ethanporcaro/eric-fulltext-meta huggingface dataset:
The Use of Cognitive Diagnostic Modeling in the Assessment of Computational Thinking
Author: Li, Tingxuan
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Measurement,Computation,Thinking Skills,Problem Solving,Psychometrics,Middle School Students,Diagnostic Tests,Models,Learning Trajectories

Computational thinking (CT) is a set of cognitive skills that every child should acquire. K-12 classrooms are expected to provide students opportunities (tasks) to think computationally. We introduce a CT competency assessment for middle school students. The assessment design process started by establishing a cognitive model of CT domain mastery, in which three broad skill types were identified to represent CT competency. After multiple-choice item prototypes were written, pilot tested, and revised, 15 of them were finally selected to be administered to 564 students in two middle schools in the Midwestern United States. Using a cognitive diagnostic scoring model, mastery classifications for each student were determined that can be used diagnostically by teachers as a pretest and, perhaps in the future, to compare the outcomes of CT instructional programs. The results inform an initial understanding of typical learning progressions in CT at the middle school level.
English Language Teachers&apos; Perceptions about Design Thinking
Author: Al-Zebdyah, Saeda Waheed Al-Dein
Date: 2022-00-00
Type: Journal Articles
Subjects: Design,Thinking Skills,Language Teachers,Teacher Attitudes,English (Second Language),Second Language Learning,Teaching Experience,Teacher Qualifications,Gender Differences,Foreign Countries

This study aimed at investigating the English Language Teachers' perspectives toward design thinking and to examine the effect of experience, gender, and qualification factors on their perspectives. The study sample consisted of 135 teachers (64 females, 33 male) from Amman 1 Educational Directorate. The researcher developed a design thinking scale, its validity and reliability were approved. The results indicated that English Language teachers had a high degree of knowledge and practice about design thinking (mean= 4.10, S. D= 0.37) and there were no statistically significant differences in the design thinking means attributed to gender, teachers' experience, or qualification. The study recommends conducting more research on design thinking, including different samples of teachers from disciplines other than English, and conducting qualitative research to observe the degree to which teachers apply design thinking strategies.
Enhancing Self-Directed Learning Readiness at Elementary Level; A Study from American Schools
Author: Alwadaeen, Norah Bakheet
Date: 2022-00-00
Type: Journal Articles
Subjects: Independent Study,Learning Readiness,Student Centered Learning,Grade 3,Elementary School Students,Elementary School Teachers,Teacher Attitudes,Social Emotional Learning,Foreign Countries,Lifelong Learning,21st Century Skills

Being continual and future-oriented in all its levels, the field of education is turning towards a student-centered approach. One of the trends to investigate in lifelong learners who keep pace with the fast and unpredictable changing world is enhancing self-directed learning which is considered to be one of the most prominent phenomena for the 21st century learners. This study investigates possible ways of enhancing self-directed learning readiness in American K-12 schools. The literature highlights a three-dimension model to study the students' self-directed learning readiness: learning resources and physical arrangements of the school dimension, diagnostic and evaluation dimension, and emotional and social environment dimension. This study aims to answer the research question of how to enhance self-directed learning readiness in American K-12 schools. For this purpose, semi-structured observations were conducted to observe a teacher with one group of third-grade students. An interview was conducted with the teacher as well in order to provide more perspective to the data. The study findings highlight the importance of all three dimensions in enhancing the students' self-directed learning readiness. It is concluded by stating the crucial role of society represented in guardians, families, and private sector in boosting students' self-directed learning readiness. In addition, it is found that to achieve an active and successful community partnership, the awareness of the role of society is to be raised. Consequently, the emotional and social dimension could impact on the other two dimensions positively. Finally, this study recommends the consideration of self-directed learning and its considerable implications on the Saudi context that could help in enhancing students' self-directed learning readiness which goes in line with the Saudi vision 2030.
Higher Education as a Promoter of Soft Skills in a Sustainable Society 5.0
Author: Sá, Maria José
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,Soft Skills,School Role,Sustainability,Digital Literacy,21st Century Skills,Skill Development,College Students

