Computational thinking, digital fluency and the new zealand curriculumThe Mind Lab
Under current proposals, digital technology is to be formally made a part of the New Zealand Curriculum in 2018. According to a ministerial announcement made in July 2016, instead of digital technologies being taught as optional subject areas, they will become a formal requirement for all students as a strand of Technology. As the ministry embarks on a consultation process, it is necessary for researchers with an understanding of teaching and learning in a digital age to contribute to the debate.
«Learning Analytics at the Open University and the UK»Bart Rienties
In this seminar, Prof Bart Rienties will reflect on how the Open University UK has become a leading institution in implementing learning analytics at scale amongst its 170K students and 5K staff. Furthermore, he will discuss how learning analytics is being adopted at other UK institutions, and what the implications for higher education might be.
eMadrid seminar on «Review and challenges in Learning Analytics»
Presented by: Giovanni Vincenti
Presented at the All Things Open 2021
Raleigh, NC, USA
Raleigh Convention Center
Abstract: Non-traditional students are often ignored by institutions, which typically design courses and coursework around 18-22 year-olds. This segment of the population implicitly suffers from several adverse factors, such as an older age at the time of graduation and often a lack of experience because often they have families and 'adult' responsibilities to manage. Through Open Source software, we have created an educational approach that helps adult students engage with the material, builds their confidence, and especially skills for immediate job readiness. This talk will focus on the hands-on in-house projects that we integrated in our courses, one Augmented Reality system that may help Artemis astronauts explore the Moon and Mars (NASA SUITS Design Challenge) and one indoor farming initiative, and their feedback.
In this webinar, Prof Hendrik Drachsler will reflect on the process of applying learning analytics solutions within higher education settings, its implications, and the critical lessons learned in the Trusted Learning Research Program. The talk will focus on the experience of edutec.science research collective consisting of researchers from the Netherlands and Germany that contribute to the Trusted Learning Analytics (TLA) research program. The TLA program aims to provide actionable and supportive feedback to students and stands in the tradition of human-centered learning analytics concepts. Thus, the TLA program aims to contribute to unfolding the full potential of each learner. It, therefore, applies sensor technology to support psychomotor as well as web technology to support meta-cognitive and collaborative learning skills with high-informative feedback methods. Prof. Drachsler applies validated measurement instruments from the field of psychometric and investigates to what extent Learning Analytics interventions can reproduce the findings of these instruments. During this webinar, Prof Drachsler will discuss the lessons learned from implementing TLA systems. He will touch on TLA prerequisites like ethics, privacy, and data protection, as well as high informative feedback for psychomotor, collaborative, and meta-cognitive competencies and the ongoing research towards a repository, methods, tools and skills that facilitate the uptake of TLA in Germany and the Netherlands.
Computational thinking, digital fluency and the new zealand curriculumThe Mind Lab
Under current proposals, digital technology is to be formally made a part of the New Zealand Curriculum in 2018. According to a ministerial announcement made in July 2016, instead of digital technologies being taught as optional subject areas, they will become a formal requirement for all students as a strand of Technology. As the ministry embarks on a consultation process, it is necessary for researchers with an understanding of teaching and learning in a digital age to contribute to the debate.
«Learning Analytics at the Open University and the UK»Bart Rienties
In this seminar, Prof Bart Rienties will reflect on how the Open University UK has become a leading institution in implementing learning analytics at scale amongst its 170K students and 5K staff. Furthermore, he will discuss how learning analytics is being adopted at other UK institutions, and what the implications for higher education might be.
eMadrid seminar on «Review and challenges in Learning Analytics»
Presented by: Giovanni Vincenti
Presented at the All Things Open 2021
Raleigh, NC, USA
Raleigh Convention Center
Abstract: Non-traditional students are often ignored by institutions, which typically design courses and coursework around 18-22 year-olds. This segment of the population implicitly suffers from several adverse factors, such as an older age at the time of graduation and often a lack of experience because often they have families and 'adult' responsibilities to manage. Through Open Source software, we have created an educational approach that helps adult students engage with the material, builds their confidence, and especially skills for immediate job readiness. This talk will focus on the hands-on in-house projects that we integrated in our courses, one Augmented Reality system that may help Artemis astronauts explore the Moon and Mars (NASA SUITS Design Challenge) and one indoor farming initiative, and their feedback.
