Sequence Of Learning Activities Research Articles

Early Prediction of Students’ Performance Using a Deep Neural Network Based on Online Learning Activity Sequence

Predicting students’ performance is one of the most important issues in educational data mining. In this study, a method for representing students’ partial sequence of learning activities is proposed, and an early prediction model of students’ performance is designed based on a deep neural network. This model uses a pre-trained autoencoder to extract latent features from the sequence in order to make predictions. The experimental results show that: (1) compared with demographic features and assessment scores, 20% and wholly online learning activity sequences can achieve a classifier accuracy of 0.5 and 0.84, respectively, which can be used for an early prediction of students’ performance; (2) the proposed autoencoder can extract latent features from the original sequence effectively, and the accuracy of the prediction can be improved more than 30% by using latent features; (3) after using distance-based oversampling on the imbalanced training datasets, the end-to-end prediction model achieves an accuracy of more than 80% and has a better performance for non-major academic grades.

Learning Methods and Scientific Approaches on Integrated Thematic Learning

In the 2013 curriculum, elementary schools are carried out with integrated thematic learning. This study aims to analyze the integrated thematic learning activities of grade III. The research uses qualitative methods with a phenomenological approach. The research informant was one grade III teacher. The subjects in this study were 19 grade III students. Data was collected at SD Negeri 2 Soborejo using interviews, observations, and documentation. The data validity techniques used are the Credibility Test and the Confirmability Test. In researchers, a credibility test was carried out using increased persistence in research, triangulation techniques and member checks. The Confirmability Test is carried out using a journal to reflect on the data that has been collected. A scientific approach is applied in learning activities because the curriculum used is the 2013 Curriculum. Conclusion of the research, integrated thematic learning activities are carried out using several learning methods, according to the stage of the sequence of learning activities and learning principles Integrated thematic, then a scientific approach is applied in learning.

Keterlaksanaan Pembelajaran Efektif Melalui Peran Profesionalisme Pendidik Dalam Proses Pembelajaran

The learning process is an important part of implementing teaching and learning activities in every educational unit. There are several components involved including educators, students, learning media, learning designs, or methods, learning approaches, and evaluation methods at the end of learning. Teachers as the spearhead in the implementation of learning activities are highly demanded to always improve their competence and professionalism so that they can combine the motivation, interest, and enthusiasm of students in carrying out learning activities based on their similar potential, gender, and talents. The teacher’s ability in the competence of the field of knowledge possessed and the ability to implement learning pedagogy will characterize their professionalism in transfering understanding of topics or learning concepts to creating learning designs through the formulation of mature instructional objectives ar the beginning. This process will end with the implementation of the revision if the learning lesign that is created or implemented does not produce the desired output in the instructional objectivest that were formulated earlier. The cycle that is formed in the learning design reflects the sequence of learning activities that are arranged in a learning plan that begins with formulating instructional objectives, determining learning methods or designs, carrying out formative tests, perfected by summative tests, and ends with evaluating learning outcomes. The teacher or lecturer as the component closest to students who interacts with students directly is the component that most determines the success of students in receiving understanding. An effective learning system is the ultimate goal of implementing learning. The concept of teaching involves components of philosophical aspects and process aspects, based on the implementation of the teaching and learning process under the responsibility of the school in which there is the involnement of educational instructitutions and their teaching staff

Establishing a Common Design Language and Process for Unit Development using Miro Template

