Empowering Learners for Life in the Digital Age

Name: Empowering Learners for Life in the Digital Age | IFIP TC 3 Open Conference on Computers in Education, OCCE 2018, Linz, Austria, June 24-28, 2018, Revised Selected Papers
Brand: Springer
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IFIP TC 3 Open Conference on Computers in Education, OCCE 2018, Linz, Austria, June 24-28, 2018, Revised Selected Papers

Don Passey Rosa Bottino Cathy Lewin Eric Sanchez(Herausgeber*in)

Springer (Verlag)

Erschienen am 29. Juni 2019

XV, 285 Seiten

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978-3-030-23513-0 (ISBN)

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Inhalt

Intro
Preface
Organization
Contents
Computational Thinking
Computational Thinking on the Way to a Cultural Technique
Abstract
1 Introduction
2 A Debate on CT in the (Austrian) Educational System
2.1 Proper or Improper
2.2 Step-by-Step
2.3 Past and Future
2.4 In the Right Place at the Right Time with a Sense of Proportion - P. Micheuz
3 A Working Definition of Computational Thinking
3.1 About Cultural Techniques
3.2 A Working Definition
4 Summary and Outlook
References
Computational Thinking and Problem-Solving in the Context of IEA-ICILS 2018
Abstract
1 Introduction
2 Computational Thinking and Problem-Solving at a Theoretical Level
2.1 Conceptualisation of Computational Thinking
2.2 Conceptualisation of Problem-Solving
2.3 Overlapping Areas of Computational Thinking and Problem-Solving
3 Computational Thinking and Problem-Solving in ICILS 2018
3.1 Computational Thinking as an International Option of ICILS 2018
3.2 Problem-Solving as a German National Extension to ICILS 2018
4 Expected Outcomes and Discussion on the Overlap of Computational Thinking and Problem-Solving
References
Cultivating Computational Thinking Through Data Practice
Abstract
1 Introduction
2 Research Context
2.1 Defining CT
2.2 Cultivating and Assessing CT
3 Data Practice Using Interactive Displays
3.1 Interactive Displays and Their Educational Relevance
3.2 Considering Data Practice Through Modelling
3.3 Performing and Assessing Data Practice Through Modelling
4 Closing Remarks
Acknowledgments
References
Transformative Computational Thinking in Mathematics
Abstract
1 Introduction
2 Previous Work
3 Method
4 Results
5 Discussion and Conclusion
Acknowledgments
References
Programming and Computer Science Education
Teachers' Perspectives on Learning and Programming Environments for Secondary Education
Abstract
1 Introduction
2 Background and Related Work
3 Goals
4 The Study
4.1 Influence of the Environment on Learning Success Compared to Other Factors According to Teachers
4.2 Evaluation of Framework Features
4.3 Use and Preference of Educational OOP Environments
4.4 Evaluation of the Selected Environments
4.5 Evaluation of BlueJ and Greenfoot
4.6 Evaluation of Scratch and the MIT App Inventor
4.7 Evaluation of Eclipse, Processing and Alice
5 Discussion and Conclusions
References
Multivocal Challenge Toward Measuring Computational Thinking
Abstract
1 Introduction
2 Theoretical Framework
2.1 Computational Thinking
2.2 The Bebras Challenge
2.3 The Bebras Challenge as Assessment Tools
3 Method
3.1 Research Question
3.2 Experimental Study Environment
3.3 Design of the Bebras Task
3.4 Design of the Programming Test
3.5 Design of the Paper Test
4 Results
4.1 Descriptive Statistics
4.2 Correlation Analysis Between the Four Examinations
4.3 Detailed Analysis for the Tasks
5 Discussion
Acknowledgments
References
Investigating Learners' Behaviours When Interacting with a Programming Microworld
Abstract
1 Introduction
2 The PrOgO Microworld
3 Research Question and Objective
4 Methodology
4.1 Context of the Study
4.2 Data Collection and Analysis
5 Categories of Students
6 Discussion
7 Conclusion
Acknowledgments
References
A Semi-automated Approach to Categorise Learning Outcomes into Digital Literacy or Computer Science
Abstract
1 Introduction
2 Related Work
3 International Educational Models
3.1 Selected Curricula, Educational Standards, and Competency Models
3.2 Categorisation of Learning Outcomes
4 The Experiment