In this webinar, Prof Hendrik Drachsler will reflect on the process of applying learning analytics solutions within higher education settings, its implications, and the critical lessons learned in the Trusted Learning Research Program. The talk will focus on the experience of edutec.science research collective consisting of researchers from the Netherlands and Germany that contribute to the Trusted Learning Analytics (TLA) research program. The TLA program aims to provide actionable and supportive feedback to students and stands in the tradition of human-centered learning analytics concepts. Thus, the TLA program aims to contribute to unfolding the full potential of each learner. It, therefore, applies sensor technology to support psychomotor as well as web technology to support meta-cognitive and collaborative learning skills with high-informative feedback methods. Prof. Drachsler applies validated measurement instruments from the field of psychometric and investigates to what extent Learning Analytics interventions can reproduce the findings of these instruments. During this webinar, Prof Drachsler will discuss the lessons learned from implementing TLA systems. He will touch on TLA prerequisites like ethics, privacy, and data protection, as well as high informative feedback for psychomotor, collaborative, and meta-cognitive competencies and the ongoing research towards a repository, methods, tools and skills that facilitate the uptake of TLA in Germany and the Netherlands.
Romero, M., Davidson, A.-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. In CIDUI proceedings. Learning and teaching innovation impacts. Barcelona, Spain: ACUP.
Computational Participation: Towards a National EducationPolicy in Uruguay ...@cristobalcobo
L@S: Fourth Annual ACM Conference on Learning at Scale
April 20 – 21, 2017 @ Massachusetts Institute of Technology
organized with the Association for Computing Machinery (www.acm.org).
In 2007, Plan Ceibal became the first nationwide ubiquitous educational computer program in the world based on the 1:1 model. It is one of the most important programs implemented by Uruguay’s Government to minimize digital divide and is based upon three pillars: equity, learning and technology. As of 2007, Plan Ceibal has covered public schools, providing every student and teacher in kindergarten, primary and middle school with a laptop or tablet and internet access in the school, as well as a comprehensive set of educational software platforms.
Plan Ceibal reached 85% of the students in Uruguay (100% of public education 1 to 9 grades students) reducing significantly the digital divide between the “have” and the “have-nots”.
After the massive deployment of devices, platforms and connectivity, as well as educational resources, now the focus is particularly on teachers training, development of new pedagogies as well as a new culture for understanding teaching and learning (i.e. new pedagogies for deep learning). This presentation summarize the "computational thinking" and the "maker culture" promoted by this public policy in Uruguay.
http://www.fundacionceibal.edu.uy/en/page/about-us
by @cristobalcobo
518. Building Sustainable K-12 STEM Programs in Rural NC Communities
STEM in Rural Communities
Describe/discuss key elements needed to build and sustain high quality STEM programs in rural communities. Describe/discuss barrier’s to implementing sustainable STEM programs in rural communities and strategies to address barrier’s? Examples include teacher turnover, resources, and teacher support. Provide an overview of PLTW elementary, middle and high school programs.
Presenter(s): Ken Verberg
Location: Sandpiper
Driving technology use through learning designJakob Pedersen
This is a presentation created and given by Dr. Jerome Dooga, University of Jos, Nigeria 6 December 2016 for the e/merge Africa professional network. Creative Commons CC-BY-SA All attribution to Dr. Jerome Dooga
Problemløsning. Samarbeid. Innovasjon. Digital læring. Kritisk tenkning. Eleven som produsent. Det er noen av nøkkelordene i det fremadstormende internasjonale begrep 21. århundrenes kompetanse (21st century Skills). Begrepet handler overordnet om at elever utvikler kompetanse til å bruke i samfunnet de skal bevege seg ut i, etter skolen.
Hva forstår vi egentlig med begrepet i Norden? Hvor langt er de nordiske landene med å bruke digitale verktøy til å understøtte denne kompetansen? Det har to forskere fra Aarhus Universitet undersøkt for Styrelsen for It og Læring (STIL):
Mor, Y. (2010), Guess my X and other patterns for teaching and learning mathematics, in Till Schümmer & Allan Kelly, ed., 'Proceedings of the 13th European Conference on Pattern Languages of Programs (EuroPLoP 2008)' , CEUR-WS, , pp. 348-384 http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=2232
Research and Teaching with Remo: Student research projects and teaching for a...Dagmar Monett
Talk at the 2012 International Conference on Frontiers in Education:
Computer Science and Computer Engineering, FECS 2012, at the WORLDCOMP 2012, Las Vegas, Nevada, USA.