Our Faculty has embarked on an ambitious multi-year project aimed at taking advantage of lessons learned during emergency COVID online learning and teaching, to develop a set of Faculty principles and implement a transformation of unit offerings into a suite of integrated hybrid experiences supporting and connecting students both on campus and online. The challenge we faced was around the traditional way of delivering content and building knowledge as well as how we assess students. To support the transformation process, the teaching staff and the design staff involved, we have developed and continue to refine a collaborative and non-linear design process template in Miro. The template is designed to guide conversations with academic staff about proposed changes to the unit design. It allows entry into the design process at any point that suits the academic and supports an iterative design thinking approach. Additionally, it enables rapid ‘paper’ prototyping of ideas and establishes a common design language amongst teaching and design staff. This template helps rapidly explain current development thinking to others. The fundamental difference of this template and commonly used design processes is the visualisation of connections between learning outcomes, assessments and sequencing of learning activities. This approach to learning design uses digital mediating artefact in facilitating unit design. The template currently shows the design of a unit from its place within a course or courses, all the way down to the finer details of lesson planning. At every turn, it unobtrusively buttresses the design process with reference to selected design and educational theory, and university policy, subtly reinforcing good teaching practice. The following are currently included in the template, and there are plans to incorporate frames that support the development of assessment rubrics, lesson plans and the conceptual development of new units and courses. Curriculum Mapping - places the unit within its course context. Course and unit learning outcomes are mapped to unit assessments. Enables a simple and clear visualisation of unit place in multiple courses where applicable. Unit Delivery Mode - enables integration of face-to-face and remote learning activities, enables visualisation of connections between activities, and helps track unit student workload. Assessment Design - links assessment design to assessment theory - assessment by, for and of learning (Voinea, 2018), enables visualisation of connections between assessments and sequencing of learning activities, marking and feedback. It tracks student workload in assessment preparation. Refining Learning & Defining Content - links to Blooms and Solo and University learning outcome writing guide to guide crafting of unit learning outcomes if they need to change Class Lesson Plan - Enables the visualisation of in-class plans and implementation of University active learning guidelines (4As) (Vella & Ashworth, 2007) Semester Map - lays the entire unit out across a semester timeline. It enables a bird-eye view of the sequence of all unit-related activities. It can be used to compare student learning experience and workload over multiple units in any given semester timeframe.

Steps of learning strategies in social science learning activities

This study aims to determine the learning strategy implementation that is applied in social science learning activities at MIN 2 Bengkulu City “as a representative, purposive and inspirational sample. This is due to a number of reasons, such as in social science learning activities at the basic education level only using teacher-centered expository learning strategies. In addition, the teacher is not right in selecting, sorting, and implementing learning strategies. The lack of variety in learning methods increasingly makes students less/less versed in the subject matter. In the end, with fewer/not mastering students in social science subjects, the learning outcomes/grades are poor. The research method used is field research with a qualitative descriptive approach. The results of this study in the form of implementing learning strategies in learning activities in the field of social science are generally divided into three steps, namely planning; time, sequence of learning activities, methods, media/learning materials, implementation; preliminary activities, core activities and closing activities and follow-up and end with evaluation; test and non-test. The learning strategies used in learning social sciences are reading aloud, active sharing of knowledge, and small group discussions.

Analysis on Teaching Online Strategy in Speaking Skill Used a Teacher in School

Teaching strategy is a sequence of activities that systematic, general patterns of teacher activities that include about the sequence of learning activities, the order of achieving the goals that have been specified.The objective of the research are: (1) to identify the strategies used by the English teacher in teaching speaking . (2) To find out the problems faced by the English teacher in teaching strategy on speaking .The research methodology in this research is a descriptive-qualitative design. The subject of the research is the teacher of class at the seventh grade of Junior High School, in here only one teacher and the students it is consist of 31 students that one class only.the strategies in teaching speaking that are: use the Individual work, based on activities on easy language, give instruction or training in discussion skills, and keep students to speak the target language. The techniques of collecting the data in this research are: doing interview with English teacher. This technique of data analysis which used in this research was interactive model of analysis, the model of data analysis from Miles and Huberman. That are: colleting the data, reducing the data, presenting the data and drawing conclusion. In this study used data triangulation, source and theory. This research finding that the teaching strategies used the teacher in speaking class of full day class at seventh grade in SMP Hangtuah 5 Candi . The first meeting, the teacher in teaching speaking skill used three strategies that are: used keep students to speak the target language, base the activities on easy language, and the teacher used the Individual work.

The Effect of Problem-Based Learning on Learning Outcomes of Pendidikan Agama Islam

This study aimed to analyze and describe instructions applying problem-based learning in school. The research design is a systematic literature review conducted in seven steps. Data searched and retrieved from google scholar. Eligibility criteria for selected studies are articles published between 2017-2021 and written in the Indonesian language. This study concluded that applying problem-based learning in instruction positively affects learning outcomes, especially problem solving and critical thinking ability. PBL steps commonly used in classrooms are the teacher planning the lesson, stating the learning objectives, explaining the subject matter, dividing the group, students carrying out investigations, the teacher providing feedback. These steps are more of a learning activity than a sequence of learning activities.

