Seminario eMadrid "Reinventar la educación". Seiji Isotani, University of Sao...eMadrid network
This document discusses the role of affective states in computer-supported collaborative learning (CSCL) environments. It begins by providing background on CSCL and benefits of collaborative learning. While collaborative learning has potential benefits, proper design and facilitation is needed. The document then discusses challenges in providing intelligent support for CSCL. It reviews literature on affective states (emotions, moods, personality traits) used in CSCL environments. Several studies empirically evaluated the effects of considering affective states, finding benefits like reducing frustration and improving interactions. However, more research is still needed to fully understand the effects of affective states and create frameworks to apply this knowledge in building better intelligent CSCL environments.
«Assessment of Digital Resources use in Education - Anatomy of Digital Resources in Learning Generation»
languages, civics curricula, anatomy of different digital tools web 2.0, assessment
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.
Cognitive Culture and Learning Project GreerJames Greer
This document summarizes a project exploring how cognition, culture, and learning theories like constructivism and connectivism can support personal learning networks employing a variety of resources. It discusses four topics that contribute to this approach: cognitive science, educational neuroscience, learning theories, and culture. For each topic, it provides an overview and references for further reading. Across all topics, it identifies recurring themes of the individual nature of learning, benefits of collaboration, and the ongoing role of teachers in facilitating networks.
The document discusses learning analytics and the current and future state of higher education. It covers topics such as learning analytics frameworks including macro, meso, and micro levels; the convergence of learning analytics layers; and building an analytics ecosystem involving learners, educators, and various teams. It questions whether institutions will understand how to apply analytics at different levels or be dazzled by dashboards. It also discusses using analytics to identify effective learning conversations and different types of discourse.
The document discusses social media and learning on the cloud. It begins by defining social media as web and mobile technologies that allow for interactive dialogue, exchange of user-generated content, and mediate human communication. It then discusses tensions around viewing social networking and social learning as separate domains. Finally, it proposes some ways universities can respond to social media, including shifting the focus from containing social media to developing digital literacies, from containment of learning environments to supporting mobile learning, and from software training to staff development around collaborative learning.
Seminario eMadrid "Reinventar la educación". Seiji Isotani, University of Sao...eMadrid network
This document discusses the role of affective states in computer-supported collaborative learning (CSCL) environments. It begins by providing background on CSCL and benefits of collaborative learning. While collaborative learning has potential benefits, proper design and facilitation is needed. The document then discusses challenges in providing intelligent support for CSCL. It reviews literature on affective states (emotions, moods, personality traits) used in CSCL environments. Several studies empirically evaluated the effects of considering affective states, finding benefits like reducing frustration and improving interactions. However, more research is still needed to fully understand the effects of affective states and create frameworks to apply this knowledge in building better intelligent CSCL environments.
«Assessment of Digital Resources use in Education - Anatomy of Digital Resources in Learning Generation»
languages, civics curricula, anatomy of different digital tools web 2.0, assessment
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.
Cognitive Culture and Learning Project GreerJames Greer
This document summarizes a project exploring how cognition, culture, and learning theories like constructivism and connectivism can support personal learning networks employing a variety of resources. It discusses four topics that contribute to this approach: cognitive science, educational neuroscience, learning theories, and culture. For each topic, it provides an overview and references for further reading. Across all topics, it identifies recurring themes of the individual nature of learning, benefits of collaboration, and the ongoing role of teachers in facilitating networks.
The document discusses learning analytics and the current and future state of higher education. It covers topics such as learning analytics frameworks including macro, meso, and micro levels; the convergence of learning analytics layers; and building an analytics ecosystem involving learners, educators, and various teams. It questions whether institutions will understand how to apply analytics at different levels or be dazzled by dashboards. It also discusses using analytics to identify effective learning conversations and different types of discourse.
The document discusses social media and learning on the cloud. It begins by defining social media as web and mobile technologies that allow for interactive dialogue, exchange of user-generated content, and mediate human communication. It then discusses tensions around viewing social networking and social learning as separate domains. Finally, it proposes some ways universities can respond to social media, including shifting the focus from containing social media to developing digital literacies, from containment of learning environments to supporting mobile learning, and from software training to staff development around collaborative learning.
The SmartZoos project aims to integrate zoos in the Central Baltic region by developing and implementing a cross-border service package for creative adventure learning using mobile devices. The project will design, develop, pilot, and market this service package, which includes an online tool for creating location-based interactive assignments and a mobile application for guiding learners through the zoos. This is intended to form a joint tourist attraction across the participating zoos in Estonia, Finland, and Sweden.
ANR #CreaMaker workshop: co-creativity, robotics and maker educationMargarida Romero
This document summarizes a workshop on co-creativity, robotics, and maker education. It discusses how maker-based projects have the potential to develop creativity through individual and collaborative contexts. It also aims to analyze the development of creativity in team-based maker activities. The workshop brought together researchers from several countries to advance understanding of how to design, implement, and evaluate co-creativity in technology-enhanced learning contexts, particularly maker education. Several presentations are summarized, including ones on assessing co-creativity, developing computational thinking through games and comics, and using robotics in education.
This document discusses co-creativity in maker education contexts. It describes the Invent@UCA program at Université Côte d'Azur which aims to foster skills like creativity, collaboration, and problem solving through real-world challenge-based learning. Students work in multidisciplinary teams on challenges presented by companies through programs like DEMOLA or on societal issues through initiatives like OASIS. The program brings together different schools and institutions to create a collaborative environment that supports creativity. It also discusses developing co-creativity in maker education contexts through hands-on projects that engage students in collaborative design and problem solving.
