New Ways Of Teaching Research Articles

Redistributing work during COVID-19: Penn State University Libraries’ job bank

March 2020 became a pivoting moment for higher education in the United States, when the COVID-19 pandemic forced colleges and universities to switch to remote delivery of instruction within weeks. The impact of this event is deep and far-reaching. There is already a deluge of articles about how most faculty and students have had to adjust to a new way of teaching and learning--or how administrators have had to brace for financial losses. However, little has been written about the situations librarians and library staff are facing.

Exploring processes of teaching and learning in African university contexts

This review examines recent literature about processes of teaching and learning in African higher education, focusing specifically on studies of teaching ‘for critical thinking’ in Kenya, Ghana, and Botswana. The review findings suggest that practices supporting critical thinking in African universities share a number of similarities to those highlighted in the literature published elsewhere in the world. For example, reviewed studies highlight the importance of curricular alignment, academic development, and varied assessment formats, while also acknowledging important limitations related to infrastructure, workload, and faculty and student attitudes. However, the review also exposes a crucial theoretical gap in the existing literature: the continued reliance on theories of teaching and learning that were initially developed based on studies of Western university contexts. As both teaching and learning are cultural processes, this limitation may be preventing this emerging body of literature from fully supporting universities to develop new ways of teaching that may best benefit their student populations.

Educational experiences with Generation Z

The development of the “knowledge society” implies social transformation in which citizens need not only knowledge but also new skills and competencies, some unpredictable, to face new situations. Students of Generation Z are authentic digital natives who are a hyper cognitive generation with different student profiles than before. They are creating pressures for change, and there is a growing competition of universities for global human talent and demand for qualified graduates to do jobs that do not yet exist. Even the very development of technology, which is available to many, has motivated world-class universities to develop innovative programs and new ideas to accelerate and improve the teaching and learning process for knowledge and competencies. One of the most important actions to achieve this is the investment in technological resources to offer new ways of teaching and learning. Technology adds value to the teaching and learning experience, which students exploit widely to improve or accelerate the academic process, but technology can certainly also promote or develop additional skills and competencies. In this research, we present a review of educational technology with examples of current applications performed by different educational institutions. Also, students of Generation Z relationship and preferences regarding educational technologies are presented. Besides, emerging technologies that are being exploited by this Generation Z of students in Higher Education Institutions are identified and analyzed. This research presents the experiences of several successful and innovative cases regarding teaching students of Generation Z.

Os professores podem fazer mapas conceituais? Sim, eles devem!

A busca por novas formas de ensinar e aprender tem colocado os mapas conceituais em evidência, como forma de representar e compartilhar o conhecimento. Entretanto, o tempo requerido para treinar os alunos na técnica de mapeamento conceitual e avaliar os mapas produzidos por eles é grande demais quando se considera a rotina profissional da maioria dos professores. Uma forma de superar esses obstáculos é colocar o professor na condição de mapeador, criando e usando os seus próprios mapas conceituais durante as aulas. Este artigo apresenta quatro diferentes atividades que podem ser elaboradas a partir de um único mapa conceitual feito pelo especialista: a visualização sistêmica dos conteúdos, a elaboração de proposições a partir de um mapa conceitual parcialmente desenvolvido, a verificação do engajamento dos alunos com os materiais de estudo e a identificação de erros no mapa conceitual. As atividades descritas são rápidas e facilmente adaptáveis pelos leitores interessados em fazer uso frequente dos mapas conceituais. A exposição regular dos alunos aos mapas feitos pelo professor pode ser o primeiro passo para que eles se tornem futuros mapeadores.