E-Learning Adoption in a Higher Education Setting: An Empirical StudyDagmar Monett
Slides of the talk at the Multidisciplinary Academic Conference on Education, Teaching and Learning 2015, MAC-ETL 2015, Prague, Czech Republic, 4-6 December 2015.
Can Digital Drawing Tools Significantly Develop Children's Artistic Ability a...ijceronline
International Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
July 2014 - Index
Learning Objects are online!
Report about 2nd meeting in Łódź
EHISTO-project in TEEM 2013 Conference
EHISTO consultant from Denmark
EHISTO network
EHISTO next steps
EHISTO related past and forthcoming events
Romero, M., Davidson, A.-L., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. In CIDUI proceedings. Learning and teaching innovation impacts. Barcelona, Spain: ACUP.
Computational Participation: Towards a National EducationPolicy in Uruguay ...@cristobalcobo
L@S: Fourth Annual ACM Conference on Learning at Scale
April 20 – 21, 2017 @ Massachusetts Institute of Technology
organized with the Association for Computing Machinery (www.acm.org).
In 2007, Plan Ceibal became the first nationwide ubiquitous educational computer program in the world based on the 1:1 model. It is one of the most important programs implemented by Uruguay’s Government to minimize digital divide and is based upon three pillars: equity, learning and technology. As of 2007, Plan Ceibal has covered public schools, providing every student and teacher in kindergarten, primary and middle school with a laptop or tablet and internet access in the school, as well as a comprehensive set of educational software platforms.
Plan Ceibal reached 85% of the students in Uruguay (100% of public education 1 to 9 grades students) reducing significantly the digital divide between the “have” and the “have-nots”.
After the massive deployment of devices, platforms and connectivity, as well as educational resources, now the focus is particularly on teachers training, development of new pedagogies as well as a new culture for understanding teaching and learning (i.e. new pedagogies for deep learning). This presentation summarize the "computational thinking" and the "maker culture" promoted by this public policy in Uruguay.
http://www.fundacionceibal.edu.uy/en/page/about-us
by @cristobalcobo
518. Building Sustainable K-12 STEM Programs in Rural NC Communities
STEM in Rural Communities
Describe/discuss key elements needed to build and sustain high quality STEM programs in rural communities. Describe/discuss barrier’s to implementing sustainable STEM programs in rural communities and strategies to address barrier’s? Examples include teacher turnover, resources, and teacher support. Provide an overview of PLTW elementary, middle and high school programs.
Presenter(s): Ken Verberg
Location: Sandpiper
Driving technology use through learning designJakob Pedersen
This is a presentation created and given by Dr. Jerome Dooga, University of Jos, Nigeria 6 December 2016 for the e/merge Africa professional network. Creative Commons CC-BY-SA All attribution to Dr. Jerome Dooga
Problemløsning. Samarbeid. Innovasjon. Digital læring. Kritisk tenkning. Eleven som produsent. Det er noen av nøkkelordene i det fremadstormende internasjonale begrep 21. århundrenes kompetanse (21st century Skills). Begrepet handler overordnet om at elever utvikler kompetanse til å bruke i samfunnet de skal bevege seg ut i, etter skolen.
Hva forstår vi egentlig med begrepet i Norden? Hvor langt er de nordiske landene med å bruke digitale verktøy til å understøtte denne kompetansen? Det har to forskere fra Aarhus Universitet undersøkt for Styrelsen for It og Læring (STIL):
Mor, Y. (2010), Guess my X and other patterns for teaching and learning mathematics, in Till Schümmer & Allan Kelly, ed., 'Proceedings of the 13th European Conference on Pattern Languages of Programs (EuroPLoP 2008)' , CEUR-WS, , pp. 348-384 http://telearn.noe-kaleidoscope.org/open-archive/browse?resource=2232
Research and Teaching with Remo: Student research projects and teaching for a...Dagmar Monett
Talk at the 2012 International Conference on Frontiers in Education:
Computer Science and Computer Engineering, FECS 2012, at the WORLDCOMP 2012, Las Vegas, Nevada, USA.