The growing digitalization that is taking place in most current societies, shaping a super-smart society -- such as, for example, the aimed Society 5.0 -- raises profound implications in the learning that the higher education context should foster, and which is summarized in the following question: what kind of skills should be taught and how? This perspective paper aims to analyze the centrality of soft skills in this new and unavoidable context, as well as the implications in the learning process. The results of a bibliographical search point toward the fact that, in addition to professional and scientific skills, soft skills are critical for professional and personal success, which implies a profound reformulation of the teaching processes in the overwhelming majority of higher education institutions and their actors. For this challenge to become a reality and for the success of these processes, elements such as digital literacy, sustainability and interculturality are paramount.
The Billion Oyster Project and Curriculum and Community Enterprise for Restoration Science Curriculum Impact on Teacher Engagement
Author: Birney, Lauren B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Minority Group Students,STEM Education,Student Interests,Teacher Student Relationship,Experiential Learning,Disproportionate Representation,Middle School Teachers,High School Teachers,Teacher Attitudes,Active Learning,Student Projects,Faculty Development,Public School Teachers

The Billion Oyster Project and Curriculum and Community Enterprise for the Restoration of New York Harbor with New York City Public Schools (BOP-CCERS) program is a National Science Foundation (NSF) supported initiative and collaboration of multiple institutions and organizations led by Pace University. The NSF project, Innovative Technology Experiences for Students and Teachers (ITEST), had generated a large amount of data through engagement with teachers and students throughout New York City public schools. This article presents the second part to a large data collection study with focus on Underrepresented Minority (URM) student interest in STEM and engagement with teachers to support them in teaching science through experiential learning and lessons that connect science to the real world, particularly through science in the New York Harbor. The first component of the study focused on URM student interest in STEM. This second component of the study focuses on teacher engagement in the program, and what the researchers had learned in the process. Overall, teachers reported very favorable options on the impact of the BOP-CCERS activities as ways to generate student interest in STEM majors and careers. Teacher participants were generally positive about the amount of support and resources they received as members of the project, as well as the oyster-related knowledge and practices they learned to use with their own students in oyster field research. Data from the study provided evidence that the teacher activities were successful and met the project's goals to provide support and resources for teachers to engage students in oyster restoration research.
Reflective Class Observation of Korean Language Teachers
Author: Kim, Sang-soo
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Second Language Learning,Second Language Instruction,Teacher Attitudes,Reflection,Video Technology,Teacher Role,Classification,Metacognition,Teacher Characteristics,Student Characteristics,Teacher Improvement,Educational Improvement,Educational Quality,Korean,Universities,Classroom Observation Techniques,College Faculty,Self Evaluation (Individuals)

Korean teachers observe and analyze their classes from a reflective point of view. They directly observed videos of their classes and interpret the class. Through this process, the teacher plays the role of a subject who interprets his/her class, and in the process, he/she can look at his/her class as a whole. In this study, 50 selfclass observation reports were collected, and analyzed using the NVivo 12 program. As a result of the analysis, 362 contents of self-reflection by teachers were found, and these were categorized into teacher factors, learner factors, class factors, and environmental factors. Among them, the most reflective content was on class factors. The content was about the problems and difficulties that the teacher encountered in the process of preparing and conducting the class. In order to improve a Korean teacher's class expertise and class quality, it is necessary for the teacher to view and interpret his/her own class from a reflective point of view. Therefore, it is necessary to continuously provide opportunities for class reflection so that teachers can improve their own classes.
A Serious Game for Social Engineering Awareness Creation
Author: Muhly, Fabian
Date: 2022-07-00
Type: Journal Articles
Subjects: Educational Games,Social Psychology,Engineering Education,Experiential Learning,Teaching Methods,Human Factors Engineering,Information Security,Design,Role,Compliance (Psychology),Play,Game Based Learning

Social engineering is a method used by offenders to deceive their targets utilizing rationales of human psychology. Offenders aim to exploit information and use them for intelligence purposes or financial gains. Generating resilience against these malicious methods is still challenging. Literature shows that serious gaming learning approaches are used more frequently to instill lasting retention effects. Serious games are interactive, experiential learning approaches that impart knowledge about rationales and concepts in a way that fosters retention. In three samples and totally 97 participants the study at hand evaluated a social engineering serious game for participants' involvement and instruction compliance during the game. Field observations and unstructured interviews were used to collect data on participants' engagement, satisfaction and compliance with game master instructions. The findings show that there are potentials in changing the game material and its process to foster these dimensions and make it more useful as an instructional instrument for social engineering awareness creation. [Note: The publication year (2021) shown on the PDF is incorrect. The correct year is 2022.]
Problems and Prospects of Formation of Digital Competence of Future Scientific and Pedagogical Workers of Higher Education Institutions through Gamification: Opportunities Kahoot, Quizlet in the European Union
Author: Oksana, Holiuk
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Games,Foreign Countries,Higher Education,Technological Literacy,Educational Technology,Technology Uses in Education,Game Based Learning