The ABC method as a tool for blended learning course development at Bergen University Library

Embarking on planning and design of new library courses, or just even redesigning them, might be challenging in an everyday busy schedule. Especially if you want to try out new digital applications or features that could give the training an edge towards students, often prejudiced to what they can expect from a traditional library course. Ideally you engage colleagues and even students and faculty members in such a process. But how can you allocate enough time and resources to reach such ambitions? The ABC method, developed at University College London, is an effective, engaging and creative approach. In only 90 minutes groups are able to work together hands-on to create a visual storyboard outlining the type and sequence of learning activities aligned with the course’s learning outcomes. Blended learning and co-creation are often encouraged in course design in many educational institutions these days. The ABC method encourage also library instructors to think about e-learning tools, methods for active learning and opportunities for co-creation. Library courses, in difference from regular courses at universities, if often taught as a “one-shot-session”, and they rarely include formal evaluations. We therefore felt the need to adapt the method to better suit these circumstances. We adjusted both agenda and material, but all ideas and principles follow the original method. Evaluation showed good feedback regarding the proportion of participants who intended to change their course design after attending the workshop. This session will present the basic principles of the ABC-method and our experiences working with this approach to blended course planning.

METHODS OF FORMATION OF PROFESSIONAL SKILLS IN PERSONS WITH DOWN SYNDROME DURING THEIR SOCIAL REHABILITATION

The aim of the study is to analyze the existing methods of formation of professional skills in persons with Down syndrome in the process of their social rehabilitation. The article examines the factors of development of Down syndrome and the conditions that affect the development of persons with Down syndrome and emphasizes the role of the family in their education and upbringing. Special attention is paid to the development of independence in students with disabilities, including those with Down syndrome, to the formation of the skills necessary for achievement of success, of adaptation skills, social regulation skills and skills formed during pre-professional training, as well as professional skills. The latter are considered in the light of their formation during schooling and their inclusion in the programs of special schools both in the Republic of Azerbaijan and abroad. The article determines the tasks of professional training of persons in special schools and the peculiarities of professional rehabilitation of students with Down syndrome, describes the main areas in the rehabilitation of the psychological development (sensory education, development of imagination, thinking and speech). The author analyzes the programs and methods of professional competence formation of persons with disabilities, taking into account the level of intellectual development, used in the United States and Western Europe. The study suggests a sequence of learning activities in the organization of professional training of persons with Down syndrome in early teens. Ключевые слова: дети с синдро- мом Дауна; синдром Дауна; Дауна синдром; социальная реабилитация; профессиональные навыки; психиче- ское развитие; профессиональные компетенции. Keywords

Guiding Students to Understand Functional Responses: Holling's Disc Experiment Revisited

ABSTRACT Inspired by the approach first employed by C.S. Holling in his classic “disc experiment,” this article provides a sequence of learning activities that increase students' understanding of the mechanisms behind saturating effects in predator-prey scenarios. The proposed lesson is recommended for inclusion in courses that address mathematical biology or modeling from introductory to advanced levels. The featured activities include a theoretical derivation of Holling's type II functional response model, a hands-on experiment for data gathering, and tools for further exploration through individual-based computer simulations. This multi-faceted approach gives students the opportunity to gather different sets of data in order to meet multiple learning objectives. Classroom trials conducted in Spring 2019 indicate that the proposed instructional resources and activities are effective for improving students' understanding of the mechanisms in Holling's type II functional response equation, and deepen students' appreciation of authentic data-driven mathematical modeling in ecology.

García Lorca: o texto poético e o ensino de línguas

This paper has as its main purpose to discuss the various ways of using the poetry in the context of foreign language teaching practices. To this end, an activity will be presented that focuses on the literature and biography of the poet Federico García Lorca, directed to a class of Brazilian students of Spanish as a foreign language. From the idea that the mythical figure of the Grenadian poet attracts the student's attention and establishes the natural process of interest in the Spanish language and culture, some meaningful learning activity sequences can be developed. Thus, the student can build his own learning path, because at the same time that, through pedagogical activities, he reads, observes and analyzes the text (language) and the context (culture) of the poems, he has to - according to the intention of each activity - to be critically and ideologically positioned in the acquisition of a second language.