4.1 Learning Outcomes Classified by Experts
4.2 Categorisation by Linguistic Features
5 Discussion
6 Conclusion and Future Work
Acknowledgments
References
Teachers' Education and Professional Development
Who's Teaching the Teachers?
Abstract
1 Introduction
2 Literature Review
2.1 Teachers as Role-Models
2.2 Teaching Degrees and ICT as a Cross Curricular Priority
3 Methodology
4 Results and Discussion
4.1 How Digitally Competent Do PSTs Believe They Are, and Does This Indicate a Minimum Level Which Can Be Assumed by Universities?
4.2 Do PSTs' Reflections Indicate that the ICT Content of Their Degrees Are Adequate?
5 Conclusion
References
Exploratory Study on the Effort Perceived by In-service K-12 Teachers from Subject Areas not Specialising in Computer Science Who Are Complete CS Novices
Abstract
1 Introduction
2 Related Work
3 Methods and Instruments: Self-efficacy, Intrinsic Motivation and Perceived Effort
4 Research Results
4.1 Results Regarding Changes in Self-efficacy
4.2 Results Regarding Changes in Intrinsic Motivation
4.3 Results Regarding Changes in Perceived Effort
5 Interview on Motivation and Perceived Effort
6 Conclusions and Limitations of the Research
References
Hanging Pictures or Searching the Web
Abstract
1 Introduction
2 Theoretical Background
3 Motivation
3.1 Hanging Pictures on the Classroom Wall - An Outsider's View
4 Method of Work: Reverse Engineering of Educational Scenarios
5 "Searching the Web": Analysis - Recommendations for Equivalent and Alternative Activities
5.1 Diverse Instructional Rationales (Alternative Activities)
5.2 Infrastructure with Similar Functionality or Similar Result (Equivalent Activities)
6 Concluding Remarks
Acknowledgments
References
Designing an Educational Action Task Force for MOOCs and Online Course Production
Abstract
1 Introduction
2 Inspiration for Establishing an EATF
3 The EATF Support Process
4 Conclusion
References
A Teaching Process Oriented Model for Quality Assurance in Education - Usability and Acceptability
Abstract
1 Introduction
2 Background
2.1 Related Work
2.2 Maturity Model in Practice
3 Validating the TeaM
3.1 Study Objectives
3.2 Research Settings
3.3 Study Results
4 Discussion
5 Summary and Future Work
References
Games-Based Learning and Gamification
Collaboration Platform for Public and Private Actors in Educational Games Development
Abstract
1 Introduction
2 Educational Games in the Classroom - Current Research
3 Methods
4 Stakeholders on Innovation Platforms
4.1 Innovation Platforms
4.2 Games Companies
4.3 Schools and Teachers
4.4 Educational Institutions: Higher and Vocational Education
4.5 Students
5 Modes of Collaboration in Game Development
5.1 Co-creation of Games in Science Centres
5.2 Games Development in Universities
6 Discussion
7 Conclusion
References
Students' Conducts During a Digital Game-Based Museum School Visit
Abstract
1 Introduction
2 Museum Exhibition Ludicised
2.1 Understanding Human Relationships with Nature During a School Visit
2.2 Ludicisation of School Visits
2.3 Research Objectives
3 A Design-Based Research Project
3.1 A Collaborative, Iterative and Contributive Methodology
3.2 Pearl Arbor, a Metaphor of Relationships with Nature
3.3 First Experimentation and Data Collected
4 Students' Conduct and Lessons Learned
4.1 Students' Behaviours and Interactions
4.2 Lessons Learned from the Focus Group
5 Conclusion
References
Assessing Social Engagement in a Digital Role-Playing Game
Abstract
1 Introduction
1.1 Managing the Classroom with a Role-Playing Game
1.2 Classcraft as Ludicisation of Classroom Management
2 Objectives of the Study: Assessing Students' Social Engagement
3 Methodology of the Study
3.1 Monitoring the Player: Playing Analytics
3.2 Data Collection and Data Processing
4 Results and Discussion
4.1 Variation of Players' Social Engagement During the School Year
4.2 Variation of Social Engagement Depending on Students' Gender
5 Conclusion
References
A Learning Analytics Approach in Web-Based Multi-user Learning Games
Abstract
1 A New Style of Learning
2 Multi-Touch Learning Games
3 Intention of the Learning Context Data Model
4 First Field Studies and Challenges