Guest Lecture: Restoring Context in Distance Learning with Artificial Intelli...Daniele Di Mitri
Presentation given on the February 1st, 2022 at the "Brown Bag" presentation series organised by the Faculty of NYU Educational Communication and Technology which is part of the Steinhardt School of Culture, Education, and Human Development.
https://www.ectstudent.info/news-events/brown-bag-dr-daniele-di-mitri
Presentation Abstract:
The COVID-19 pandemic forced more than 1.6 billion learners out of school, becoming the most challenging disruption ever endured by the global education systems. In many countries, education institutions decided to move their regular activities online, opting for remote teaching as an emergency solution to continue their education. Meanwhile, physical distancing and learning in isolation heavily challenge learners and hinder their study success. There is a compelling need to make education systems more resilient and less vulnerable to future disruptions in such a critical landscape. In particular, we have to reconsider how digital technologies can support online and hybrid teaching. If digital education technologies such as video conferencing tools and learning management systems have improved to make educational resources more available and education more flexible, the modes of interaction they implement remain essentially unnatural for the learner due to a substantial lack of context. Modern sensor-enabled computer systems allow extending the standard human-computer interfaces and facilitate richer multimodal interaction. Furthermore, advances in AI allow interpreting the data collected from multimodal and multi-sensor devices. These insights can be used to support online teaching and learning in isolation with personalised feedback and adaptation through Multimodal Learning Experiences (MLX). This guest lecture elaborates on existing approaches, architectures, and methodologies. I illustrate use cases that employ multimodal learning analytics applications that can shape the online teaching of the future.
The document discusses research on representing computer-supported collaborative learning (CSCL) scripts using the IMS Learning Design specification. Key points:
- Researchers studied how to express CSCL macro-scripts and mechanisms using IMS Learning Design to make implementations more customizable and interoperable.
- Collaborative learning flow patterns from literature were coded in IMS Learning Design elements and attributes to demonstrate capabilities and limitations.
- An authoring tool called Collage was developed to allow designing processes based on learning design patterns and templates.
- Later work focused on embedding assessment activities, ensuring interoperability with IMS Question and Test Interoperability, and developing shared learning design environments and communities.
The Modern Digital Learning Landscape: 5 Tips To Engage Gen Z and Millennial ...Aggregage
If 2020 hasn’t radically changed your approach to your learning program, it’s time to get in the digital learning game or risk being left behind. But if you’re searching for current, new ways to engage people online and keep your business thriving, look to your youngest learners. In the next 5 years, Millennials will comprise 75% of the workforce, and Gen Z is right behind them. To future-proof your learning program, make sure your content is designed with these young professional learners in mind.
Empowering teachers to meet the digital native learnersMarko Teräs
This document discusses how teachers need to adapt to the changing skills of "digital native" students. It notes that classrooms still look the same while the world of work has changed, requiring new skills like collaboration, creativity, and social/cultural awareness. It describes digital natives as global thinkers who appreciate freedom of choice and are natural collaborators. The document outlines a social media-assisted teacher education program to help empower teachers to meet the needs of digital native learners through authentic, collaborative learning experiences.
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...tobold
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
Pedagogical theory for e-Learning Design: From ideals to reality?PEDAGOGY.IR
Pedagogical theory for e-Learning Design: From ideals to reality?
Daniel K. SchneiderTECFA –FPSE -Universitéde Genève
daniel.schneider@unige.ch
9th Iranian Conference on e-Learning
KharazmiUniversity, Teheran
Thursday, March 12, 2015
Analysis of Personal Learning Networks in Support of Teachers Presence Optimi...Malinka Ivanova
The document analyzes personal learning networks (PLNs) and how they can support optimizing teachers' effectiveness and productivity. It explores related work on networked learning and social networks. A survey of teachers from various countries and subjects was conducted to understand how teachers structure their PLNs using social media and what purposes they use their networks for. The results found that teachers actively use social networks like Facebook, Twitter and LinkedIn both personally and professionally to expand their knowledge and collaborate with others. The document discusses developing a model to optimize PLNs to better facilitate teachers' practice.
This document discusses conceptualizing virtual learning environments as digital learning ecosystems. It notes a lack of connection between existing conceptualizations and educational theory. The document then introduces the concept of a digital learning ecosystem as an adaptive socio-technical system consisting of interacting digital tools, services, and content; communities of users; and their social, economic, and cultural environment. Key questions are discussed around advantages and disadvantages of this approach compared to traditional views, and how concepts from ecosystems ecology could inform research on digital learning ecosystems.
Analyzing Learning FLows in Digital Learning EcosystemsMart Laanpere
This document discusses analyzing learning flows in digital learning ecosystems. It describes digital learning ecosystems as socio-technical systems consisting of digital tools, services, content, and user communities. It proposes combining the Experience API (xAPI) specification with the Uptake Framework to record and analyze learning interactions in digital ecosystems at scale. By annotating events with pedagogical verbs and domain concepts, this approach could provide feedback to learners and teachers through uptake diagrams and contingency maps of interaction patterns. The approach is demonstrated through a concept mapping scenario and holds potential for advancing analytics of distributed and user-defined learning interactions.
Personal Learning Environments as Enablers for Connectivist MOOCsDenis Gillet
This paper presents how platforms initially designed to enable the construction of personal learning environments can help teachers and learners to aggregate their own MOOCs from resources freely available in the Cloud under Creative Commons licenses. Compare to the mainstream MOOC platforms like Coursera or EdX which are basically learning management systems open to external students, the proposed solution offers built-in social media features to boost opportunistic interaction and informal exchanges between students.
Open Education and Teaching Profession in 2030Riina Vuorikari
The document discusses open education and the teaching profession in 2030. It provides historical context on open education, from correspondence courses to massive open online courses (MOOCs). The document then outlines five scenarios for what the teaching profession could look like in 2030 based on emerging technologies and trends: 1) a centralized European education network, 2) a decentralized social network approach, 3) use of intelligent agents and recommendations, 4) diversified teaching careers using remote presence and analytics, and 5) informal peer learning camps. The final section poses discussion questions about which scenarios are desirable or undesirable and what needs to be done to influence the future of teaching.
This document discusses the potential of using social networks for teacher professional development. It begins by defining key terms like "networked" and explores the needs of teachers for professional development and different types of professional knowledge. It then examines the benefits and challenges of teachers using social networks, providing examples of Facebook groups created for this purpose. The document concludes by envisioning a future of collaborative problem solving, openness, and sustainable innovation through networked teacher communities.
Technological advances have enabled three generations of distance education pedagogies: 1) behaviorist/cognitive pedagogies emphasizing individual study, 2) constructivist pedagogies focusing on group learning, and 3) connectivist pedagogies based on network learning. Each generation is associated with different types of knowledge and technologies that both determine and are determined by the pedagogical approach. New technologies continue to enhance existing pedagogies while also enabling new forms of learning to emerge.