E-Learning Adoption in a Higher Education Setting: An Empirical StudyDagmar Monett
Slides of the talk at the Multidisciplinary Academic Conference on Education, Teaching and Learning 2015, MAC-ETL 2015, Prague, Czech Republic, 4-6 December 2015.
Can Digital Drawing Tools Significantly Develop Children's Artistic Ability a...ijceronline
International Journal of Computational Engineering Research (IJCER) is dedicated to protecting personal information and will make every reasonable effort to handle collected information appropriately. All information collected, as well as related requests, will be handled as carefully and efficiently as possible in accordance with IJCER standards for integrity and objectivity.
July 2014 - Index
Learning Objects are online!
Report about 2nd meeting in Łódź
EHISTO-project in TEEM 2013 Conference
EHISTO consultant from Denmark
EHISTO network
EHISTO next steps
EHISTO related past and forthcoming events
Course 1: Create and Prepare Debian8 VM TemplateImad Daou
The following Course will focus mainly on a private Virtual Environment such VirtualBox or VMware Station. However, if you are willing to setup straight on DigitalOcean or Vultr, then you can skip Course1 and jump to Course2. But, I highly recommend to go through Course1 to build In-house local Web Hosting Server for testing or developing purpose. After all, the concept is same on either Private or Public Virtual environment.
One year in e-commerce: 9 things I've learnedKristof Nizet
Exactly one year ago I launched www.katchoo.be, a fun webshop with rubberboots for women. These are 9 things i've learned in the past year that may be interesting for other people who are thinking about starting a webshop.
Presentation targeting MSU students to help them understand and search for internship opportunities on-campus and around the mid Michigan area. Career development skills apply to any internship search as well as full time job search. Presented to 110 students at MSU Federal Credit Union business etiquette dinner in February 2011.
Kníže Marek Basarab jako kandidát na udělení českého inkolátu v roce 1607. Muzejní a vlastivědná práce – Časopis Společnosti přátel starožitností českých 3-4/XLIV (CXIV), 2006, s. 208-212, ISSN 0027-5255
TEEM'16 - Track 1 Computational thinking in pre-university education
Authors: Ana María Pinto-Llorente, Sonia Casillas-Martín, Marcos Cabezas-González and Francisco José García-Peñalvo.
A learning scientist approach to modeling human cognition in individual and c...Margarida Romero
A learning scientist approach to modeling human cognition in individual and collaborative problem solving tasks. 12 février 2021. Mini-cours. NeuroMod Institute. Université Côte d'Azur.
20170126 #bett2017 @margaridaromero From computing to computational thinking:...Margarida Romero
From computing to computational thinking: Encouraging creative approaches to problem-solving across the curriculum
26 JANUARY, 2017 15:50 - 16:10
Bett Futures
Computational thinking is a problem-solving process that involves looking at possible solutions abstractly and algorithmically, in a series of ordered steps. People who are able to think in this way tend to be good at generalizing and transferring this problem-solving process to a wide variety of problems. Computational thinking has been hailed as having the potential to foster a new culture of learning in which creativity is rewarded and people are encouraged to experiment, so how can you introduce it in your lessons?
Are you being asked to do STEM activities in your classes and workshops and have no idea where to start or have little to no budget? STEM education refers to teaching and learning, mostly hands-on, in the fields of Science, Technology, Engineering, and Mathematics. Integrating STEM activities in any discipline teaches how all things relate to each other, in school and in life. As a result, librarians, media specialists, and teachers are being asked to incorporate STEM learning activities into their curriculum, regardless of the subject matter, and many of these educators are unsure how to proceed. There are several ways to mix engaging STEM activities into your library programs and curriculum and this webinar will touch on the following and more to help you demystify STEM:
- Understand the importance of STEM education.
- Practice the four Cs of learning: collaboration, communication, critical thinking, and creativity.
- Collect best practices to create good and inexpensive (many free) STEM lessons.
- Teach 21st Century skills without technology.
- Learn strategies (e.g., productive struggle) to creatively solve real-world problems.
- Assess the success of your activities.