Implementación de un Proyecto Pedagógico Productivo (PPP) en el marco de la piscicultura

La enseñanza de la química en la escuela secundaria se ha llevado a cabo desde una perspectiva descontextualizada y focalizada en los contenidos y el profesor, situación que limita la oportunidad a los estudiantes de comprometerse en la construcción de los productos y procesos de la química. Con el ánimo de superar estas restricciones, este estudio se propuso implementar un PPP representado en la piscicultura a fin de asistir a los estudiantes de básica secundaria ciclo II rural, en la comprensión del tópico de las disoluciones junto con el desarrollo de algunas habilidades para la vida. La metodología fue cualitativa e interpretativa por estudios de casos. Esta estuvo configurada por dos fases: planeación e implementación de una secuencia de actividades de aprendizaje, y documentación de los razonamientos y acciones de los estudiantes y el profesor. Los datos provenientes de las diferentes fuentes documentales fueron analizados desde la teoría fundamentada, emergiendo una serie de generalizaciones naturalisticas sustentadas por la afirmación que los PPP de la cría de trucha Arcoíris es una orientación de enseñanza contextualizada, la cual ayudó a los estudiantes a construir no sólo la comprensión del fenómeno de las disoluciones, sino, también, el desarrollo de habilidades como aprender a aprender y el trabajo cooperativo con el objetivo de informar el cultivo de esta clase de peces.

Are early-years-children able to use magnifying glasses and dichotomous keys to observe, compare, classify and identify small animals?

ABSTRACT This article presents research designed along one scholar course with first-year pre-schoolers in Spain. A coherent sequence of learning activities, that combined classroom work with working outside the classroom (in the school garden), was designed in order to analyse if the first-year-preschool children were able to apply scientific tools, including the magnifying glass and dichotomous key to observe, compare, classify and identify small animals within their surroundings. The results obtained show that using a magnifying glass, pupils learned to observe in an intentional way to, by means of counting the number of wings and legs and the colour of small animals, compare small animals. The comparison criteria they established based on this observation and comparison, were used to classify and identify other animals by using a dichotomous key. The results show that the students struggled to use keys; thus, help from the teacher was necessary to develop scientific skills as observe, compare, classify and identify.

ABC LD – A new Toolkit for Rapid Learning Design

ABC Learning Design (ABC LD) is a high-energy, hands-on curriculum development workshop from University College London (UCL). In just 90 minutes teaching teams work together to create a visual “storyboard”. The storyboard is made up of pre-printed cards representing the type and sequence of learning activities (both online and offline) required to meet the module or programme learning outcomes. All the resources have been released under Creative Commons licenses and are free to download, adapt and use.ABC LD is now popular across European tertiary education and beyond. Participants have found the workshop-based “sprint” approach to be quick, engaging and productive. The original UCL or “base” ABC LD is built around a collaborative and intensive 90’ workshop in which module teams work together to produce a paper-based storyboard describing the student journey.Over the last two years UCL has led an Erasmus+ project to develop and evaluate the ABC LD method with 12 partners (https://abc-ld.org). We have focused on localisation to institutional contexts and have explored the important link between storyboard designs and the Virtual Learning Environment. The main output is a freely downloadable Toolkit of resources and guides, enabling any college or university to adapt and adopt the method.Although developed to promote blended learning, during the COVID emergency, some institutions have now modified ABC LD to be facilitated remotely to support their need for a rapid transition to online learning. ABC LD is proving an effective method in this new format, too.

Supporting grades 1–8 pre-service teachers’ argumentation skills: constructing mathematical arguments in situations that facilitate analyzing cases

We report on a teaching experiment with pre-service teachers (PSTs) intended to support their understanding of the validity of mathematical arguments, and their ability to formulate mathematical arguments by conducting case analysis. PSTs used Toulmin's framework (1958/2003) and engaged in collective argumentation while solving crypto-arithmetic problems about a multi-digit addition algorithm. The problems facilitated reasoning about cases. Results show the evolution of PSTs’ reasoning skills over time. A significant proportion of PSTs moved away from providing unsupported claims, towards constructing all-encompassing deductive-like arguments with clearly stated claims, supporting evidence, and reasons. We suggest a plausible sequence of learning activities for mathematics teacher educators to consider in an effort to strengthen PSTs’ argumentation skills. The goal is to support PSTs’ ability to reason about and analyze cases while solving problems that lend themselves to drawing logical inferences with strategic approaches.