Learning Opportunities about Teaching Mathematics: A Longitudinal Case Study of School Leaders’ Influence

Background/ContextWhen new, rigorous standards are adopted, teachers often need to learn new content and new ways of teaching while concurrently attending to accountability demands. Both formal and informal school structures potentially enable this new learning, and school leaders likely influence the nature of these structures.Purpose/Objective/Research Question/Focus of StudyWe examine teachers’ learning opportunities in one school by asking the following research questions: (1) What is the nature of changes in teachers’ formal learning opportunities, as seen by changes in teachers’ workgroup conversations about mathematics instruction? (2) In what ways do school leaders shape the nature of instructional conversations, and thus formal learning opportunities, in teacher workgroups? (3) What is the nature of changes in teachers’ informal opportunities to learn, as seen by shifts in informal advice networks?Research DesignThis is a longitudinal case study using mixed methods: qualitative analysis of audio-recorded teacher workgroup meetings and quantitative analysis of informal social networks.Data Collection and AnalysisThis analysis is a part of a larger eight-year longitudinal study, the Middle-school Mathematics and the Institutional Setting of Teaching (MIST). Data used in this analysis were collected over a three-year period in one middle school that was working to improve mathematics instruction by focusing on teaching mathematics conceptually and building procedural fluency. Data used in this analysis include audio-recorded teacher workgroup meetings, informal social network surveys, interview transcripts, and student-level standardized test scores.Findings/ResultsWe found that formally, school leaders shifted teachers’ workgroup conversations away from instructional matters to those of standardized tests. Informally, teachers stopped going to each other for instructional advice. Triangulating interview data confirmed that over time, pressure that teachers felt to do well on the standardized tests shifted their attention away from a conceptual approach to instruction and toward an emphasis on test preparation.Conclusions/RecommendationsOur findings suggest that school leaders must be involved in new learning about standards and instruction to appropriately support teachers’ learning opportunities.

History of Logo

Logo is more than a programming language. It is a learning environment where children explore mathematical ideas and create projects of their own design. Logo, the first computer language explicitly designed for children, was invented by Seymour Papert, Wallace Feurzeig, Daniel Bobrow, and Cynthia Solomon in 1966 at Bolt, Beranek and Newman, Inc. (BBN). Logo’s design drew upon two theoretical frameworks: Jean Piaget’s constructivism and Marvin Minsky’s artificial intelligence research at MIT. One of Logo’s foundational ideas was that children should have a powerful programming environment. Early Lisp served as a model with its symbolic computation, recursive functions, operations on linked lists, and dynamic scoping of variables. Logo became a symbol for change in elementary mathematics education and in the nature of school itself. The search for harnessing the computer’s potential to provide new ways of teaching and learning became a central focus and guiding principle in the Logo language development as it encompassed a widening scope that included natural language, music, graphics, animation, story telling, turtle geometry, robots, and other physical devices.

Role of Big Data in education in KSA

Advancement in the Information Communication and Technology (ICT) has resulted in new ways of teaching and learning, and has significantly improved expansion of education to remote areas. Innovation in the technology has enabled classrooms to become virtual meeting rooms, with data, methods and knowledge residing the cloud. The education sector faces the challenge to respond to the national and global changes by upgrading the knowledge base of the teachers as well as the gadgets needed to adapt to new ways. In many parts of the globe, education sector also faces the problem of improving education standards and controlling diminishing dropout rate. With the passage of time education cloud data has grown exponentially with advanced data analytics. This paper investigates the role of Big Data Analytics in solving problems of education sector in Saudi Arabia. In particular, this article provides the results of study into the challenge of governance and execution of Big Data in education sector of Saudi Arabia. The study in this article uses quantitative method by means of an extensive survey of the recipients and other concerned people with education sector in the Al Qasim region of Saudi Arabia. Given the national education system, this study can be generalized to all regions of Saudi Arabia.

Perspectives of GIS Education in High Schools: An Evaluation of uMgungundlovu District, KwaZulu-Natal, South Africa

Geographic Information Systems (GIS) education in South Africa and elsewhere has been envisioned to be a strategy that can contribute to new ways of teaching, learning and understanding. However, very few studies have assessed how GIS is taught in South African high schools. Consequently, this study aims to analyze GIS education dynamics and perspectives in uMgungundlovu District, KwaZulu-Natal Province, South Africa. A survey with both open and close-ended questions was conducted with geography educators and geography students. Questions focused on GIS content, how the content is taught, challenges in GIS education, educators’ GIS proficiency and GIS education perspectives. The sample was guided by purposive sampling that intentionally selected schools with the desired qualities. From the results, it was evident that GIS is progressively taught in secondary schools. However, the full potential of GIS education has been restricted by challenges such as inadequate resources and limited exposure of students to GIS’s practical uses. Subsequently, the study recommends that GIS education in South African schools should be accompanied by appropriate hardware, software and opportunities for exposing students and educators to practical methods of teaching and learning GIS. Furthermore, educators should also be trained to be able to adequately equip students with GIS skills and knowledge.