Design Thinking For Intergroup Empathy: Creative Techniques in Higher EducationStefanie Panke
The session discusses design thinking as a conceptual framework and methodological approach for fostering discussion and facilitating ideas that promote intergroup empathy. I provide a theoretical overview of design thinking and related approaches to then discusses two case studies. I give a detailed overview of workshop concept, workshop results and workshop evaluation data. Practitioners will find this presentation a valuable source for design thinking ideas and material. Researchers can use the analysis as a starting point for further investigating the effectiveness of design thinking.
Design Thinking Presentation at AppState Free Learning Conference 2018Stefanie Panke
The session discusses design thinking as a conceptual framework and methodological approach for fostering discussion and facilitating ideas that promote intergroup empathy. I provide a theoretical overview of design thinking and related approaches to then discusses two case studies. I give a detailed overview of workshop concept, workshop results and workshop evaluation data. Practitioners will find this presentation a valuable source for design thinking ideas and material. Researchers can use the analysis as a starting point for further investigating the effectiveness of design thinking.
Design Thinking For Educational Technology Stefanie Panke
Design thinking is a problem solving method geared to overcome wicked problems, that have no right or wrong solution and resist traditional scientific and engineering approaches. During the design thinking process, the facilitator encourages participants to see constraints as inspiration. The results are typically not directed toward a technological “quick fix” but toward new integration of signs, things, actions, and environments. Developing university websites and stewarding educational technology projects is one such challenge that can benefit greatly from applying design thinking principles and processes.
Slides from my presentation at the 2017 Annual Meeting of the Society for Social Studies of Science. More info: https://convention2.allacademic.com/one/ssss/4s17/index.php?cmd=Online+Program+View+Session&selected_session_id=1290634&PHPSESSID=m29imqs8m956ii81pfl6usa1i0
Romero, M., Davidson, G., Cucinelli, G., Ouellet, H., & Arthur, K. (2016). Learning to code: from procedural puzzle-based games to creative programming. . Presented at Congreso Internacional de Docencia Universitaria e Innovación (CIDUI) 2016, Barcelona (Spain), 5-7 July.
Concept-Level Design Analytics for Blended CoursesLaia Albó
Paper presentation at ECTEL conference 2019 (http://www.ec-tel.eu/index.php?id=918).
Paper citation and link:
Albó, L., Barria-Pineda, J., Brusilovsky, P., Hernández-Leo, D. (2019). Concept-level design analytics for blended courses. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science (Vol. 11722, pp. 541–554). Delft, The Netherlands: Springer, Cham.
https://link.springer.com/chapter/10.1007/978-3-030-29736-7_40
The Real World:
Answering Real World Problems with Real World Solutions using Real World Technology
NCAGT - February 12, 2010
Dr. Brian Housand, Dr. Elizabeth Fogarty, Dr. Katie O'Connor
Similar to Developing computational thinking via the visual programming tool lego education we do (20)
Presentation of the work:
García-Peñalvo, F. J., Rodríguez-Conde, M. J., García-Holgado, A., Sánchez-Prieto, J. C., Gamazo-García, A., & Martínez-Abad, F. (2020). Study for the improvement of the Moroccan public higher education system based on a stretegic plan for learning technologies. In A. Balderas, A. J. Mendes, & J. M. Dodero (Eds.), Proceedings of the 22th International Symposium on Computers in Education (Online, November 9-13, 2020). CEUR-WS.org. http://ceur-ws.org/Vol-2733/
García-Holgado A., Verdugo-Castro S., Sánchez-Gómez M.C., García-Peñalvo F.J. (2020) Facilitating Access to the Role Models of Women in STEM: W-STEM Mobile App. In: Zaphiris P., Ioannou A. (eds) Learning and Collaboration Technologies. Designing, Developing and Deploying Learning Experiences. HCII 2020. Lecture Notes in Computer Science, vol 12205. Springer, Cham
Paper available at: https://doi.org/10.1007/978-3-030-50513-4_35
Conference paper presented at EDUCON 2020
García-Holgado, A., Deco, C., Bedregal-Alpaca, N., Bender, C., & Villalba-Condori, K. O. (2020). Perception of the gender gap in computer engineering studies: a comparative study in Peru and Argentina. In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020, Porto, Portugal). IEEE
Paper presented at WorldCIST 2020
Knihs, E., & García-Holgado, A. (2020). Young people participation in the Digital Society: a case study in Brazil. In Á. Rocha (Ed.), WorldCIST 2020, AISC 1161 (pp. 1-10). Springer. https://doi.org/10.1007/978-3-030-45697-9_34
Conference paper presented at EDUCON 2020
Vázquez-Ingelmo, A., García-Holgado, A., & García-Peñalvo, F. J. (2020). C4 model in a Software Engineering subject to ease the comprehension of UML and the software development process. In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020, Porto, Portugal). IEEE.