5 Conclusion and Outlook
Acknowledgments
References
Learning in Specific and Disciplinary Contexts
The Role of Audiovisual Translation in Mediating Foreign Language Learning
Abstract
1 Introduction and Context
2 Literature Review
2.1 Activity Theory
2.2 Dubbing and Audio-Visual Translation
2.3 Mobile Learning and Bring Your Own Device (BYOD) Policy
3 The Problem Statement - Constraints
3.1 Primary Tensions: Motivational and Temporal Restrictions
3.2 Secondary Tensions: Institutional Constraints
3.3 Tertiary Tensions: Technology Related Restrictions and Spatial Restrictions
4 Theoretical Framework
5 The New Activity System
6 Methodology
7 Participants and Procedure
8 Data Analysis
8.1 Group Work and Collaboration
8.2 The Competition as a Motivating Factor
8.3 Achievement, Pride, and Sense of Ownership
8.4 Difficulties
8.5 Learning
8.6 Suggestions
9 Discussion and Conclusion
References
Innovation in Language Teaching and Learning
Abstract
1 Introduction
2 Are MooCs Really Just a Hype?
3 The Case of Language MooCs
3.1 Oral Interaction Issues in Language MooCs
4 Towards Better Technological Solutions
4.1 WebRTC Technology
4.2 WebRTC for Language MooCs
4.3 The Participants
4.4 Assessment, Certification and Accreditation
5 Discussion and Conclusion
References
An Investigation of the Impact of Haptics for Promoting Understanding of Difficult Concepts in Cell Biology
Abstract
1 Introduction and Background
2 Design of the VR Environment
3 The Interactive Learning Environment and Activities
4 Research Methodology
5 Results
6 Discussion and Conclusion
Acknowledgments
References
Personality-Based Group Formation
Abstract
1 Introduction
2 Background
3 Methodological Approach
4 Results
5 Threats to Validity
6 Conclusion and Further Work
References
Learning in Social Networking Environments
Social Networks as Learning Delivery Platforms
Abstract
1 Social Networks and Learning
1.1 WhatsApp Learning Delivery Platform
1.2 Facebook Learning Delivery Platform
1.3 Twitter Learning Delivery Platform
2 Academic Achievement and Social Network Learning
3 Affective Attitudinal Variables and Social Network Learning
3.1 Perception of User-Friendliness and Social Network Delivery of Learning
3.2 Learner Motivation and Social Network Delivery of Learning
3.3 Learner Satisfaction and Social Network Delivery of Learning
4 Aims of the Present Study
5 Method
5.1 Participants
5.2 Research Instruments
5.3 Procedure
6 Results
7 Discussion
8 Conclusions
References
Learning to Share by Reflection-on-Action on an Enterprise Social Media Platform
Abstract
1 Introduction
2 Relevant Research Horizon
3 Methods
4 Research Results
4.1 Theme 1: Sharing as an Enabler for Organisational Change
4.2 Theme 2: Sharing Viewed as Self-censorship and Risk-Taking
4.3 Theme 3: Sharing in Separate Digital Eco-Systems
4.4 Theme 4: Sharing Performed as an Individual Informing Strategy
5 Conclusion
References
Self-Assessment, e-Assessment and e-Examinations
The Application of Anchoring Vignettes in the Analysis of Self-assessment of ICT Skills
Abstract
1 Introduction
2 Literature Review: The Application of Anchoring Vignettes in the Self-assessment of ICT Skills
3 Pilot Study Methodology
3.1 Aims of the Pilot Study
3.2 Procedures of Developing the Data Collection Method
3.3 Procedures of Data Collection
3.4 Procedures of Data Analysis
4 Findings from the Pilot Study
5 Conclusion
Acknowledgments
References
Student Experiences with a Bring Your Own Laptop e-Exam System in Pre-university College
Abstract
1 Introduction and Background
2 Literature
3 Study Context
4 Method and Approach
5 Findings
6 Discussion
7 Conclusion
Acknowledgments
References
Writing e-Exams in Pre-University College
Abstract
1 Introduction and Background
2 Literature
3 Study Context
4 Method and Approach
5 Findings
6 Discussion
7 Conclusion
Acknowledgments
References
Students' Perceptions of e-Assessment
Abstract
1 Introduction
2 Related Research
3 Design of the Survey
4 Analysis of the Results
4.1 Influences of Gender and Age
5 Discussion
6 Summary and Outlook
References
Author Index

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