This article discussed the trends and features of the formation of digital competence of future teachers through virtual games such as Kahoot and Quizlet. The purpose of this article was to identify modern features of the use of virtual games in the educational process of future teachers in European Union. To achieved this goal, an analytical study was conducted on the use of Kahoot and Quizlet in education. A logical, historical, and comparative legal method was used to research prospects of formation of digital competence of future scientific and pedagogical workers of higher education institutions through gamification. Using a comparative legal method, a comparative analysis of the level of use of gamification tools. As a result, conclusions were made about a significant increase in the level of use of gamification tools in various types of educational activities of future research and teaching staff. It was determined that there are negative and positive effects of gamification. It is concluded that the use of gamification tools in various types of educational activities requires students to develop additional skills that are necessary in today's world. Active use of Kahoot, Quizlet in education helps to improve students' adaptive and social skills, quickly analyze their achievements and easily convey new information. Moreover, this format contains features before the usual learning format. Therefore, the problem of developing appropriate methods and skills of gamification in education was becoming urgent. As a result, it was determined that the topic of effective use of gamification tools in education is becoming increasingly important.
Assessing the Practical Cybersecurity Skills Gained through Criminal Justice Academic Programs to Benefit Security Operations Centers (SOCs)
Author: Tsado, Lucy
Date: 2022-07-00
Type: Journal Articles
Subjects: Computer Security,Information Security,Higher Education,Liberal Arts,School Policy,Crime Prevention,Internet,Majors (Students),Law Enforcement,Thinking Skills,Critical Thinking,Communication Skills,Creativity,Research,Writing Skills,Documentation

Private-sector and public-sector organizations have increasingly built specific business units for securing company assets, reputation, and lives, known as &quot;security operations centers&quot; (SOCs). Depending on the organization, these centers may also be referred to as global security operations centers, &quot;cybersecurity&quot; operations centers, fusion centers, and corporate command centers, among many other names. The concept of centralized function within an organization to improve an organization's security posture has attracted both the government and the private sectors to either build their own SOCs or hire third-party SOC companies. In this article, the need for a multidisciplinary approach to cybersecurity education at colleges and universities, including in liberal arts programs, with criminal justice as an example of a liberal arts program was discussed. There is a need for academic institutions to incorporate certain policies to ensure that students in liberal arts are included in the cybersecurity career mix. Cybersecurity is a field that encompasses many skill sets, both technical and nontechnical. The practical cybersecurity skills gained through liberal arts programs do not align with the high demand for these skills in the field to benefit SOCs. Additionally, the skills gap in the industry is increasing, meaning there is room for students with nontechnical majors to join the cybersecurity field. Liberal arts programs, specifically criminal justice programs, must be evaluated to align with the demand for skills in the government sector and the private sector; these programs must also help students apply the knowledge learned through criminal justice courses in real-world cases to benefit SOCs. We examine academic institutions in Texas as the basis for our discussion.
Cybersecurity Educational Resources for K-12
Author: Bowen, Debra
Date: 2022-07-00
Type: Journal Articles
Subjects: Computer Security,Information Security,Educational Resources,Elementary Secondary Education,Computer Science Education,Occupational Information,Competition,Camps,Games,Curriculum,Learning Activities

There are many resources to guide successful K-12 cybersecurity education. The objective of these resources is to prepare skilled and ethical cybersecurity students at the earliest level to meet the demands of higher-level programs. The goal of this article is to provide, as a starting point, a list of as many currently popular K-12 educational resources as possible. The resources provided are broken into five categories: (1) Career Information, (2) Curriculum, (3) Competitions, (4) CyberCamps, and (5) Labs and Gaming. Each resource listed has a link, the K-12 levels that are supported, whether the resource is free or has a cost, and a shortlist of topics or, for camps and competitions, the dates available. There are many teaching and learning resources for K-12 students. However, there are very few sources that combine a variety of these resources into one document. Even though this is not an exhaustive list of resources, it should be a helpful starting point as to what is available for the K-12 levels.
Pre-Service Primary School Teachers&apos; English Language Professional Development: Teachers&apos; Learning Motivations and Developments
Author: Dos Santos, Luis Miguel
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Second Language Instruction,English (Second Language),Language Teachers,Language Proficiency,Required Courses,Preservice Teacher Education,Undergraduate Students,Bachelors Degrees,Language Tests,Test Preparation,Employment Opportunities,Learning Motivation,Second Language Learning,Foreign Countries