Conference paper presented at EDUCON 2020.
García-Holgado, A., Mena, J., García-Peñalvo, F. J., Pascual, J., Heikkinen, M., Harmoinen, S., García-Ramos, L., Peñabaena-Niebles, R., & Amores, L. (2020). Gender equality in STEM programs: a proposal to analyse the situation of a university about the gender gap. In 2020 IEEE Global Engineering Education Conference (EDUCON), (27-30 April 2020, Porto, Portugal). IEEE.
Presentationo related to W-STEM project. Work conducted at Tecnológico de Monterrey (Mexico).
Hernandez-Armenta, I. y Dominguez, A. (2019). Equity in mathematical modelling education: A literature review. 19th International Conference on the Teaching of Mathematical Modelling and Applications. Hong Kong, Julio 21-26.
Work presented at TEEM Conference 2019, León, Spain.
García-Holgado, A., Camacho Díaz, A., & García-Peñalvo, F. J. (2019). Engaging women into STEM in Latin America: W-STEM project. In M. Á. Conde-González, F. J. Rodríguez Sedano, C. Fernández Llamas, & F. J. García-Peñalvo (Eds.), Proceedings of the 7th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2019) (León, Spain, October 16-18, 2019) (pp. 232-239). New York, NY, USA: ACM.
Trabajo presentado en CINAIC 2019, Madrid, España.
García-Holgado, A., Vázquez-Ingelmo, A., Mena, J., García-Peñalvo, F. J., González, C. S., Sánchez-Gómez, M. C., & Verdugo-Castro, S. (2019). Estudio piloto sobre la percepción de la brecha de género en estudios de ingeniería informática. In M. L. Sein-Echaluce Lacleta, Á. Fidalgo Blanco, & F. J. García-Peñalvo (Eds.), Aprendizaje, Innovación y Cooperación como impulsores del cambio metodológico. Actas del V Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. CINAIC 2019 (9-11 de Octubre de 2019, Zaragoza, España) (pp. 698-703). Zaragoza, Spain: Servicio de Publicaciones Universidad de Zaragoza.
Trabajo presentado en CINAIC 2019, Madrid, España.
García-Holgado, A., Camacho Díaz, A., & García-Peñalvo, F. J. (2019). La brecha de género en el sector STEM en América Latina: una propuesta europea. In M. L. Sein-Echaluce Lacleta, Á. Fidalgo Blanco, & F. J. García-Peñalvo (Eds.), Aprendizaje, Innovación y Cooperación como impulsores del cambio metodológico. Actas del V Congreso Internacional sobre Aprendizaje, Innovación y Competitividad. CINAIC 2019 (9-11 de Octubre de 2019, Zaragoza, España) (pp. 704-709). Zaragoza, Spain: Servicio de Publicaciones Universidad de Zaragoza.
Presentación realizada en las I Jornadas de Buenas Prácticas USAL como Buena Práctica reconocida por la USAL en Responsabilidad Social.
Más información: https://calidad.usal.es/observatorio-de-buenas-practicas-y-mejora-continua/repositorio-de-buenas-practicas/
Presentation at Universidade Presbiteriana Mackenzie (Sao Paolo, Brazil)
Based on the study published in https://doi.org/10.1007/978-3-030-21814-0_4.
García-Holgado, A., Tajes-Reiris, I., Kearney, N. A., Martinus, C., & García-Peñalvo, F. J. (2019). An app to support yoga teachers to implement a yoga-based approach to promote wellbeing among young people: usability study. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Designing Learning Experiences. 6th International Conference, LCT 2019, Held as Part of the 21st HCI International Conference, HCII 2019, Orlando, FL, USA, July 26–31, 2019, Proceedings, Part I (pp. 38-49). Switzerland: Springer, Cham.