This document discusses how project-based learning (PBL) can be used to develop students' critical thinking skills. It outlines six stages of critical thinking, from unreflective to accomplished thinker. PBL provides authentic problems for students to solve collaboratively, developing 21st century skills. When integrated with technology and online collaboration tools, PBL can transform teachers into facilitators and help students advance through the critical thinking stages. The conclusion emphasizes that regular practice is needed for students and educators to improve their own critical thinking abilities. PBL combined with online resources is presented as an effective way to cultivate students' critical thinking development.
Critical Thinking and English Education (Christopher J. Long, 2003)itarankoto
1. The document discusses the debate around teaching critical thinking skills in English education in non-Western contexts like Japan.
2. It defines critical thinking as a set of skills rather than a single skill, and argues that culture influences individuals' strengths and weaknesses in critical thinking.
3. It rejects the idea that those from non-Western cultures are less suited for critical thinking, and argues that recent educational reforms in Japan aim to develop critical thinking skills, so teaching these skills supports domestic policy goals.
The SmartZoos project aims to integrate zoos in the Central Baltic region by developing and implementing a cross-border service package for creative adventure learning using mobile devices. The project will design, develop, pilot, and market this service package, which includes an online tool for creating location-based interactive assignments and a mobile application for guiding learners through the zoos. This is intended to form a joint tourist attraction across the participating zoos in Estonia, Finland, and Sweden.
ANR #CreaMaker workshop: co-creativity, robotics and maker educationMargarida Romero
This document summarizes a workshop on co-creativity, robotics, and maker education. It discusses how maker-based projects have the potential to develop creativity through individual and collaborative contexts. It also aims to analyze the development of creativity in team-based maker activities. The workshop brought together researchers from several countries to advance understanding of how to design, implement, and evaluate co-creativity in technology-enhanced learning contexts, particularly maker education. Several presentations are summarized, including ones on assessing co-creativity, developing computational thinking through games and comics, and using robotics in education.
This document discusses co-creativity in maker education contexts. It describes the Invent@UCA program at Université Côte d'Azur which aims to foster skills like creativity, collaboration, and problem solving through real-world challenge-based learning. Students work in multidisciplinary teams on challenges presented by companies through programs like DEMOLA or on societal issues through initiatives like OASIS. The program brings together different schools and institutions to create a collaborative environment that supports creativity. It also discusses developing co-creativity in maker education contexts through hands-on projects that engage students in collaborative design and problem solving.
Guest Lecture: Restoring Context in Distance Learning with Artificial Intelli...Daniele Di Mitri
Presentation given on the February 1st, 2022 at the "Brown Bag" presentation series organised by the Faculty of NYU Educational Communication and Technology which is part of the Steinhardt School of Culture, Education, and Human Development.
https://www.ectstudent.info/news-events/brown-bag-dr-daniele-di-mitri
Presentation Abstract:
The COVID-19 pandemic forced more than 1.6 billion learners out of school, becoming the most challenging disruption ever endured by the global education systems. In many countries, education institutions decided to move their regular activities online, opting for remote teaching as an emergency solution to continue their education. Meanwhile, physical distancing and learning in isolation heavily challenge learners and hinder their study success. There is a compelling need to make education systems more resilient and less vulnerable to future disruptions in such a critical landscape. In particular, we have to reconsider how digital technologies can support online and hybrid teaching. If digital education technologies such as video conferencing tools and learning management systems have improved to make educational resources more available and education more flexible, the modes of interaction they implement remain essentially unnatural for the learner due to a substantial lack of context. Modern sensor-enabled computer systems allow extending the standard human-computer interfaces and facilitate richer multimodal interaction. Furthermore, advances in AI allow interpreting the data collected from multimodal and multi-sensor devices. These insights can be used to support online teaching and learning in isolation with personalised feedback and adaptation through Multimodal Learning Experiences (MLX). This guest lecture elaborates on existing approaches, architectures, and methodologies. I illustrate use cases that employ multimodal learning analytics applications that can shape the online teaching of the future.
The document discusses research on representing computer-supported collaborative learning (CSCL) scripts using the IMS Learning Design specification. Key points:
- Researchers studied how to express CSCL macro-scripts and mechanisms using IMS Learning Design to make implementations more customizable and interoperable.
- Collaborative learning flow patterns from literature were coded in IMS Learning Design elements and attributes to demonstrate capabilities and limitations.
- An authoring tool called Collage was developed to allow designing processes based on learning design patterns and templates.
- Later work focused on embedding assessment activities, ensuring interoperability with IMS Question and Test Interoperability, and developing shared learning design environments and communities.
The Modern Digital Learning Landscape: 5 Tips To Engage Gen Z and Millennial ...Aggregage
If 2020 hasn’t radically changed your approach to your learning program, it’s time to get in the digital learning game or risk being left behind. But if you’re searching for current, new ways to engage people online and keep your business thriving, look to your youngest learners. In the next 5 years, Millennials will comprise 75% of the workforce, and Gen Z is right behind them. To future-proof your learning program, make sure your content is designed with these young professional learners in mind.
Empowering teachers to meet the digital native learnersMarko Teräs
This document discusses how teachers need to adapt to the changing skills of "digital native" students. It notes that classrooms still look the same while the world of work has changed, requiring new skills like collaboration, creativity, and social/cultural awareness. It describes digital natives as global thinkers who appreciate freedom of choice and are natural collaborators. The document outlines a social media-assisted teacher education program to help empower teachers to meet the needs of digital native learners through authentic, collaborative learning experiences.
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...tobold
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
Pedagogical theory for e-Learning Design: From ideals to reality?PEDAGOGY.IR
Pedagogical theory for e-Learning Design: From ideals to reality?
Daniel K. SchneiderTECFA –FPSE -Universitéde Genève
daniel.schneider@unige.ch
9th Iranian Conference on e-Learning
KharazmiUniversity, Teheran
Thursday, March 12, 2015
Analysis of Personal Learning Networks in Support of Teachers Presence Optimi...Malinka Ivanova
The document analyzes personal learning networks (PLNs) and how they can support optimizing teachers' effectiveness and productivity. It explores related work on networked learning and social networks. A survey of teachers from various countries and subjects was conducted to understand how teachers structure their PLNs using social media and what purposes they use their networks for. The results found that teachers actively use social networks like Facebook, Twitter and LinkedIn both personally and professionally to expand their knowledge and collaborate with others. The document discusses developing a model to optimize PLNs to better facilitate teachers' practice.
