Social Justice in Networked Learning
Author: Öztok, Murat
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Justice,Cooperative Learning,Electronic Learning,Computer Mediated Communication,Privacy,Identification,Participation,Communities of Practice,Personal Autonomy,Online Courses

The potential for more egalitarian or democratic forms of engagements among people is accepted to be somehow actualised naturally within collaborative or cooperative forms of learning. There is an urgent need for a theoretical framework that does not limit social justice with access or participation, but focuses on the otherwise hidden ways in which group work can yield suboptimal outcomes. This article aims to expand the current understandings of social justice in networked learning practices by challenging the ways in which online subjectivities are conceptualised in communal settings. It is argued that the mediated experience in online spaces should be conceptualised in tandem with one's social presence and social absence if education is to be studied more rigorously and if claims of justice are to be made in networked learning.
A Systematic Review of Project Allocation Methods in Undergraduate Transnational Engineering Education
Author: Hussain, Sajjad
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,International Education,Student Projects,Design,Preferences,Foreign Countries,Research Projects

The final year design project is one of the most important components of any undergraduate engineering program. Fair and efficient project allocation procedures can be vital in ensuring a great student experience and exceptional learning out of these projects, which then could contribute in shaping students' future prospects. In this paper, we review a wide range of project allocation strategies used in various universities at undergraduate levels. We then focus on the project allocations in transnational education (TNE) contexts, which inherit additional allocation challenges. We highlight these challenges and provide recommendations to solve them. We present and compare project allocation strategies adopted at two of the largest TNE programs in China. We also present the factors that influence the project allocations, particularly regarding TNE provisions. Finally, we describe the challenges associated with the project allocations in the TNE scenario, along with proposing some feasible solutions to address these challenges.
Reclaiming Liberal Education
Author: Hadzigeorgiou, Yannis
Date: 2019-00-00
Type: Journal Articles
Subjects: General Education,Educational Theories,Definitions,Epistemology,Critical Thinking,Personal Autonomy,Imagination,Role of Education,Creative Thinking

The main purpose of this paper is to articulate and defend an updated concept of liberal education. To achieve this purpose, the paper has attempted two things. First, to provide a meaning for the notion of liberal education by drawing upon, and discussing briefly, the ideas of three British philosophers, namely, Paul Hirst, Richard Stanley Peters, and Michael Oakeshott. And second, to discuss the need for an updated concept of liberal education, by pointing out the shortcomings of the traditional/classical concept of liberal education, in the context of contemporary reality. The implications of an updated notion of liberal education are also pointed out. The discussion highlights the fact that there is a need to reclaim the value of liberal learning not only in higher education but at all levels of education.
Dental Trauma First-Aid Knowledge and Attitudes of Physical Education Teachers: A Systematic Review and Meta-Analysis of the Literature with Meta-Regressions
Author: Trabelsi, Khaled
Date: 2019-00-00
Type: Journal Articles
Subjects: Physical Education Teachers,Knowledge Level,Teacher Attitudes,First Aid,Trauma,Dental Health,Safety Equipment,Injuries,Research Reports,Foreign Countries,Hygiene

The main objective of the present review is to evaluate the knowledge and attitudes of physical education (PE) teachers concerning dental trauma first-aid through a systematic appraisal of the literature, meta-analysis and meta-regressions. The entire content of PubMed and ISI/Web of Science was mined. Eligibility criteria for selecting studies were studies evaluating dental trauma first-aid knowledge and/or attitudes and/or the effectiveness of mouthguards use by PE teachers. Articles written in any language and published or accepted by peer-reviewed journals were considered. Methodological quality was assessed using an adapted version of the Downs and Black instrument. Of 15 selected articles, three were of strong quality, three were moderate, and the remaining nine were rated as weak. The majority of studies showed that PE teachers had an inadequate knowledge of the initial management of dental trauma. Specifically, there was a lack of knowledge concerning an appropriate washing and transporting medium and the extra-alveolar period of an avulsed tooth. Due to the inadequate knowledge of PE teachers regarding dental trauma management, specific education should be added to PE classes to improve the emergency treatment of dental injuries.