This presentation was used during HCII 2019 in Orlando (Florida, USA). It is related to this publication:
García-Holgado, A., Tajes-Reiris, I., Kearney, N. A., Martinus, C., & García-Peñalvo, F. J. (2019). An app to support yoga teachers to implement a yoga-based approach to promote wellbeing among young people: usability study. In P. Zaphiris & A. Ioannou (Eds.), Learning and Collaboration Technologies. Designing Learning Experiences. 6th International Conference, LCT 2019, Held as Part of the 21st HCI International Conference, HCII 2019, Orlando, FL, USA, July 26–31, 2019, Proceedings, Part I (pp. 38-49). Switzerland: Springer, Cham.
Research presented at the International Conference TEEM 2019:
Verdugo-Castro, S., García-Holgado, A., & Sánchez-Gómez, M. C. (2019). Age influence in gender stereotypes related to Internet use in young people: a case study. In M. Á. Conde-González, F. J. Rodríguez Sedano, C. Fernández Llamas, & F. J. García-Peñalvo (Eds.), Proceedings of the 7th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2019) (León, Spain, October 16-18, 2019) (pp. 223-231). New York, NY, USA: ACM.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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2. TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
Introduction
The present study is conducted in the framework of Science, Primary Education and
Computational Thinking.
New Curricula in STEM subjects challenges of current and future society
current digital world
→
Digital language and all the necessary skills
Teaching practice must change
Ability to program solve problems
Computational thinking working paradigm
→
→
Abstract, logical, modeling & constructive thinking
3. Objectives
The aim of the present study was to know the students’ perception about the use of the
software Lego Education WeDo in the subject of natural sciences to promote the
computational thinking.
We tried to test these hypotheses
H1. Students will learn to build and program 3D models with Lego WeDo.
H2. Students will think creatively to solve the problems.
H3. Lego WeDo will help pupils to know the relationship between cause and effect.
H4. The tasks developed will allow pupils to reflect about the possibilities they have,
and to find the correct answer.
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
4. Method
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
The study focused on an innovative project of computational thinking, carried out in the
state-funded school Santísima Trinidad in Salamanca, in Castilla-León, during the academic
year 2015-2016.
Natural Sciences Unit. Forces and machines
1. To understand the importance of machines, and classify them as simple and
complex machines.
2. To list the most important simple machines and know how they work.
3. To know the three types of lever.
4. To understand the contribution of technological progress to meet people’s needs.
5. To become familiar with some mechanical movements.
→
5. Method
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
Lego Education WeDo (Lego Group in collaboration with MIT).
To build and program two 3D models
Dancing Birds
Smart Spinner
→
Lego Education materials support a process of learning that includes four phases:
Connect, Construct, Contemplate, and Continue.
7. Sample
• 52 Spanish pupils from the 4th grade of Primary education of the compulsory subject
natural sciences with ages between 9 (53.8%, n=28) and 10 (46.2%, n=24).
• 48.1% were boys (n=25) and 51.9% were girls (n=27).
• All of them had knowledge of the use of computers, tablets and interactive whiteboard.
• The fifty-two pupils had participated in previous projects in which they had the
opportunity to work with the visual programming tool: Scratch.
• 34.6% (n=18) were enrolled in the Robotics workshop, and had experience in the use of
the 3D modeling software, Sketch Up.
Sample
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
10. Results
Students’ Perceptions about the Development of the Project
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
The participants assessed very positively the project carried out about natural sciences and
computational thinking.
The students considered that the project had been funny; they had loved this way of working;
and wanted to learn more about the subject.
Semantic differential
It has been boring 6.77 It has been funny
I do not like this way of working 6.77 I love this way of working
I am no longer interested in this topic 6.77 I want to learn more about this topic
11. TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
They emphasized that the teacher had explained clearly what they had to do; they considered
that her help had been important; and emphasized her role as a guide, showing them what was
right or wrong.
Semantic differential
The teacher has not given us clear
instructions
6.71 The teacher has explained clearly what
we had to do
The teacher has not helped us 5.88 The teacher has helped us
The teacher has not indicated what
was right or wrong in our work.