This document discusses conceptualizing virtual learning environments as digital learning ecosystems. It notes a lack of connection between existing conceptualizations and educational theory. The document then introduces the concept of a digital learning ecosystem as an adaptive socio-technical system consisting of interacting digital tools, services, and content; communities of users; and their social, economic, and cultural environment. Key questions are discussed around advantages and disadvantages of this approach compared to traditional views, and how concepts from ecosystems ecology could inform research on digital learning ecosystems.
Analyzing Learning FLows in Digital Learning EcosystemsMart Laanpere
This document discusses analyzing learning flows in digital learning ecosystems. It describes digital learning ecosystems as socio-technical systems consisting of digital tools, services, content, and user communities. It proposes combining the Experience API (xAPI) specification with the Uptake Framework to record and analyze learning interactions in digital ecosystems at scale. By annotating events with pedagogical verbs and domain concepts, this approach could provide feedback to learners and teachers through uptake diagrams and contingency maps of interaction patterns. The approach is demonstrated through a concept mapping scenario and holds potential for advancing analytics of distributed and user-defined learning interactions.
Personal Learning Environments as Enablers for Connectivist MOOCsDenis Gillet
This paper presents how platforms initially designed to enable the construction of personal learning environments can help teachers and learners to aggregate their own MOOCs from resources freely available in the Cloud under Creative Commons licenses. Compare to the mainstream MOOC platforms like Coursera or EdX which are basically learning management systems open to external students, the proposed solution offers built-in social media features to boost opportunistic interaction and informal exchanges between students.
Open Education and Teaching Profession in 2030Riina Vuorikari
The document discusses open education and the teaching profession in 2030. It provides historical context on open education, from correspondence courses to massive open online courses (MOOCs). The document then outlines five scenarios for what the teaching profession could look like in 2030 based on emerging technologies and trends: 1) a centralized European education network, 2) a decentralized social network approach, 3) use of intelligent agents and recommendations, 4) diversified teaching careers using remote presence and analytics, and 5) informal peer learning camps. The final section poses discussion questions about which scenarios are desirable or undesirable and what needs to be done to influence the future of teaching.
This document discusses the potential of using social networks for teacher professional development. It begins by defining key terms like "networked" and explores the needs of teachers for professional development and different types of professional knowledge. It then examines the benefits and challenges of teachers using social networks, providing examples of Facebook groups created for this purpose. The document concludes by envisioning a future of collaborative problem solving, openness, and sustainable innovation through networked teacher communities.
Technological advances have enabled three generations of distance education pedagogies: 1) behaviorist/cognitive pedagogies emphasizing individual study, 2) constructivist pedagogies focusing on group learning, and 3) connectivist pedagogies based on network learning. Each generation is associated with different types of knowledge and technologies that both determine and are determined by the pedagogical approach. New technologies continue to enhance existing pedagogies while also enabling new forms of learning to emerge.
This document discusses how project-based learning (PBL) can be used to develop students' critical thinking skills. It outlines six stages of critical thinking, from unreflective to accomplished thinker. PBL provides authentic problems for students to solve collaboratively, developing 21st century skills. When integrated with technology and online collaboration tools, PBL can transform teachers into facilitators and help students advance through the critical thinking stages. The conclusion emphasizes that regular practice is needed for students and educators to improve their own critical thinking abilities. PBL combined with online resources is presented as an effective way to cultivate students' critical thinking development.
Critical Thinking and English Education (Christopher J. Long, 2003)itarankoto
1. The document discusses the debate around teaching critical thinking skills in English education in non-Western contexts like Japan.
2. It defines critical thinking as a set of skills rather than a single skill, and argues that culture influences individuals' strengths and weaknesses in critical thinking.
3. It rejects the idea that those from non-Western cultures are less suited for critical thinking, and argues that recent educational reforms in Japan aim to develop critical thinking skills, so teaching these skills supports domestic policy goals.
Critical thinking in elementary education by Evgeniya (Jane) Borisovahholycross
This document discusses critical thinking and its importance in education. It introduces critical thinking as the ability to determine the truthfulness of claims and ideas, and explains that developing critical thinking skills allows students to better understand and apply knowledge. The document also references Bloom's Taxonomy, a framework for categorizing intellectual skills, and suggests designing lesson plans that incorporate critical thinking activities and objectives based on Bloom's levels of cognitive complexity.
Critical Thinking in 21st Century Educationbreezyanna101
This document discusses critical thinking and how technology can be used to develop these skills. It defines critical thinking as going beyond memorization to apply own thoughts to situations and form arguments or solve problems. Using tools like Twitter, Facebook, posters, blogs and movie maker can help examine concepts from multiple perspectives and identify patterns to make abstract connections. An example is provided of using these tools to have students critically think of ideas to solve poverty and hunger by creating videos, posters, movies and presenting on Facebook. The conclusion states critical thinking is essential for today's global society and technology can be used to develop these important skills in students.
This document discusses critical thinking, creative thinking, problem solving, and decision making. It explains that critical thinking involves gathering information, analyzing it in different ways, and evaluating it to gain understanding or make a decision. Creative thinking combines existing elements in new ways or generates new ideas by seeing relationships. The document provides tips for improving critical and creative thinking skills. It also outlines a seven-step process for solving problems and making decisions that involves defining the issue, examining options, choosing a solution, and reevaluating.
Developing critical thinking skills in distance educationrosemondl
This document discusses developing critical thinking skills in distance education. It defines critical thinking as a higher-order skill that involves rationally evaluating actions and beliefs according to certain criteria. It notes that teaching students how to think, rather than what to think, is important. The document outlines characteristics of critical thinkers, such as being flexible and skeptical. It recommends best practices for developing critical thinking in distance education, including collaboration through wikis, blogs, and discussions. Students should ask questions, listen to each other, and build on each other's ideas. Instructors should guide discussion with probing questions and encourage participation.