English language teaching is one of the requirements for many Bachelor of Education programmes in Taiwanese education colleges and universities. In Taiwan, English language is considered one of the general education requirements (usually eight credits) for all undergraduate students. Although additional English language courses are not required for graduation, many universities require final-year students to achieve satisfactory grades on the TOEIC (The Test of English for International Communication) exam for graduation. The purpose of this study is to understand the motivations and reasons for the decision of a group of Bachelor of Education (Primary) students to study additional English courses beyond their curriculum. An online-based semi-structured interview tool was employed to recruit and collect data from 20 participants in the School of Education at a Taiwanese university. In line with the Social Cognitive Career and Motivation Theory, two themes were captured: (1) preparation for the TOEIC exam; and (2) career promotions and opportunities. This study provides ideas for programme managers, department heads, and government departments for English language training beyond university requirements. Also, the outcomes indicate that exams played important roles in learners' motivations, particularly in English language learning.
Digital Contact Tracing and Privacy
Author: Nasereddin, Mahdi
Date: 2022-07-00
Type: Journal Articles
Subjects: Privacy,Information Technology,COVID-19,Pandemics,Access to Information,Disease Control,Information Security,Standards,Computer Software,Cross Cultural Studies,Foreign Countries,Users (Information)

Digital contact tracing tools were developed to decrease the spread of COVID-19 by supplementing traditional manual methods. Although these tools have great potential, they were developed rather quickly resulting in tools with varying levels of success. The main issues with these tools are over privacy and who might have access to the information gathered. In general, their effectiveness varied globally, where users expressed privacy concerns associated with sharing identity, illness, and location information. This paper reviews these issues in deployments across Asia, Europe, and the United States. The goal is to begin a discussion that improves the design and development of digital technologies that not only improve the control of infectious disease spread, but also achieve an appropriate standard of privacy and security.
Security Simulations in Undergraduate Education: A Review
Author: Simpson, Joseph
Date: 2022-07-00
Type: Journal Articles
Subjects: Information Security,Undergraduate Students,Gamification,Literature Reviews,Computer Simulation,Interdisciplinary Approach,Computer Security,Instructional Effectiveness,Computer Software,Educational Technology

Several decades of research in simulation and gamification in higher education shows that simulations are highly effective in improving a range of outcomes for students including declarative knowledge and interest in the topic being taught. While there appears to be a broad array of options to provide education in an undergraduate setting related to security, no previous reviews have explored computer-based simulations covering all facets of security. Given the increasing importance and adoption of interdisciplinary educational programs, it is important to take stock of simulations as a tool to broaden the range of problems, perspectives, and solutions presented to students. Our review provides an overview of computer-based simulations in U.S. undergraduate institutions published in academic journals and conferences. We identify strengths and limitations of existing computer-based simulations as well as opportunities for future research.
Preorientation Curriculum: An Approach for Preparing Students with Heterogenous Backgrounds for Training in a Master of Biostatistics Program
Author: Neely, Megan L.
Date: 2022-00-00
Type: Journal Articles
Subjects: Masters Programs,Graduate Students,Biology,Statistics Education,Cognitive Mapping,Thinking Skills,Student Characteristics,Student Diversity,Curriculum Design,Constructivism (Learning),Teaching Methods,Data Analysis,Programming,Mathematics Instruction,Correlation,Reflection,Sequential Approach,Interdisciplinary Approach,Program Development

We describe an innovative preorientation curriculum (POC) for a Master of Biostatistics (MB) program. The goal of the POC is to fill critical skills gaps for students entering the MB program from heterogeneous backgrounds so they are prepared to engage in the program's rigorous, fast-paced training upon arrival. To achieve this goal, we introduce a structured approach to thinking that forms the foundation of a sound mental map of Biostatistics, which will assist students in their subsequent efforts to master the discipline. Based on constructivist principles, the POC covers mathematical and statistical theory, data analysis methods, programming, and statistical practice through a sequence of instruction that encourages reflection, extension, and connection between topics. The POC is modular, self-paced, and offered online via a cloud-hosted interactive learning management system (LMS). Students are required to complete the curriculum prior to the MB program orientation. We describe the rationale, design, features, and initial evaluation of the POC. Finally, to help programs interested in designing similar curricula, we provide a detailed instruction sequence description of one topic.