Surgical apprenticeship in the era of simulation.

The new tools for transmission of knowledge and skills (simulation, surgery broadcast, virtual reality, augmented reality…) offer novel opportunities for training through mentoring. The peer network is widened; the dissemination of knowledge is accelerated. The new ways of teaching bring benefit to each aspect of the surgical profession: clinical reasoning, performance of technical procedures, stress management, communication and management of severe or exceptional adverse events. Previously, confined to surgical teams, mentoring has been extended to simulation centers, which are becoming virtual hospitals, and it has been prolonged on the Internet via social networks. In the sphere of digital mentoring, objectives are henceforth more structured, skills assessment is more standardized, phases of apprenticeship are redefined, and individualized training contracts are formalized.

State of the art of nursing education and the challenges to use remote technologies in the time of Corona Virus Pandemic

Introduction: The Corona virus (COVID-19) pandemic caused, among others, the need for colleges and universities managers around the world to reinvent new ways of providing education preserving its good quality at the same time. With the new ordinances of the Ministry of Education and Health, all courses can use remote methodologies for the continuity on the current school year. With new challenges and paradigms emerging from this methodological proposal: provide for the user the feeling of immersion, of being in the class room, from the navigation and interaction in this virtual environment, at the same time that the educator, respecting the educational principles and the pedagogical approach that he believes, does not transform this moment into a simple distance education.
 Objective: to describe the state of the art on nursing education and the challenges of using remote technologies in the time of Corona virus pandemic.
 Methods: this is a reflective study based on secondary sources of literature relevant to the theme, considering articles from national and international journals and recent productions on education, health training, remote technologies, COVId-19 and public health.
 Results: it is evident that experiencing the effects of the corona virus pandemic (COVID-19) in the health educational sector, especially in the field of nursing, goes beyond a structural reorganization of courses. It implies change attitude of managers, teachers and students to reformulate educational practices (sometimes with traditional tools), with innovative practices preserving a methodology that provides to the student criticality reflection, dialogue, bonding and interaction; elements that are part of a training aimed at transformation, empowerment and not just the transmission of knowledge. In this context, the COVID-19 pandemic caused paradigm shifts perhaps not yet overcome by health science institutions , because when they perceived themselves within a reality that generated changes in the political, economic, cultural and social aspects at a global level, they had to reinvent and insert new ways of teaching in their work process; they had to discuss different educational approaches and, given the needs to readjust health teaching methods, they inserted remote technologies as essential tools to meet the real need for continuity of classes in non-face-to-face model. For many, it is a challenge, as it currently permeates a reflection on the attention of distance learning in the field of nursing and other courses in the health area. However, as it opened up to discussions about new ways of teaching mediated by innovation, it can be said that this will be one of the greatest impact of the pandemic in benefit the education: the contribution of new information and communication technologies in the teaching-learning process for training in health, as well as the reflection on distance education and its concepts, differentiating it from the concepts of remote methodology and the use of technologies.
 Conclusion: In nursing education, the discussion related to the use of remote technologies in the classroom has always been a point of debate. However, with the need to include these tools for the continuity of classes in the non-face-to-face model resulting from the social isolation strategy motivated by the pandemic of COVID-19, it can provide an opportunity to have a new look on the subject and perhaps there is an opportunity to expand the debate on the use of remote methodologies in health education, seeking a reflection on their interaction with the other teaching methods already implemented.

Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation

The vertiginous advance of society in recent years has forced a modification of demands among citizens and educators. The arrival of information and communication technologies to the educational atmosphere has led to the development of the digital competence of teachers, which is one of the educational challenges teacher training has to face now. Based on this, this work intends to carry out an evaluation of the development of digital competence in teachers of the Lifelong Learning stage in the community of Andalusia (Spain). In order to do so, a quantitative and transversal work design was used, with a sample of 142 teachers from different schools in this area. The results showed a deficit of teachers in the five digital dimensions, especially in the creation of digital content. It was also clarified that there was a direct relationship between previous information and communication technology (ICT) training and the dimensions of communication and collaboration, and content creation. Finally, the work here showed that the teachers concerned with preservice ICT training were young and with less than 10 years of experience. In conclusion, the development of digital teaching competence continues to be a challenge for the education system which must therefore be addressed, and it shall continue to be a key issue in the training of current teachers, as it is indeed a fundamental pillar for promoting a new way of teaching, being the only way to develop an areal teaching innovation panorama.