21st Century Education (Critical Thinking)katelynnx11
Critical thinking is the process of actively conceptualizing, applying, analyzing, synthesizing, and evaluating information to reach a conclusion. It involves taking existing knowledge and using it to solve new problems. Critical thinking is important because it allows people to form opinions and conclusions based on facts. In the 21st century, critical thinking is especially crucial due to the abundance of information available online, including false information. Teaching students critical thinking skills will help them make effective use of information and question claims. An example of applying critical thinking is evaluating whether the US Constitution remains a living document by considering elements like the Elastic Clause and amendments. Technology like WebQuests can also facilitate critical thinking by guiding research on problems.
This document discusses 10 effective methods for infusing critical thinking into online education. It begins by explaining why critical thinking is important as it cultivates student curiosity and encourages engagement, integrity, empathy and responsibility. It then outlines 10 methods which include: providing thoughtful curriculum and critical thinking questions, using Bloom's taxonomy, arousing student curiosity with assignments, stressing the importance of critical thinking, providing in-depth assignments, teaching transferable decision making skills, developing effective online groups, exposing students to cultural conditioning, and implementing and evaluating virtual learning. The goal is to prepare students to be visionary leaders with strong critical thinking skills.
Abstract: Today’s citizens need to think globally while acting locally, conscious of the fact that their
actions can have far reaching implications despite their absence. And teacher’s actions in the
classroom are pertinent to the development of future adult citizens. Human actions are nothing but a
manifestation of their thoughts, teachers being human their actions whether within or outside the
classroom too is a result of their thoughts. Present day schools no more house Monocultural
Traditional Classrooms but have been replaced by Culturally Diversified Smart Classroom where in
the main motto is ‚Sabke Saath, Sabka Vikas‛. Here no one is to be left behind on the basis of
ethnicity, race, socio-economic status, gender, exceptionalities, language, religion, sexual orientation
and geographical area. This demands that teachers impartially identify, tap-in and provide
opportunities for the development of the unique abilities of the students. For this teachers will have to
be able to carry out Higher Order Thinking Skills (HOTS) that involves critical thinking, problem
solving and creating with critical thinking at its foundational level. In fact a 21st century teacher to
fully participate in the Global community needs to Master not only the 3R’s of reading, writing and
arithmetic, but also the 4C’s i.e. critical thinking, creativity, communication and collaboration. The
term ‘Master’ reminds us of the fact that effective teachers are made and not born, hence the concept of
Teacher Education. Teacher Education is a teacher preparation programme wherein one of the main
objectives is to help teachers develop the required skills to perform their task effectively in the school
and classroom, here the Critical Thinking Skills. Here Albert Einstein can be aptly quoted where he
stated: ‚Education is not the learning of facts but training the mind to think‛. The term Critical
Thinking too finds expression in the National Curriculum Framework for Teacher Education 2009-10
which aims at developing teacher’s ability to think and be critical, thus producing Humane and
Professional teachers.
This document discusses critical thinking and its application in education. It defines critical thinking as carefully questioning claims and seeking evidence to determine what to believe, as pioneered by Socrates. Critical thinking involves solving problems, making decisions, and evaluating information to achieve goals. The document outlines advantages like deeper learning and disadvantages like unwarranted assumptions. It argues promoting critical thinking in language classrooms improves higher-order skills, though this approach is not fully integrated in Indonesian education due to cultural constraints.
Critical Thinking in Emergency Services Education slide shareRommie Duckworth
It’s clear that critical thinking must be part of an education program in order to teach students to become intelligent, compassionate and skillful emergency responders. But how do we accomplish this within the constraints of current educational curricula? This presentation is for anyone who wants to better incorporate critical thinking skills into their course content and testing processes. Critical thinking is vital not only for effective delivery of emergency services, but as a lifelong learning skill necessary for our students to excel as fire, rescue and EMS responders.
Teaching Formats:
-Lecture
-Q & A
-Role-Play
Learning Objectives: Students will learn:
-How to improve test scores, retention of knowledge and the ability to apply that knowledge to street-level emergency services.
-The role of critical thinking in decision making for emergency responders.
-The selection and use of different motivators, presentation types and activities in the classroom.
-Barriers and inhibitors to critical thinking in education and how to overcome them.
-How the application of higher education theories such as Perry’s “journey of growth” from received knowledge to constructed knowledge is critical to create effective emergency responders.
More at www.romduckworth.com and www.rescuedigest.com
Creating Tests that Measure Critical Thinking in Nursing EducationExamSoft
Writing a good test engages both sides of your brain: indeed, test item writing is both an art and a skill. The good news is that practice can help you enhance your talents in both of these areas. Preparing multiple-choice and alternative-formatted questions, when done well, challenges you to use your knowledge of sound clinical practice gained over years of experience. But instead of just using this knowledge to determine if a student can recognize some basic facts, when you combine your talents and skills in creating a test that measures critical thinking ability, students’ answers to your well-written test questions can reveal not just whether or not they know the basic facts, but if they can apply them in a real-life situation that requires a high level of decision-making or problem-solving. Because most health science instructors were first clinicians and became academic faculty members much later as they moved along their career paths, the task of constructing critical-thinking test items and reliable and valid tests can seem overwhelming. Join this discussion about honing those item writing skills, and discover your talents using both sides of your brain to create a great test!
Fostering Critical and Creative Thinking Literacy Skills using iPads in Prima...Joanne Villis
This slide share is a copy of a presentation which I am presenting at the Oz Tech 2014 Conference at Firbank Grammar School during September. I have provided iPad apps to use with Primary school students in order to foster critical and creative literacy skills.
Fostering and Assessing Creativity and Critical Thinking in Education by Andy...EduSkills OECD
This presentation was given by Andy Penaluna of the University of Wales and of the Royal Society for the encouragement of Arts, Manufactures and Commerce at the project meeting “Fostering and assessing students' creativity and critical thinking in higher education” on 20 June 2016 in Paris, France.
This document discusses developing critical thinking skills in distance education. It defines critical thinking as involving asking questions, defining problems, examining evidence, analyzing assumptions and biases, avoiding emotional reasoning, avoiding oversimplification, considering other interpretations, and tolerating ambiguity. Some strategies for developing these skills discussed are modeling best practices, stimulating thought through discussion, challenging students to research, and providing probing questions. The document also addresses student responsibilities like increasing social skills, asking the right questions, listening to peers, and constructing their own understanding.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
Similar to VI Jornadas eMadrid "Unbundling Education". Mesa redonda eMadrid: "Computational Thinking: A critical skill for the 21st century". Gregorio Robles. URJC. 21/06/2016.