5.81 The teacher has indicated what was
right or wrong in our work.
12. TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
The pupils also stated that the project had been useful and interesting; they had understood
the activities, they had maximized time, they had learned more things than usual, and they had
done them working in groups.
Semantic differential
It has been useless 6.69 It has been useful
It has not been interesting 6.63 It has been interesting
I have not understood what we have
done
6.65 I have understood what we have done
I have lost time 6.17 I have maximized time
I have learned less things than usual 6.52 I have learned more things than usual
We have not done the exercises well,
working in group
6.46 We have done the activities well,
working in group
13. TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
Regarding the items that referred to the computational thinking, we emphasized the positive
results of the students’ perceptions about the possibilities offered by Lego WeDo to build
models in 3D and program them, as well as to learn to think creatively to make the 3D models,
to reflect about the activities, to solve problems in a logical way, and to know the results of
their decisions.
Semantic differential
I have not learned to build models in
3D
6.31 I have learned to build models in 3D
I have not learned to program 6.50 I have learned to program
I have not learned to think creatively
to make the 3D models.
6.37 I have learned to think creatively to
make the 3D models
The activities done with Lego WeDo
have not allowed us to reflect
6.42 The activities done with Lego WeDo
have allowed us to reflect
The project has not allowed us to
solve problems in a logical way
6.29 The project has allowed us to solve
problems in a logical way
Lego WeDo has not allowed us to
know the results of our decisions
6.38 Lego WeDo has allowed us to know
the results of our decisions
14. TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
We calculated the Mann-Whitney U test to determine whether there were statistically
significant differences (CI 95%) between boys and girls in their assessments of the items of the
semantic differential. The data analysis indicated that there were statistically significant
differences in the items that referred to:
• I have learned to program (item 15).
• The activities done with Lego WeDo have allowed us to reflect (item 18).
• I have learned to build models in 3D (item 24).
• The project has allowed us to solve problems in a logical way (item 26).
• I have learned to think creatively to make the 3D models (item 27).
• Lego WeDo has allowed us to know the results of our decisions (item 28).
15. TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
Independent-Samples Mann-Whitney U Test
Gender Mean Rank Sum of Ranks Mann-Whitney U Sig. Z
Item 15
Boy
Girl
35.58
18.09
889.5
488.5
110.50 .000 -4.813
Item 18
Boy
Girl
14.42
37.69
360.5
1017.5
639.50 .000 -6.228
Item 24
Boy
Girl
39.04
14.89
976.0
402.0
24.000 .000 -6.465
Item 26
Boy
Girl
13.80
38.26
345.0
1033.0
655.00 .000 -6.448
Item 27
Boy
Girl
13.42
38.61
335.5
1042.5
664.50 .000 -6.698
Item 28
Boy
Girl
13.98
38.09
349.5
1028.5
650.50 .000 -6.472
17. TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
Students’ Perceptions about the aspects they liked least
46.00% nothing
32.70% no
enough time
11.50% to work
as a team
5.80% no enough
tools
3.80% to destroy
the models
18. TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
Students’ Perceptions about the problems they had
51.90% no
problems
15.40% to
program the
models
13.50% problems
with the
resources
11.50% to work
as a team7.70% no enough
time to finish
19. Conclusions
The results from the semantic differential suggested the effectiveness of the project carried out in
the subject natural sciences to increase the participants’ awareness of the computational thinking.
There were evidences of the possibilities offered to:
• reflect and think creatively about the opportunities they had to fulfill the activities correctly
• know the results of their personal or group decisions
• solve the problems in a logical way
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016
The students assessed very positively the teacher’s role in the project → guide, and thought that her
help was essential for the success of the project.
20. Conclusions
There were evidences of the students’ satisfaction towards the project, considering it useful and
interesting, considering it a perfect way of learning which motivated them to learn more about the
discipline of natural sciences.
The use of Lego Education WeDo have allowed them to:
• understand better the activities
• work in groups
• learn more things than usual.
Our study and its results have proved the potential of the software Lego Education WeDo in the
subject of natural sciences to:
• promote the computational thinking
• engage primary education students in programming, and problem solving.
TEEM'16 Technological Ecosystems for Enhancing Multiculturality November 2016