Italian in the mainstream schools of the bilingual border area of the Slovenian coast: language policy, teachers’ perspectives and a vision for the future

ABSTRACT The Italian language in the ethnically mixed coastal area of Slovenia is an official language, regulated by the principle of ethnic autochthony, which recognizes the rights of linguistic minorities regardless of their number of speakers. Slovenia has been always very sensitive toward its two national minorities (Italian and Hungarian) and set up models of bilingual schools along its borders. In the official Italian-Slovenian bilingual area the “Littoral school system model” has been in place since 1959, requiring, in addition to establishing minority Italian schools, the compulsory teaching of the Italian language in all mainstream schools (Italian as L2), the teaching discussed in this paper. Nevertheless, Italian is not perceived as the language of the territory any longer; indeed, students at the end of elementary/middle school (15 years) typically reach a very low level of proficiency in Italian. Through an explanatory study based on the perceptions and perspectives of mainstream elementary/middle school Italian teachers we tried to identify the possible areas of investigation so as to understand the reasons of this decline and discover potential new ways of teaching. Moreover, examples of newly tried teaching approaches are introduced as new possible teaching and learning methods.

A Personalized Learning System for Parallel Intelligent Education

Technological advancement has given education a new definition— parallel intelligent education —resulting in fundamentally new ways of teaching and learning. This article exemplifies an important component of parallel intelligent education—artificial education system in a narrative game environment to offer personalized learning. The system collects data on the player’s actions while they play, assessing their concept knowledge via k-nearest-neighbor (kNN) classification, and provides tailored feedback to that student as they play the game. Based on an empirical evaluation, the kNN-based game system is shown to accurately provide players with differentiated instructions to guide them through the learning process based on the estimation of their knowledge levels.

Escribir para convencer: experiencia de diseño instruccional en contextos digitales de autoaprendizaje

El objetivo de este articulo es analizar la experiencia de diseno, implementacion y evaluacion del curso abierto Escribir para convencer de edX, para contribuir a la discusion sobre nuevas formas de ensenar y aprender en contextos digitales. El diseno instruccional se sistematizo con base en el modelo ADDIE, que integra los principios del Paradigma Pedagogico Ignaciano. El estudio fue descriptivo e incluyo informacion cuantitativa retomada de la herramienta edX Insights y de encuestas de satisfaccion aplicadas en el curso, asi como informacion cualitativa recolectada de los foros de evaluacion de las unidades. En los desempenos hubo un mayor rendimiento de los participantes en las actividades individuales y de realimentacion automatica, y una menor implicacion en actividades colaborativas. Como en otros MOOC, hay un decrecimiento del numero de participantes al transcurrir del curso. El diseno instruccional de este tipo de cursos enfrenta algunos desafios, como las transformaciones en los roles de los docentes respecto a la mediacion directa, y de los estudiantes, en cuanto a la autonomia, compromiso y apertura a la construccion colaborativa del conocimiento. A pesar de estos retos, el diseno instruccional contribuye a la efectividad de los MOOC y a su vigencia como alternativa de formacion en contextos cotidianos y academicos que aportan a la generacion de ciudadanos globales y digitales.

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning.

Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational escape rooms affects activation and absence of a negative effect on students. 61 Master students of the Autonomous City of Ceuta participated in this case study. They were divided into three study groups (1 control group; 2 experimental groups) that followed different formative actions (control group—traditional; experimental groups—escape rooms). To achieve the objectives, a mixed research design based on quantitative and qualitative techniques was followed. The instrument used for data collection was the GAMEX (Gameful Experience Scale). The results reveal that the students who had taken a gamified formative action through escape rooms obtained better assessment results in the indicators concerning motivation, teamwork, commitment, activation, and absence of a negative effect on the learning process than those with the traditional methodology.