How social are Scratch learners? A comprehensive analysis of the Scratch plat...Jesús Moreno León
How social are Scratch learners? A comprehensive analysis of the Scratch platform for social interactions.
Paper presented at the 'FLOSS education and computational thinking workshop' - 12th International Conference on Open Source Systems. 2 June 2016, Gothenburg, Sweden
This document discusses educational simulations and their benefits. It defines simulations as teaching methods that directly involve participants in decision making and learning from outcomes. Simulations can enhance learning by promoting interactivity and engagement. The theoretical framework discussed includes cognitive psychology and situated virtual cognition. Examples of simulations include Second Life and virtual reality environments. Research shows simulations may be superior to problem-based learning for acquiring skills. The document provides resources for creating and using simulations.
MULTI-LEARNING SPECIAL SESSION / EDUCON 2018 / EMADRID TEAMeMadrid network
The document discusses computational thinking (CT) as a universal skill. It argues that CT is an ambiguous but distinct skill from traditional mental abilities. The authors advocate for a "code to learn" approach where programming is used as a tool to learn other subjects like math, social sciences, and arts. Several studies are presented that show improvements in these subjects when programming is incorporated. The document concludes that more research is still needed on assessing CT skills and their impacts across different domains.
1. The document discusses organizing intergenerational maker education and game-based learning workshops to develop 21st century skills.
2. Three activity strategies are proposed: intergenerational game creation, icebreaking roles, and storytelling that transitions to coding.
3. The CreaCube activity is described as a playful way to evaluate creative problem-solving through building an autonomous vehicle.
Scratch. Romero. Intergenerational game creation with ScratchMargarida Romero
This document discusses intergenerational creative programming workshops that engage participants from different generations in coding activities. Younger learners act as multimedia directors to create digital life narratives from stories told by senior participants. The workshops aim to foster digital creativity, social participation, and heritage preservation through intergenerational learning and participatory design of digital games using Scratch. One example is creating a Scratch studio based on Vibot, a robot character in an intergenerational book about programming and educational robotics.
This document discusses the evolution of e-learning technologies over time from multimedia authoring tools in the 1980s to current technologies like MOOCs and tablets. It describes key characteristics of social and participatory media like being open, distributed, networked, and dynamic. The document proposes a meta-model for learning that describes learning as occurring individually or socially, through information or experience, and in a reflective or non-reflective way. Examples are given of how technologies can support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The concept of a digital social milieu and digital identity are also discussed.
This document summarizes Professor Gráinne Conole's presentation on the trajectories of e-learning. It discusses how technologies have evolved over time from multimedia authoring tools in the 1980s to today's mobile devices and massive open online courses. It presents a model for mapping how technologies can support different aspects of learning, such as individual vs social learning. Examples are given of how technologies have been used to support different pedagogical approaches like drill and practice, mobile learning, and immersive learning. The social and digital aspects of learning are also discussed.
MOOCseum - The Confluence of Informal Learning, Modern Technology & Learning ...Rolin Moe
Presentation for Museum Computer Network 2013 conference regarding the phenomenon of Massive Open Online Courses and the potential for the model to be used and remixed in a museum setting, including what would make a MOOCseum unique from other MOOCs
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?
- The document discusses 21st century skills, maker education, and techno-creative activities for developing these skills. It addresses questions about whether kids should use technologies, why 21st century skills are important, and what kinds of learning activities can support developing these skills. Specifically, it proposes that interdisciplinary, community-based challenges involving areas like robotics, programming, and design thinking can engage learners in creative collaboration. It also discusses values and attitudes important for such activities, including collectivism and tolerance of ambiguity. Finally, it provides information about a Master's program in educational technologies.
5th and 6th April 2019 #Nice06 @fabLINE06 will host intergenerational playful robotics activities. The event will include modular robotics workshops for different generations as well as Game Based Learning activities to develop creativity, collaboration, problem solving, and computational thinking. The workshops are part of research on intergenerational and creative learning conducted at the LINE research laboratory in Nice, France.
Networks, Hashtags, Memes: A Quali-Quantitative Approach for Exploring Social...Janna Joceli Omena
Workshop at CAIS (Center of Advanced Internet Studies), in Bochum. 24 July 2019.
Part 1: Studying Hashtag Engagement through
Digital Networks (and Methods!)
Janna Joceli Omena
Part 2: Situating Internet Memes as Mediators &
Techno-Social Multiplicities
Elena Pilipets
This presentation is for my Computer Ed class and is about Emerging Technologies. The three technologies highlighted here are podcast, photo story and graphic organizers.
they should have an assistant that guides the student through the content
Customizable: they should allow customization according to the needs of the student
Recoverable: they should be stored in repositories and be easily recovered
Increase content value: they should add value to the content, making it more
attractive and motivating for the student.
Based on capability: they should be developed considering the student's previous
knowledge and skills.
(GAZZONI et al, 2006)
67
Universidade Federal do Rio de Janeiro – Escola de Comunicação
Laboratório de Pesquisa em Tecnologias da Informação e da Comunicação – LATE
Artificial Intelligence in E-learning (AI-Ed): Current and future applicationsRoy Clariana
The document discusses current and future applications of artificial intelligence in e-learning (AI-Ed). It provides background on the presenter's university and an overview of key topics in AI and AI-Ed, including definitions of intelligence, examples of AI systems both past and present, and approaches such as expert systems and deep learning. It also examines specific applications of AI in areas like tutoring systems, language processing, and computer vision that are relevant to AI-Ed.
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.
This document discusses Juan D. Machin-Mastromatteo's PhD research on integrating social media into higher education information literacy programs. The research uses participatory action research to study how students experience learning activities incorporating social media. It examines how student engagement depends on their digital and information literacies, and how learning, literacy, and social media shape each other. Data collection includes questionnaires, blogs, discussions, and social media site evaluations. Analysis focuses on affinity spaces, learning dimensions, literacy challenges, and mutual shaping of social media, learning, and literacy. The goal is to provide insights to enrich information literacy program development.