Outsiders looking in? Challenging reading through creative practice

Becoming well read, especially in academia, is key to being part of the university - and of society. Academic reading is ‘tricky business’ especially for those widening participation students not necessarily familiar with the forms and processes of Higher Education. To foster these students’ academic literacies and practice, rather than the decontextualised teaching of ‘skills’, we create empowering social spaces for authentic collaborative reading. To facilitate this, we present text ‘differently’: text as scroll. A textscroll can be made by taping article or chapter pages together, side-by-side. Textscrolls open up the contested bookspace and make the written word accessible. They foster dialogic and multimodal interaction with texts and, if woven into a developmental embodied sequence of learning activities, help develop an understanding of academic reading as a wider social practice. Student and staff feedback show that scrolls are liberating. Scrolls, in embodied ways, make university reading meaningful and can authentically scaffold entry into epistemic communities. Scrolls help learners access the written word - and enjoy reading.

The ABC method as a tool for blended learning course development at Bergen University Library

Embarking on planning and design of new library courses, or just even redesigning them, might be challenging in an everyday busy schedule. Especially if you want to try out new digital applications or features that could give the training an edge towards students, often prejudiced to what they can expect from a traditional library course. Ideally you engage colleagues and even students and faculty members in such a process. But how can you allocate enough time and resources to reach such ambitions?
 The ABC method, developed at University College London, is an effective, engaging and creative approach. In only 90 minutes groups are able to work together hands-on to create a visual storyboard outlining the type and sequence of learning activities aligned with the course’s learning outcomes. Blended learning and co-creation are often encouraged in course design in many educational institutions these days. The ABC method encourage also library instructors to think about e-learning tools, methods for active learning and opportunities for co-creation.
 Library courses, in difference from regular courses at universities, if often taught as a “one-shot-session”, and they rarely include formal evaluations. We therefore felt the need to adapt the method to better suit these circumstances. We adjusted both agenda and material, but all ideas and principles follow the original method. Evaluation showed good feedback regarding the proportion of participants who intended to change their course design after attending the workshop.
 This session will present the basic principles of the ABC-method and our experiences working with this approach to blended course planning.
 (Alternative if workshop: This workshop will give let you plan and design elements of a given course, utilizing the tools and methods of the ABC method.)

Decomposing practice in teacher professional development: Examining sequences of learning activities

Decomposing practice in teacher professional development: Examining sequences of learning activities

Bar Model: A Beneficial Tool in Learning Percentage

Percentage is found to be a familiar and challenging topic at the same time. Percentage has many application in daily life, yet many students still find it difficult. It might because many schools teach merely a formal procedure and pay less attention to the understanding of the reasoning behinds percentage ideas. This small study employed a design research and aimed at supporting students in understanding percentage by using bar model. Eleven 6th and 7th grade students of American International School of Rotterdam were participated in this study. A sequence of learning activities was designed to help students construct their understanding of percentage. The activities consisted of some rich contextual problems that lead to the emergence of bar model. The result revealed that the model can help students construct students’ knowledge of the relation among numbers in percentage, and also help them solve percentage problems systematically through some intermediate steps which include benchmarks.

Mata Pelajaran IPS di MI/SD: Sebuah Strategi Pembelajaran Implementatif

Abstrack Generally, the activities of teaching and learning on social science at the primary school level just use expository learning strategies. This strategi still use teacher centered that follow the custom with learning sequence. It starts from teacher that describes the material directly. After that, teacher gives the evaluation through exercises to the students. Besides that, the inaccuracy of teachers in the selection and using the learning strategies and also the lack of variation in the using of learning strategies make learners become not mastered and less in the learning materials. In addition, the lack of students in mastering the material makes the value of social science badly (far from KKM which has determined). The results of this research are applied learning strategies by the teacher on social science subject in the fourth grade at State Islamic Elementary School Wirasaba Purbalingga generally divided into three steps, they are planning; time, sequence of learning activities, methods and media/learning materials, implementation; preliminary activities, core activities, closing activities and follow up, and evaluation. As for the learning strategies used in social science learning are reading aloud, active knowledge sharing and small group discussion. Key words: Learning Strategies, Social Science.