Innovation as an Initiator of Economic Development

Science and technology are the main drivers and key factors of economic and social development. There is increasing talk of a knowledge-based society and economy based on creativity and innovation. Therefore, technology transfer is seen as the development, transfer and acquisition of new knowledge, techniques, technologies and the basis for technological advancement. In the innovation literature, one can most often find that innovations create something new in order to meet certain needs for which there is market demand. However, I think this needs to change, especially in young people's views. Namely, it has long been known in marketing theory that it is defined that people's needs are created, not that the needs of consumers are addressed, so that the market meets their needs. Kotler made it clear that it was best to create and impose the product on consumers as a need on the first level of Maslow's theory of the hierarchy of needs. Authors Montonen and Erikson presented a new way of teaching and learning about innovation, through work that was prepared as a case study for six years, with a focus on the product-oriented industry. From this perspective, the main task of teaching and learning about innovation is to provide hands-on competence, based on understanding how and with whom it should be done, what types of activities, tasks and routines to perform, what are the bold moves, emotions, knowledge , competencies, norms and values ​​embraced by innovation. This paper will outline the theoretical bases on innovation, will outline basic typologies of innovation, sources of ideas as potential drivers of change, and the importance of innovation in the economic development of a country. Innovation is the basis of advancement and the driving force behind the development of every economic area in one country. When looking at the typologies listed above, it can be concluded that the basis of innovation and sources of innovation can be all aspects of the business of one company, and that innovation is "born" not only in the RiD department but also in other organizational units. Certainly it is necessary to distinguish creativity from innovation, though new innovations are born through the process of idea creation. Ideas sources can be customers, distribution channels, and existing products and services. Innovation learning needs to be changed, from a theoretical point of view, to focus on practical competencies, which are based on an understanding of how innovation should be put into practice. Of course, the theoretical and scientific basis must not be neglected, but it is imperative that the emphasis of the study be shifted from the theoretical point of view to the involvement of young people in practical examples that frame the required knowledge of innovative endeavors.

Raman Spectroscopy: A Proposal for Didactic Innovation (IKD Model) In the Experimental Science Subject of the 3rd Year of the Primary Education Degree

In recent years, new innovative teaching methodologies have been used in the Basque Country University (IKD model) for experimental science classes for teachers of Primary Education in formation. This IKD model is based on a cooperative and dynamic learning. It is an own, cooperative, multilingual and inclusive model that emphasizes that students are the owners of their learning and are formed in a comprehensive, flexible and adapted to the needs of society. Training students according to IKD model requires creating new ways of teaching and learning more active and cooperative (curriculum development). Therefore, the fact of combining more theoretical master classes with more practical classes is a trend that is increasingly used. For this reason, combining concepts of chemistry and physics assumes that the student relates different ideas that are a priori complex and unrelated, but in the scientific field, they are related. In this way, the work presented is a proposal of methodology for the subject of experimental sciences for teachers in training, which will introduce real scientific instrumentation such as Raman spectroscopy, which can be of great interest to perform significant learning and to design teaching-learning activities.