Similar to VI Jornadas eMadrid "Unbundling Education". Mesa redonda eMadrid: "Computational Thinking: A critical skill for the 21st century". Gregorio Robles. URJC. 21/06/2016. (20)
Recognizing Lifelong Learning Competences: A Report of Two Cases - Edmundo TovareMadrid network
The document discusses two European projects - STEMSOFT and TEASPILS - that aim to develop micro-credentials for lifelong learning. STEMSOFT focuses on developing soft skills for STEM professionals through open online courses, while TEASPILS uses IoT planters to teach environmental awareness. Both projects map learning outcomes to competencies frameworks and plan to pilot short courses to certify skills acquisition through micro-credentials. The document also outlines the European policy context around micro-credentials and lifelong learning, and how the projects aim to address skills gaps through flexible, targeted training opportunities.
Recognition of learning: Status, experiences and challenges - Carlos Delgado ...eMadrid network
1. The document discusses recognition of learning, experiences, and challenges. It describes an eMadrid Network special session on this topic with presentations from various universities.
2. The UC3M presentation focuses on recognizing the value of recognition in education. It discusses formats for recognition like badges and credentials and uses cases at UC3M involving competitions, gamification, and digital credentials.
3. Recognizing learning is important for motivation and signaling achievement. Recognition elements should be integrated into instructional design similar to activities and assessments.
Bootstrapping serious games to assess learning through analytics - Baltasar F...eMadrid network
This document summarizes research on using serious games to assess learning through analytics. It discusses how games can be validated using pre-post tests to ensure effectiveness and provide training data for machine learning models. Interaction data from validated games can then train models to predict learning from gameplay without exams. The researchers developed tools like a game analytics tracker, validation tool, and analysis tool to facilitate collecting interaction data, validating games, and analyzing results. Their authoring tool integrates these analytics capabilities. Future work will integrate machine learning models into the validation tool to directly provide assessment scores based on interaction data. The goal is to close the assessment loop for serious games.
Meta-review of recognition of learning in LMS and MOOCs - Ruth CoboseMadrid network
The meta-review examines 10 studies that provide overviews of recognition of learning techniques in learning management systems (LMSs) and massive open online courses (MOOCs). The studies were published between 2017-2021 and included reviews, experiences, and challenges. Most focused on MOOCs and used badges for recognition. Results showed techniques like gamification and badges positively impact motivation and engagement. Limitations included short study periods and small samples. Future work could study applications over longer periods, combine data types, and consider diverse stakeholders and environments.
The document announces that Abdallah Yusuf Al-Zoubi, Manuel Castro, Fadi Shahroury and Elio Sancristobal received the Best Paper Award in the category of Innovation Engineering Education from the IEEE Global Engineering Education Conference held from May 11-14, 2023 at the American University of Kuwait in Salmiya, Kuwait for their paper titled "Impact of Remate Labs in Preparing Students for Work 4.0: The Story at Princess Sumaya University for Technology."
Seminario eMadrid_Curso MOOC_Antonio de Nebrija_Apología del saber.pptx.pdfeMadrid network
Este documento resume un curso MOOC sobre Antonio de Nebrija diseñado por la Universidad Nebrija. El curso conmemora el 500 aniversario de Nebrija y tiene como objetivo divulgar su figura y legado. Consiste en 6 módulos y 30 horas de contenido sobre la vida y obra de Nebrija, así como sobre temas como la pedagogía, la gramática del español y la literatura. El curso tuvo una gran participación con 1.540 inscritos de 62 nacionalidades y recibió buenas valoraciones.
This document discusses digital education initiatives at Politehnica University of Timisoara. It describes creating open educational resources (OERs) through collaboration between students and faculty. Students research topics and use multimedia tools to create OERs that are peer-reviewed and published with Creative Commons licenses for reuse. The document also outlines virtual mobility programs that improve students' digital skills through international collaboration projects using virtual reality tools and blogging.
The document discusses challenges in establishing digital credentials for learning achievements that were investigated by the DiBiHo research project. It identifies key challenges such as technical interoperability, credential revocation, and privacy-enhancing cryptography. A proof of concept was created to test proposed solutions for these challenges. The presentation will discuss the identified challenges, proposed approaches, and remaining open questions regarding digital credentials.
The document discusses the evolution of MOOC certification and credentialing from stage 1 of course certificates to stage 4 of accredited learning pathways. It outlines Federica's experience with early partnerships providing certification via Coursera and edX courses. Federica has since developed an in-house system awarding certificates and badges for its own courses. The document also covers recent European trends in microcredentials and Federica's key partnerships in Italy providing certification for public sector training.
The document discusses European Digital Credentials for Learning, which aims to empower citizens to own credentials that can be easily shared across Europe. The initiative seeks to reduce market fragmentation, create an EU skills data space, and remove barriers to credential recognition. The infrastructure will include standards, services, and software to allow credentials to be issued, stored, verified, and shared digitally. This framework aims to capture all types of learning and be interoperable, multilingual, and applicable across one's career. It is a central part of the EU's agenda to support lifelong learning and labor mobility.
2022_12_16 «“La informática en la educación escolar en Europa”, informe Euryd...eMadrid network
El informe resume la enseñanza de la informática en los sistemas educativos europeos, incluyendo cuándo se introduce la asignatura, cómo se distribuye a lo largo de las etapas educativas, los contenidos abordados y la preparación del profesorado. Algunos de los hallazgos clave son que la mayoría de países comienzan la informática en primaria o secundaria, cubren sobre todo algoritmos y programación, y existe escasez de profesores especializados en la asignatura.
2022_12_16 «Informatics – A Fundamental Discipline for the 21st Century»eMadrid network
The document provides an overview of efforts to establish informatics as a fundamental discipline in school education across Europe. It discusses the Informatics for All coalition which developed an Informatics Reference Framework for School to advocate for including informatics in curriculums. The framework defines 11 core topics and was informed by broad consultation. The status of informatics in schools across Europe is then analyzed according to this framework, finding most systems integrate it into other subjects rather than as a standalone discipline. Informatics is positioned as a new fundamental competence and language for all students akin to mathematics and languages.