Stafræn tækni í leikskólastarfi: Sjónarhorn frumkvöðla

Snjalltækni hefur orðið hluti af daglegu lífi fólks og sífellt yngri börn hafa greiðari aðgang að henni. Skólar hafa væðst þessari nýju tækni og henni er ætlað að vera hluti af starfi leikskóla (Mennta- og menningarmálaráðuneytið, 2011). Á sama tíma takast á sjónarmið um gagnsemi eða skaðsemi tækninnar í lífi og námi ungra barna. Rannsóknir eru dregnar fram sem sýna bæði jákvæð áhrif tækninnar á nám ungra barna sem og takmarkanir eða jafnvel skaðsemi. Einnig er horft til reynslu leikskóla af stafrænni tækni síðustu tvo áratugi því tölvur voru þegar þáttur í starfi sumra leikskóla undir síðustu aldamót og í fyrstu aðalnámskrá leikskóla (Menntamálaráðuneytið, 1999) var kveðið á um að tölvur skyldu vera hluti af búnaði þeirra. Markmið greinarinnar er að varpa ljósi á reynslu frumkvöðla af tæknivæðingu íslenskra leikskóla fyrr og nú, viðhorf þeirra og sýn á þátt stafrænnar tækni í starfi leikskóla. Tekin voru einstaklingsviðtöl við sjö frumkvöðla í innleiðingu tölva og tækni í leikskóla, frumkvöðla sem allir voru að störfum fyrir útkomu aðalnámskrár árið 1999 og í kjölfar hennar. Allir eiga það sameiginlegt að vera leikskólakennarar og vinna enn með tölvur og tækni í leikskólastarfi. Niðurstöður sýna að mikil og löng reynsla liggur að baki tölvuvæðingu leikskóla og á þeim árum sem liðin eru síðan fyrstu leikskólarnir tæknivæddust hafa frumkvöðlarnir ekki kvikað frá þeirri trú að tæknin geti eflt nám barna og hana megi nýta með margvíslegum hætti í leikskólastarfi. Róðurinn hefur lengst af verið þungur, sérstaklega í upphafi, enn virðist erfitt að fá nægilegan búnað eða rétta búnaðinn. Kennararnir eru gagnrýnir á ytra umhverfi leikskóla og segja að draga mætti meiri lærdóm af því sem þegar hefur áunnist á sviði tækni í leikskólum. Einnig telja þeir að stundum skorti markvissa úthlutun og innleiðingu þar sem bjargir séu tryggðar. Þeir leggja áherslu á markvissa, skapandi og samþætta notkun tækninnar, bæði í aðferðum og viðfangsefnum, vilja nota fjölbreytta kennsluhætti og reyna nýjar leiðir í kennslu.

Application of Computer Information Technology in the Reform of Law Classroom Teaching Method

In the context of the Internet, various information transmission methods are more convenient. The network is open and can share resources. Therefore, “Internet +” provides a new way of teaching in the field of education. In the process of law education in colleges and universities, teachers should make full use of the Internet to create a variety of teaching methods for students. Efficient use of information technology to promote continuous innovation and change in higher education models, creating a network and digital higher education system, laying the foundation for a harmonious society of learning at any time, anywhere, and everyone, and training innovative talent. The purpose of this article is to explore its application in the reform of law classroom teaching methods through computer information technology. This article establishes a legal resource database, creates a virtual legal classroom, and makes an electronic bulletin board to propose changes to legal education. It is concluded through experiments that under the teaching method of computer technology, students have improved significantly in all aspects of law. Under the traditional teaching method, students have only improved a small part in law study, and even declined in some aspects. Compared with traditional teaching methods, the effect of teaching methods under computer technology is relatively significant. In the former, it improved by 4.09 points on average, but the latter regressed by 4.02 points, and the former communicated a lot more than the latter. In terms of homework assignment, the latter overtimed about three times.

Change Management and Digital Age Training

Change management is a scientific area that treats all aspects of changes in the global society and contemporary economy. Nowadays, changes have become more universal and essential social and organizational phenomenon. The modern society has brought the imperative of constant change. In order to maintain efficiency, profit and sustainability, all organizations must be proactive, instead of reactive in regards of implementation of changes. It has been discussed many times that today’s changes have become more broad, rapid, unpredictable and severe – however, changes are inevitable part of the life cycles of all organizations. Most institutions have no awareness of or strategic approach to change management at all; they either talk about a change too much (or not at all), make the change, and hope for the best — treating a change as an event instead of an ongoing, everlasting process. The main problem is that changes are not thought about systemically or holistically, as they should be treated. Technology and changes have a huge impact on every aspect of life, with no exception to education. Educational institutions undoubtedly represent significant part of the whole process. Educational institutions are facing big cultural, demographic and especially technological shifts. Today, teachers are challenged with new ways of teaching in the digital age, incorporating technology effectively in the educational settings. In this paper the authors will discuss the matter of change management, digital age teaching and its impact of the educational practices and experiences. In this context, the method used is content analysis of relevant documents, as well as results of previous theoretical and empirical studies of many scientists and researchers in this particular field. The conclusions which have been reached represent a relevant starting point for future action in the framework of educational activities, policies and prospects.