2022_11_11 «AI and ML methods for Multimodal Learning Analytics»eMadrid network
This document discusses using multimodal data and machine learning methods for analyzing learning across multiple contexts. It describes several studies that collected eye tracking, physiological, video, and other data from participants in contexts like playing Pacman, self-assessment tests, debugging programs, educational games, and collaborative concept mapping. Machine learning models were developed to predict outcomes like test scores, effort, and performance using features from the multimodal data. The document discusses the value of collecting multimodal data, developing explainable AI pipelines, and generalizing models across different learning contexts and tasks. It concludes by considering opportunities for using online learning system logs and designing more similar learning contexts.
2022_11_11 «The promise and challenges of Multimodal Learning Analytics»eMadrid network
1. The document discusses three conceptualizations of multimodal learning analytics (MMLA): MMLA to automate human tasks, augment teaching and learning practices, and as a research methodology.
2. It examines what modalities of data are used in MMLA, including video/audio data, eye tracking data, physiological sensors, and location sensing. Machine learning has been applied to MMLA tasks like classifying collaboration.
3. Challenges of MMLA include connecting findings to learning theory, addressing ethics concerns like privacy and surveillance, and determining what behaviors are considered good or bad in education. Students have mixed reactions to being analyzed by MMLA.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
VI Jornadas eMadrid "Unbundling Education". Mesa redonda eMadrid: "Computational Thinking: A critical skill for the 21st century". Gregorio Robles. URJC. 21/06/2016.
1. VI Jornadas eMadrid, June 2016
Unbundling Education
Computational Thinking: A critical skill for the 21st century
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an
grex@gsyc.urjc.es, jesus.moreno@programamos.es, mroman@edu.uned.es
Kindergarten and Beyond - Lifelong Learning Research Group (KGB-L3)
Universidad Rey Juan Carlos (Madrid, Spain)
VI Jornadas eMadrid, June 21st 2016
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an Unbundling Education
2. VI Jornadas eMadrid, June 2016
(cc) 2016 Gregorio Robles, Jes´us Moreno-Le´on, Marcos Rom´an
Some rights reserved. This work licensed under Creative Commons
Attribution-ShareAlike License. To view a copy of full license, see
http://creativecommons.org/licenses/by-sa/3.0/ or write to
Creative Commons, 559 Nathan Abbott Way, Stanford,
California 94305, USA.
Some of the figures have been taken from the Internet
Source, and author and licence if known, is specified.
For those images, fair use applies.
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an Unbundling Education
3. VI Jornadas eMadrid, June 2016
About Computational Thinking
1. Computation thinking is a renaming of
something that already occurred in the 70s
and 80s, and that disappeared in the 90s.
Now, it is back!
Background picture: Simon Cunningham
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an Unbundling Education
4. VI Jornadas eMadrid, June 2016
Research on Cognitive Effects of Programming
Figure: Sum of citations of 11 key papers on cognitive effects of
programming 1984-2014. Calculated using Web of Science
Source: Nina Breshnihan, Trinity College Dublin
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an Unbundling Education
5. VI Jornadas eMadrid, June 2016
Code to learn
The Logo programming language
Developed in the late 1960s
Its educational impact was
intensively investigated in
the 70s and 80s
Students’ improvements in
maths (and other
disciplines) were proved
“Disappeared” from the
educational landscape in the
mid-90s
Seymour Papert’s picture: jgora.net
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an Unbundling Education
6. VI Jornadas eMadrid, June 2016
History of learning with computers
Figure: You are here!
Source: REaCT EU project proposal
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an Unbundling Education
7. VI Jornadas eMadrid, June 2016
About Computational Thinking
2. Computational thinking skills can be
acquired by other means, but probably
programming is the most cost-effective way
to do it nowadays
Background picture: Simon Cunningham
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an Unbundling Education
8. VI Jornadas eMadrid, June 2016
About Programming
Programming is cheap
Programming is ubiquitous: it can be done in isolation, and in
group... locally or over the Internet
Programming promotes some social skills and team work
Programming practice provides early (usually, instantaneous)
feedback
Programming releases endorphins (no scientific evidence, yet ;)
There are (software) tools that can help in the learning process
Background picture: (c) Duncan Hill. Flickr
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an Unbundling Education
9. VI Jornadas eMadrid, June 2016
About Computational Thinking
3. Computational thinking skills are not only
for STEM (or for learning STEM)
Background picture: Simon Cunningham
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an Unbundling Education
10. VI Jornadas eMadrid, June 2016
Coding beyond STEM
STEM + Art = STEAM. Haven’t heard about it before?
Programming is a way of expression (that is complementary to
other ways of expressing yourself)
Learners become prosumers, not just consumers of technology
There is (preliminary) research on the (good) effects of coding
in other subjects
Background picture: ngu.edu
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an Unbundling Education
11. VI Jornadas eMadrid, June 2016
CT Research
4. We are performing research on the topic
in eMadrid!
Background picture: Pixabay - Public Domain
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an Unbundling Education
12. VI Jornadas eMadrid, June 2016
CT Research @ URJC
Assessment of Computational Thinking skills
Dr.Scratch on-line gamified evaluation tool
Evaluation frameworks (Bebras, TPC...)
Experimentation
Age (i.e., when do we start?)
Gender (i.e., is the effect the same?)
Subject (i.e., maths vs. social sciences?)
Topic (i.e., what skills are developed with different type of
programs?)
Unbundling the learning process (i.e., social learning?
gamification?)
Background picture: Pixabay - Public domain
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an Unbundling Education
13. VI Jornadas eMadrid, June 2016
In short...
1 Computation thinking is a renaming of something that already
occurred in the 70s and 80s and that disappeared in the 90s.
Let’s not happen that again!
2 Computational thinking skills can be acquired by other means,
but probably programming is the most cost-effective way to
do it nowadays
3 Computational thinking skills are not only for STEM (or for
learning STEM)
4 We are performing research on computational thinking in
eMadrid!
Background picture: flamingcow.co.uk
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an Unbundling Education
14. VI Jornadas eMadrid, June 2016
Unbundling Education
Computational Thinking: A critical skill for the 21st century
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an
grex@gsyc.urjc.es, jesus.moreno@programamos.es, mroman@edu.uned.es
Kindergarten and Beyond - Lifelong Learning Research Group (KGB-L3)
Universidad Rey Juan Carlos (Madrid, Spain)
VI Jornadas eMadrid, June 21st 2016
Gregorio Robles, Jes´us Moreno Le´on, Marcos Rom´an Unbundling Education